Transcript Slide 1

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
Panch
garh
Lalmo
Thakur
Nilphanirhat
gaon
mari
Dina
jpur
Naog
aon
Nawa
bganj
Rajs
hahi
Kurig
ram
Ran
gpur
Joyp
urhat
Gaiba
ndha
Bo
gra
Nat
ore
Sirajg
anj
Pa
bna
Sher
pur
Jama
lpur
Mymen
singh
Netro
kona
Kishor
eganj
Tan
gail
Gazi
pur
Suna
mganj
Hobi
ganj
Syl
het
Moulvi
Bazar
Narsi
ngdi Brahma
Dh
nbaria
Raj
aka Naraya
bari
nganj
Fari
Munsh
Co
Mag
dpur
iganj
mill
ura
Saria Chana
Khagra
dpur
tpur
Mada
Jess Nar
chari
Gopal
ripur
Fe
ore
ail
Laxm
ganj
ni
ipur
Bari
Noak
Ranga
Perosal
hali
Jhalk
mati
jpur
Satk Khu
athi
hira lna Bahe
Chittago
Bh
Patu ola
rhat
ng
akali
Barg
una
Mehe Kus
htia
rpur
Chaud
anga
Jhena
idah
Manik
ganj
Banda
rban
Cox's
Bazar
•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
Establish pre-primary centres
Teacher training
5
Engage primary schools transition
Community mobilisation &
participation
Material development
Program in operation
• Preschools (2 years) Mother tongue based MLEChakma, 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
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, Bangla Alphabet chart
Rakhaing,
& TPR
Tripura
Teachers Guide
Teachers guide
Teachers guide
Bangla TPR (Total
Physical Response)
and sign writing
Pre-Primary Materials
Primary Curriculum
Grade
MT
Bangla
Math
English
Social
Story
Grade-1
Mother
tongue
text
book
Bangla
Primer
MT
Alphabe
math
t Chrt
and
transfer
in Bangla
Ev.Scien Story
ce
Books
chart
followe
d
NCTB
Game,
Songs and
Rhymes
Grade-2
Mother
tongue
text
book
BanglaNCTB
MathNCTB
Text
book
Ev.Scien Story
ce
Books
chart
Followe
d
NCTB
Songs and
Rhymes
Game
Grade-3
Mother
tongue
text
book
BanglaNCTB
MathNCTB
Text
book
Science
book
Banglade Songs and
sh and
Rhymes
Global
Game
Studies
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
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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?
Mean school readiness scores in MT and non-MT preschools (n=167), by
competency
96%
100%
90%
84%
87%
80%
89%
85%
84%
70%
70%
65%
60%
50%
MT
40%
Non-MT
30%
20%
10%
0%
Writing/Fine Motor Skills
Problem
Communication, Language
Knowledge and
Solving, Reasoning and
and Literacy
Understanding of the World
Numeracy
Children’s Engagement
Children's engagement in MT classrooms at 5 points
in time
Children's engagement in non-MT classrooms at 5
points in time
100%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Most children
not engaged
90%
Half of children
engaged
80%
Half of children
engaged
70%
Most children
engaged
60%
Most children
engaged
50%
All children
engaged
40%
All children
engaged
30%
20%
10%
Time 1
Time 2
Time 3
Time 4
Time 5
0%
Time 1
Time 2
Time 3
Time 4
Time 5
Children’s Engagement
Children's engagement in MT classrooms at 5 points
in time
Children's engagement in non-MT classrooms at 5
points in time
100%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Most children
not engaged
90%
Half of children
engaged
80%
Half of children
engaged
70%
Most children
engaged
60%
Most children
engaged
50%
All children
engaged
40%
All children
engaged
30%
20%
10%
Time 1
Time 2
Time 3
Time 4
Time 5
0%
Time 1
Time 2
Time 3
Time 4
Time 5
Children’s Engagement
Children's engagement in MT classrooms at 5 points
in time
Children's engagement in non-MT classrooms at 5
points in time
100%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Most children
not engaged
90%
Half of children
engaged
80%
Half of children
engaged
70%
Most children
engaged
60%
Most children
engaged
50%
All children
engaged
40%
All children
engaged
30%
20%
10%
Time 1
Time 2
Time 3
Time 4
Time 5
0%
Time 1
Time 2
Time 3
Time 4
Time 5
Learning atmosphere
Teacher creates a learning
atmosphere that is
interesting, f riendly , and
cheerf ul and all learners are
enthusiastically inv olv ed
Teacher creates a learning
atmosphere where most of
children are enthusiastically
inv olv ed in learning
100%
90%
80%
70%
60%
50%
40%
30%
Teacher creates a learning
atmosphere where children
are bored and uninterested
in learning
20%
10%
0%
Non-MT
MT
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 preprimary 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