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

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Draft write-ups were edited in several sittings by the research team. All the write ups for a particularsubject were then compiled, and appropriate illustrations were added to the texts by an illustrator whowas knowledgeable about Adivasi culture, tradition and practices. It is to be noted that illustrationsoften needed revision before finalization, as well.The material was then tested by children in actual classrooms. Based on both the children’s and teachers’feedback, the material underwent further revision and eventual finalization via an editorial board. Thematerial was then sent for printing.In this way, the graded primers featured Adivasi culture and tradition through:••••••••••••Original storiesPersonal experiencesSongs, poetryTraditional folktales, legendsBiographies, historiesJokes, riddles, proverbsTravel, geographyInformation (e.g., health), awareness-raising issuesInstructions (how to do something)Religious / moral / ethical messagesNews (local and national)Skits and dramasTeacher RecruitmentDuring February 2003, the first ARP school was opened in the tribal village of Agholpur with the aimto test the developed materials in Sadri and offer basic mother-tongue based education. The researchteam wanted to offer teaching to the children through a Sadri-speaking teacher who was bilingual andhired from the community. However, during one of the workshops, community participants voiced theircriterion for hiring and employing a teacher, which included:••••••••••••••Having at least secondary school certificate (SSC) qualificationMinimum 16 years of ageTrained in teachingDutiful and conscious of their dutiesSkilled enough to teach community childrenGentle and idealisticKnowledgeable about own culture and languageMember of Sadri communityHaving lovely attitude towards childrenHonestInterested in games and extra-curricular activitiesMaintaining personal hygieneHaving social acceptanceFree from Haria (homemade alcohol) drinkingIdeally, the teacher needed to possess a graduation degree, but if not available, should at least havea Secondary School Certificate. It is not, however, easy to find individuals who have such academic[ 37 ]
qualifications in the tribal communities. However, ARP was fortunate to find a woman who possessed aHigher Secondary Certificate (HSC). She had just married and was living in Agholpur with her husband.The ARP team leader talked to her and her husband, and they agreed for her to take the job. She wassubsequently trained, and became the ARP laboratory school teacher in Agholpur.In successive years eleven schools in Sadri were opened and supported by different donors in differentplaces. ARP assisted in recruiting the teachers and provided necessary training for running those schoolseffectively.Teacher Salary and Remuneration© ASHRAISince the ARP school is non-formal, instruction takesplace for only 3-4 hours per day, and the school islocated in the teacher’s own village, it is considered asa part time job which she can manage at ease. Hence,the salary also is determined on the basis of part-timework. Her monthly salary was fixed at Tk. 700 (in theyear 2003) only. This was in line with non-formal schoolteachers working with other NGOs in the country.Provision was made for yearly increment on the basisof her performance, and one festival bonus was alsoincluded, as this is a general practice for employeesthroughout the country. Children are learning in the classTeacher Capacity-buildingLike curriculum and education materials, it is equally important to have appropriate teaching plans andmethods for imparting quality education and for acquiring the desired level of competencies amongthe targeted children. For primary education, the Active Learning Process (ALP) methodology is veryconducive to learning because it makes the class joyful as well as insures the students’ development ofsubject competency. For this reason, the research team wanted the same methodology to be used inthe Sadri schools. ALP capacity-building for the teachers was an important component of the project.In fact, the research team has been continuously providing formal and informal training to the teachers.To this aim, it has organized several formal trainings to instruct the teachers about the basics of theteaching-learning process and class management. In addition, on-the-job training and feedback isregularly given so that weaknesses and shortcomings can be readily identified and shared to help theteachers improve. Monthly refreshers’ are also arranged where class problems are discussed and possiblecorrective measures are suggested or taken. Rehearsal of lessons to be taught in the coming month alsotakes place during the monthly meetings.Formal trainings are : 1) Basic Training, 2) Facilitation Training, 3) Child Rights, and 4) Child-to-ChildTraining.[ 38 ]
