Transcript Three Domains - Mahidol University

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International MLE Conference
Policy Manifestations and
Pedagogical Practices in Nepal
Lava D Awasthi, PhD
7 November 2013
Bangkok, Thailand
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Presentation Outlines
1. Philosophical Foundations: Multilingual Construct
2. Importation of Ideologies: Monolingual Mind Sets
3. Policy Manifestations
4. Plans and Programmes
5. Institutional Arrangements and Delivery System
6. MLE Interventions and Achievements
7. MLE Implementation – Concerted Efforts
8. Needs and Issues
9. Opportunities and Options
10. The Way Forward
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11. Further Actions – Immediate and Long-term
Philosophical Foundations:
Multilingual Construct in Nepal
Nepal’s Multilingual Construct
• Local cosmologies – pluralism and diversity
• More than 123 languages in use
• People have been living in harmony for
centuries
• Tolerance, realization, peaceful co-existence
• Unique systems developed -diversity thrived
• Blessed with a wealth of language and
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ecology
Importation of Ideologies:
Monolingual Mind Sets
• Importation of monolingual ideologies in Nepal
• Deviation and distortion in linguistic diversity
• One language construct: Misconceptions, myths
and perils to effective learning & achievements
• Globalization and spread of English
• Threat to language ecology and harmony
• Policy manifestations and state commitments
• Policy – practice gaps
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• Need for reorientation, reinforcement, capacity
Policy Manifestations
• Nepal’s Constitution (2006) – Basic Education through
Mother Tongues (recognizing all languages as national
languages)
• Education Act (1971) - Provision for operating primary
schools through mother tongues
• Local Self Governance Act (1988) and Regulations
(1999) – VDCs and Municipalities given mandate to
introduce mother tongue medium education in primary
schools
• Multilingual Education Implementation Guidelines
(2009) – Framework for promoting local systems and
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school-level initiatives
Policy Manifestations (cont.)
• ILO Convention 169 (1989) - Provisions for MTME in
early grades
• CRC (1989) – Children’s Right to education through
mother tongues (article 29)
• National and International Instruments
• MLE Road Map:
(a) ECD and G1-3: MT based MoI (MLE approach)
(b) G 4-8: Consolidation of MT and Nepali
© G 6-8: Consolidation of Nepali and transition to English MoI
(d) G 9-12: continuation of MT and Nepali, and introduction to Eng
MoI (science, Maths, computer science as a MoI)
(e) University Education in English Medium (except for languages)
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(e) Non-formal education: MLE based literacy
Plans and Programmes
• Three Year Plan (13th) - Emphasis on Mother Tongue
Medium Education
• School Sector Reform Programme – MLE programmes
targeted in 7,500 schools across Nepal
• Prioritized Minimum Enabling Conditions (PMEC)
• Continuous Assessment System (CAS) and Students’
Learning Competencies
• PCF framework for MLE implementation (value add)
• Rs 10,000 ($100) per school/ per year as enabling input
• SIP, VEC, DEP: VDCs/ Municipalities
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• Harmonizing plans with NGOs, CBOs
Institutional Arrangements and
Delivery System
• Ministry of Education: policy guidelines, planning and
resourcing, coordination
• Department of Ed: creating enabling environment for
programme implementation
• MLE Steering Committee: policy guidelines, support
mechanism, reviewing, recommendation
• REDs: ensuring programme delivery
• DEOs/ RCs: support and supervision for MLE
implementation in schools
• VDC/ Municipality: planning, resourcing, capacity
• Schools/ SMCs: MLE implementation and ensuring sts
learning
• Community/ Parents/ PTAs: coordination and rapport
building
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MLE Interventions & Achievements
• MLE piloting in 6 districts: Experiences gained from MLE
(6 districts): Jhapa; Dhankuta; Sunsari; Rasuwa;
Palpa; Kanchanpur (indigenized materials)
• NGOs, MLE partners, local grps – testing, piloting
• Encouraging results - high attendance and participation; students
engaged in cognitive processes; raised self esteems
• LINSON Initiatives and Multi-Sectoral Engagement
• MLE Resource Centre at CERID with UNESCO support
• Focus on Early Grades Reading for MLE
• Documentation and feed in mechanisms
• Good practices in the Region: India (Assam, Andhra, Orisa);
Bangladesh (Chitagong Hills); Thailand, China (Yunnan Province Zero Barrier Bilingual Education Project), Philippines; PNG etc9
Implementation: Concerted Efforts
Curricula and Medium of Instruction
• Curriculum Framework and Guidelines – Primary
education through Mother Tongue Medium
• CDC has developed primary education materials in 22
Languages and NFE materials in 14 Languages
• CDC guidelines for developing local materials
• CAS guidelines and continuous evaluation in schools
• Provision for Local Language/ Mother Tongues with 100
Full Marks (4 Credit Hours) – Making it mandatory
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Implementation: Concerted Efforts
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Provisions for 20% local content in primary education
Indigenized approach to MLE in Nepal
Multiple sets of materials and Reading Competencies
MT as Medium of Evaluation (testing) at early grades
Use of IT and digitized materials in schools
Teacher development and classroom delivery
NCED offering MLE teacher training in 15 languages
6000 plus 4000 teachers trained for MLE in schools
Partnerships and support structures at local and
national levels
• DoE/ REDs – Dedicated MLE Unit and Support Group
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Agenda Setting: Needs and Issues 1
• How to make Governments own MLE?
• Replicating knowledge generated by piloting
partners (local Initiatives)
• How to set agenda for major (funding)
partners
• How to generate knowledge and how to
institutionalize efforts?
• Networking for policy debates and pedagogical
support
• Setting indicators and targets for MLE
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implementation
Implementation: Needs and Issues 2
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Teachers Capacity and workload (in schools)
Attitudes and behaviours (reorientations)
Multi-sectoral engagement and coordinated efforts
Resource requirements
Model building and replication of good practices
Building trust in public schools – growth of private schools
Quality concerns: NASA results and worth of investment
Early grades reading and learning competencies
IT application and digitization of materials
Research and innovation – evidence and documentations
Net-working and support system
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Opportunities and Options
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State commitment for creating enabling environment
Utilizing local resources: community, sts, Ts
Local level initiatives and partnerships
IT and open-distance learning for formal and NFE
Engaging multi-sectoral agencies and actors
Model building and documentation – greater effrots
Research, innovation and informed decision making
EFA Goals and MDGs by 2015 and beyond
Collaboration and Networking at local and regional
levels
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• Agenda setting at regional and global forums
The Way Forward
• Focus on cognitive development (schooling
without learning)
• Developing local strategies and oral approaches
• Proving support for MLE Teachers
• Materials development, resource kits
• Linguistic mapping, data base and HRD plan
• Cultivating T’s & Children’s interest in language
• Empowering SMCs, local Governments
• Engaging parents and local communities
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Further Actions
• Immediate tasks:
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Full implementation of MLE Guidelines
Teacher preparation and empowerment
Indigenized materials and IT application
Focus on learning, cognition, multiple competence
Building capacity of parents, SMCs and HTs
Knowledge sharing and networking
• Long-term tasks
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Setting policy priorities at regional and global levels
Multiple materials, IT expansion
Linguistic mapping and data base
HRD plan and capacity building
Collaboration at national, regional and global levels
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धन्यवाद
Thank You
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