Mother Tongue-based Literacy Programmes: Case Studies of Good ...
Mother Tongue-based Literacy Programmes: Case Studies of Good ... Mother Tongue-based Literacy Programmes: Case Studies of Good ...
BPEPCREDCDCNCLPRBASEVDCMOESSCF/USINGOIGARPBasic and Primary Education ProjectResearch Centre for Educational Innovation and DevelopmentCurriculum Development CentreNational Commission Language Policy ReportBackward Society and EducationVillage Development CommitteeMinistry of 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
PartI
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