shishur khamatayan - multilingual education program of...
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SHISHUR KHAMATAYAN- Multilingual Education Program of Save the Children
November-6-8, Bangkok
Imperial Queens Park hotel
Implemented by: Zabarang Kalyan Samity
Bolipara Nari Kalyan Samity and Rakhaing Development Foundation
Rationale for Multilingual Education Program
• Provide a strong educational foundation • A good bridge to gain competence and
confidence • Restoration and presentation of endangered
languages
Where we work
Tangail
Pabna
Satkhira
Jhenaidah
Jessore
Meherpur
Chaudanga
Kushtia
Gopalganj
Khulna Bahe
rhat
Narail
Magura
Rajbari
Faridpur
Manikganj
Nilphamari
Naogaon
Nawabganj
Rajshahi
Thakurgaon
Dinajpur
Panchgarh
Jamalpur
Bogra
Natore
Sirajganj
Rangpur
Joypurhat
Lalmonirhat
Gaibandha
Kurigram
Sariatpur
Laxmipur
Perojpur
Patuakali
Barguna
Bhola
Jhalkathi
Barisal
Madaripur
Chandpur
Bandarban
Cox's Bazar
Chittagong
Noakhali
Feni
Rangamati
Khagrachari
Kishoreganj
Gazipur
Munshiganj
Dhaka Naraya
nganj
Narsingdi
Mymensingh
Sherpur
Netrokona
Hobiganj
Comilla
Brahmanbaria
Sunamganj
Moulvi Bazar
Sylhet
•CHT – children from minority indigenous groups •Remote hilly area
Partners in operation • Zabarang Kalyan Samity (ZKS) -
Dighinala, Panchari and Khg Sadar - 100 Pre-Primary schools - 17 Grade-1, Grade-II and Grade III classes - 36 Community Learning Centers - 10,629 children graduate in Pre-Primary ,GI,II,III
and CLC
• Bolipara Nari Kalyan Samity (BNKS)
- Alikadam, Thanchi and B’ban sadar
- 60 Pre-Primary schools - 9804 children in Youth Club - 11034 children in Pre-Primary & Youth Club
• Rakhaing Development Foundation (RDF)
• - Ramu, Chakaria, Teknaf and Cox’Bazar Sadar - 19 Pre-Primary Schools - 652 children in Coaching - 907 children in Pre-Primary and Coaching
5
Establish pre-primary centres Engage primary schools transition
Material development Community mobilisation & participation
Teacher training
Program in operation
• Preschools (2 years) -Mother tongue based MLE- Chakma, Marma, Kokborok (Tripura), Mro, Rakhaing language
• Grade-1,Grade-2 and 3 Mother tongue based Chakma and Tripura
• Parenting • Community Learning Circle • Reception & orientation
organized in GPS/RNGPS • MLE Awareness training
within the catchments primary school
Curriculum Development : Pre-Primary, Grade-1,Grade-2 & 3
• Pre-Primary curriculum that followed by Save the children
• Finalization of curriculum through series of workshops with Director of Tribal Cultural Institute-Khagrachari, Language committee and Community Leaders
• Discussion with community, national & international experts •Field test
Pre-primary Curriculum
Subject Pre-primary-1 Pre-primary-2
Language Big book, Small Book Primer, Story Books Bangla TPR (Total Physical Response) and sign writing
Culture and community
Songs and rhymes, Drawing
Songs and Rhymes, Drawing
Math Cultural Math Numeric Math
Environmental study Self introduction Familiar to Environment
Outdoor Game Cultural Game Cultural Game
Alphabet Chart Chakma, Mro, Marma, Rakhaing, Tripura
Bangla Alphabet chart & TPR
Teachers Guide Teachers guide Teachers guide
Pre-Primary Materials
Primary Curriculum Grade MT Bangla Math English Social Story
Grade-1 Mother tongue text book
Bangla Primer
MT math and transfer in Bangla
Alphabet Chrt
Ev.Science chart followed NCTB
Story Books
Game, Songs and Rhymes
Grade-2 Mother tongue text book
Bangla-NCTB
Math-NCTB
Text book
Ev.Science chart Followed NCTB
Story Books
Songs and Rhymes Game
Grade-3 Mother tongue text book
Bangla-NCTB
Math-NCTB
Text book
Science book
Bangladesh and Global Studies
Songs and Rhymes Game
Grade-1 & Grade-II Materials
Teachers Development
Subject Days
Language development 3 Days
Basic training on Pedagogy 8 days
Refreshers training 3 days by month
Regular Supervision by CF, UPO, PC Every month
Success • 179 pre-primary centres running in project areas • 17 Grade 1 Grade II & III running in Khagrachari • 124 teacher trained (women 83%) • 120 Centre Management Committees (CMC) established • Reception & Orientation Prog. introduced in 60 GPS/ • Developed 40 big books,40 small books, 60 listening stories in
each of 5 languages • Developed 15 story books for Pre-primary, 7 story books for
Grade-1, 2, 3 • Developed Teachers guide in MLE • Developed Primer, Songs and Rhymes in MLE • Published Alphabet and Number charts of 5 languages –
Chakma, Kokborok, Marma, Rakhaing, Mro • Published Alphabet and Number cards of 5 languages
A comparative analysis of mother-tongue- and national-language-based preschools in Adivasi communities -2010 Gawri Vijayakumar PHD Student University of Barkley
Aim: To assess how the use of mother tongue in preschool classrooms effects Indigenous children’s school readiness and participatory learning environments
Research questions 1. How developmentally ready are children attending MLE
preschools for the transition to primary school, in comparison with children attending Bangla preschools with similar levels of resources?
