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

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target community in exploring modalities and developing language for mother tongue education.Every forum and interactive event included Oraon representation from all walks <strong>of</strong> life and from variousplaces in the northwest <strong>of</strong> the country.Continuation and ExpansionAfter development <strong>of</strong> the graded curriculum and learning materials in Sadri and successful acceptanceby the Oraon children in Agholpur and Idolpur villages, the ARP wanted to expand and replicate the sameproject in other areas in order to test the effectiveness <strong>of</strong> teaching in mother tongue on a larger scale.However, resource availability for this expansion and testing was a big constraint. Given this situation,ARP initiated dialogue with potential bodies/donors. This approach was fruitful. NETZ came forward andextended their support to the ARP. This paved the path to invite other donors, like NOVIB and SDC, wholater joined with NETZ. Gradually the number <strong>of</strong> Sadri schools has reached 12.Integration into the MainstreamARP wants to bridge all the ARP children into mainstream education. For this purpose, an appropriatelevel <strong>of</strong> support for the children for a certain period <strong>of</strong> time is needed. Of course, governmental supportand action is also essential for institutionalizing MT literacy programmes.Bridging to the National LanguageFor mainstreaming into the national education system, the bridging <strong>of</strong> MT to the national languageis very crucial. Therefore, ARP wants to develop appropriate methodology and materials to introduceBangla and English for the Oraon children, and finally mainstream their education into the nationallanguage.RecommendationsExpectations from the CommunityCommunity leaders and parents <strong>of</strong> the children have expressed their expectations about the duration<strong>of</strong> ARP. Currently, ASHRAI is implementing a 3-year educational programme for the tribal children. TheGovernment, however, provides five years <strong>of</strong> primary education. Recently, an NGO, the BangladeshRural Advancement Committee, has also changed its NFPE policy, and is implementing its non-formaleducation for five years. Under these circumstances, the community people want to see ARP extendedto five years so that, their children can receive primary education for a full five years in the same schooland then go directly to high schools for secondary-level schooling.Hence, ARP should be extended up to Grade-V so that course materials are developed and children aregiven the opportunity to study in their mother tongue, which would thereby allow them to completetheir primary education in the mother language.[ 51 ]

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