Mother Tongue-based Literacy Programmes: Case Studies of Good ...

Impact of the ProjectImpact on Education PolicyUsually the word impact comprises the compoundedresult of the policy, strategy, action, and budget ofthe programme. The impact of the Tharu languageliteracy programme can also be analyzed along thesecategories. Policy-wise, the Government had a policyon mother tongue education for the formal educationsystem; however, non-formal education had notreceived due attention. Given this backdrop, INGOslike World Education have been actively advocating formother tongue literacy programmes in collaborationwith their local partners. There are also a handful ofother INGOs who are involved in implementation ofnon-formal mother tongue literacy programmes.© BASESecondly, some local NGOs in the Dang district have been very active in conserving the Tharu language,culture, and identity by developing learning and reading materials in the Tharu language. Thirdly, moreTharus, including children, have been joining NFE literacy and/or formal education programmes, implyingthat the mother tongue literacy programme is reaching the educationally disadvantaged groups.The mother tongue literacy programme has also raised a number of relevant questions related to policy.How do the Tharus utilize the literacy programme in their lives? In what ways does it affect their dailylives? A baseline survey conducted at the initial stage of the programme and a simple comparison ofits findings with the findings of the study conducted at the end of the project has helped to answerthese questions in some ways. A marked progress is found in their literacy and numeracy skills. Theirself-confidence in dealing with family issues and their level of participation in community activities werefound to have increased significantly.The literacy curriculum includes several life skills. It also integrates many important issues that are relevantto the lives of the participants, such as sanitation, family planning and forest conservation. A growingnumber of Tharus are now found to be using some means of family planning. The surrounding forestshave been conserved and managed in a better way. Similarly, women are now capable of managingmany household affairs and dealing with money matters.Mother Tongue Literacy in My LifeRadhika Tharu, 25, is a married woman who lives in Uttar Kapradevi. According to her, shewas non-literate and hence “uncivilized” when it came to talking with other people. When shejoined a literacy class, she learned how to mix up with others and she also understood theimportance of mutual understanding. When she shared what she had learnt in her literacyclass with her husband, he was surprised and also became interested to attend the NFE literacyclass himself. She said that now she and her husband know a lot of things, such as how toprotect forests and how to clean the house. Radhika goes on to say, “Besides, we are applyingthis knowledge in our daily lives. Interestingly, we are able to teach our small son and daughter[ 139 ]