2. How does the extent of the use of mother-tongue in preschool classrooms impact learning processes and teacher-student interaction?
3. Do children have the broader support from parents to transition to primary school?
84%89%
96%
84%87% 85%
70%65%
0%10%20%30%40%50%60%70%80%90%
100%
Writing/Fine Motor Skills Problem Solving, Reasoning and
Numeracy
Communication, Language and Literacy
Knowledge and Understanding of the World
Mean school readiness scores in MT and non-MT preschools (n=167), by competency
MT
Non-MT
Children’s Engagement
Children's engagement in non-MT classrooms at 5 points in time
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100%
Time 1 Time 2 Time 3 Time 4 Time 5
Most childrennot engagedHalf of childrenengagedMost childrenengagedAll childrenengaged
Children's engagement in MT classrooms at 5 points in time
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Time 1 Time 2 Time 3 Time 4 Time 5
Half of childrenengagedMost childrenengaged
All childrenengaged
Children’s Engagement
Children's engagement in non-MT classrooms at 5 points in time
0%10%20%30%40%50%60%70%80%90%
100%
Time 1 Time 2 Time 3 Time 4 Time 5
Most childrennot engagedHalf of childrenengagedMost childrenengagedAll childrenengaged
Children's engagement in MT classrooms at 5 points in time
0%
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Time 1 Time 2 Time 3 Time 4 Time 5
Half of childrenengagedMost childrenengaged
All childrenengaged
Children’s Engagement
Children's engagement in non-MT classrooms at 5 points in time
0%10%20%30%40%50%60%70%80%90%
100%
Time 1 Time 2 Time 3 Time 4 Time 5
Most childrennot engagedHalf of childrenengagedMost childrenengagedAll childrenengaged
Children's engagement in MT classrooms at 5 points in time
0%
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Time 1 Time 2 Time 3 Time 4 Time 5
Half of childrenengagedMost childrenengaged
All childrenengaged
Learning atmosphere
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Non-MT MT
Teacher creates a learningatmosphere that isinteresting, friendly, andcheerful and all learners aenthusiastically involvedTeacher creates a learningatmosphere where most ofchildren are enthusiasticalinvolved in learning
Teacher creates a learningatmosphere where childrenare bored and uninterestedin learning
Quality MLE program from childhood to Life long
How do we ensure the effectiveness, efficiency, relevance and sustainability of quality MLE programs, from childhood to life long learning •Teachers need to be from local community •Center management committee and Parents need to be well motivated to MLE •Community would prepare from beginning of the MLE program that they will have to gradually uptake the project •Local education and national education authority should have clear conception of MLE and they will have MLE best practice in front of them •A huge number of MT graded reading materials in the school and community •Ongoing evaluation of the program
Quality of MLE teaching practices How can teacher training programs, materials and school management in general promote quality MLE teaching practices? •Training staff in the program •Teachers training need to be on MLE pedagogy and L1 language,L2 language •Teachers refreshers training need to be focus on enhance teachers teaching skill •Teachers guide need to be developed •Materials content needs to be from local area, children friendly, easy language, short sentences • Bridge MT to 2nd language •School/Center management committee should well motivated , excepted by community • Center Management committee trained on monitoring
MLE Program Design
How should MLE programs be designed to respond to best practices described in language acquisition theories? •In the early age children need to have huge graded reading book for vocabulary •Activity on language, math and social science in MT Songs, Rhymes, Games in MT and national language instruction •As per language acquisition theories curriculum need to be designed with Meaning and Accuracy •Two way bridge with MT and national languages (Trans language)
MLE Be Institutionalize
How can MLE be institutionalized in culturally appropriate way? •Formation of community and education authority excepted language committee •Capacity building of language committee •MLE curriculum need to be culture focused •Competency linked with national competency •Materials content need to be from children’s familiar environment e.g. Story, Songs, Rhymes, Games, Cultural math, Science •A huge reading materials need to be published •Advocacy with Local authority and national concern ministry to uptake and institutionalize MLE
•The Bangladesh Govt. incorporate the children’s right to learn in their mother tongue in ‘National Education Policy 2010 • Bangladesh Govt. will start mother tongue based pre-primary education from January 2014 with the five language group • Save the children is contributing to the MLE Technical Committee in national level to incorporated SC MLE best practices into the implementation guidelines, curriculum and materials under development with MOPME and the National Curriculum and Textbook Board (NCTB) •Govt. has already amazed to see SC’s MLE pre-school, teachers training and teaching materials.
Challenges
What are the challenges involved in improving overall teaching and learning practices for MLE in the classrooms? How can we overcome these challenges? Challenges •Remote area •Unavailability of qualified teacher •Teachers can not read and write in their Mother tongue • Drop out of trained teachers •Village’s are scattered in the hilly area’s and children’s number are few in the classroom •Children’s mother tongue script is not common in their environment •Scarcity of the drinking water in the classroom •Children absent from the school for 3 months in the monsoon for Jhum cultivation in the hill with parents
Challenges
•Condition of political conflict and unrest •Graduated children loose their interest slowly in Primary School due to not having child friendly environment •Script selection become even more political within the national system • Decision by the gov’t to go for 1-year MLE rather than 2, • Translation approach decision • Sustaining the NGO funded work while we work with the gov’t policy development process •Govt. change hamper in policy implementation
Overcome of the challenges Overcome of the Challenges •Engage youth to support the teacher •Capacity building of the teacher in Mother tongue and national language in reading and writing •Class room with multi age children •Develop a huge number of MT based reading materials in the community •Established library in the community •Indigenous children’s academic calendar address by the Govt. • Other agencies need to emphasis on WATSAN
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