Page 1 and 2: Mother Tongue-basedLiteracy Program
Page 3 and 4: Mother Tongue-based Literacy Progra
Page 5 and 6: ContentsAcronymsviPartI 1Mother Ton
Page 7 and 8: AcronymsIndiaZSSTLCPLPCEIPCLGZSSSRC
Page 9 and 10: PartI
Page 11: Mother TongueLiteracy Programmesin
Page 14 and 15: Entrenchment of the common (majorit
Page 16 and 17: Table 1: Linguistic Contexts of the
Page 18 and 19: It may be noted that there is no re
Page 20 and 21: “If we stop using our language, i
Page 22 and 23: their normal lives and communicatio
Page 24 and 25: the project ensured that community
Page 26 and 27: Also, it was important to identify
Page 28 and 29: conservation. Tharu traditional pra
Page 31 and 32: In Thailand, participation in schoo
Page 33 and 34: would there be projects to cover al
Page 35 and 36: © UNESCO/D. Riewpituk
Page 37 and 38: BackgroundBangladesh is a delta lan
Page 39 and 40: As a consequence, literacy rates am
Page 41 and 42: Orthography DevelopmentDuring early
Page 43: and discussion in the plenary, age-
Page 47 and 48: Before opening the school, the rese
Page 49 and 50: Networking with Other Organizations
Page 51 and 52: A small baseline study was conducte
Page 53 and 54: parents of the children studying in
Page 55 and 56: Awareness Creation and Opinion Form
Page 57 and 58: Table 2: At-a-Glance Status of MT S
Page 59 and 60: Tasks for National and Internationa
Page 61 and 62: © POEYS
Page 63 and 64: BackgroundCurrent Situation of Mino
Page 65 and 66: of instruction, but the Bunong chil
Page 67 and 68: Process and Cost of Developing and
Page 69 and 70: vocabulary, containing only sounds
Page 71 and 72: Impact of the ProjectImpact on Educ
Page 73 and 74: NetworkingThe MoEYS and UNESCO have
Page 75 and 76: Komly Boek: Bilingual NFE TeacherMy
Page 77 and 78: © Norman Geary
Page 79 and 80: BackgroundThe Kam 1 of south centra
Page 81 and 82: ‘Rice feeds the body, songs feed
Page 83 and 84: (Putonghua) in education. Neverthel
Page 85 and 86: do anything else with Chinese. Now
Page 87 and 88: eading material in their own langua
Page 89 and 90: Kam Children SingThe singing classe
Page 91 and 92: Thus, the book-fees for a child to
Page 93 and 94: advisers to the Project since its b
Page 95 and 96:
Capacity to Learn the National Lang
Page 97 and 98:
they were persuaded of its value (t
Page 99 and 100:
detached from the village and diffe
Page 101 and 102:
© State Resource Centre Assam
Page 103 and 104:
BackgroundIndia is home to a large
Page 105 and 106:
In the case of adult literacy, we h
Page 107 and 108:
Curriculum and Learning Materials D
Page 109 and 110:
About 70 volunteer teachers were en
Page 111 and 112:
The majority of the learners have c
Page 113 and 114:
the regional language and finally t
Page 115 and 116:
[ 108 ]© BP-PLSP
Page 117 and 118:
In attempting to meet one of the go
Page 119 and 120:
Indonesian Policies on Mother Tongu
Page 121 and 122:
Nature and LivelihoodCommunity peop
Page 123 and 124:
No. Material Time1. The Policy of S
Page 125 and 126:
Networking with CommunityMembers, G
Page 127 and 128:
BP-PLSP Region II has distributed a
Page 129 and 130:
Impact of theProgrammeThe KFBI prog
Page 131 and 132:
Phase II. Learning activities inclu
Page 133 and 134:
After learning some skills, learner
Page 135 and 136:
© BASE
Page 137 and 138:
© BASEBackground‘If we stop usin
Page 139 and 140:
een forced into bonded labor. Cultu
Page 141 and 142:
cows, bulls, sheep, and goats) kept
Page 143 and 144:
Most of the NFE programmes implemen
Page 145 and 146:
The Key Word Approach was used whil
Page 147 and 148:
how to read and write which helps t
Page 149 and 150:
In short, the Tharu mother tongue l
Page 151 and 152:
© ONFEC
Page 153 and 154:
In 2006, Thailand celebrated an aus
Page 155 and 156:
Minister of Education Chaturong Cha
Page 157 and 158:
All of the NPKOM teachers have asso
Page 159 and 160:
simple sentence structures and much
Page 161 and 162:
Teaching Plan: Bridging to the Nati
Page 163 and 164:
Impact of the ProjectImpact on Educ
Page 165 and 166:
een minimal, as books developed by
Page 167 and 168:
Annexes
Page 169 and 170:
Annex 2: ReferencesMother Tongue Li
Page 171 and 172:
Lindholm-Leary, K. 2001. Dual Langu
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