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

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BPEPCREDCDCNCLPRBASEVDCMOESSCF/USINGOIGARPBasic and Primary Education ProjectResearch Centre for Educational Innovation and DevelopmentCurriculum Development CentreNational Commission Language Policy ReportBackward Society and EducationVillage Development CommitteeMinistry <strong>of</strong> Education and SportsSave the Children, United StatesInternational Non-Governmental OrganizationIncome GenerationAction Research ProjectBangladeshNFPE Non-Formal Primary EducationNETZ a German donor agencySDC Swiss Agency for Development & CooperationNOVIB OXFAM NetherlandsUPA- ZILA a sub-districtNCTB National Curriculum & Text Book BoardPEDP Primary Education Development ProgrammeRTResearch TeamR & SD Research and Staff DevelopmentPO Programme OrganizerTADP Tribal Adolescents Development ProgrammePTI Primary Training InstituteRDRS Rangpur Dinajpur Rural Service (an NGO)SSC Secondary School Certificate[ vii ]
PartI
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: AcronymsIndiaZSSTLCPLPCEIPCLGZSSSRC
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 44: and discussion in the plenary, age-
Page 45 and 46: qualifications in the tribal commun
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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