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a sustainable literacy programme. The country reports indicate that the implementers of the multilingual programmes have, indeed, taken these factors into account during their programme planning phases. Mobilization Research Recruitment & Training Linking to existing Programmes LITERACY PROGRAMME Curriculum Development Co-ordinators & Supervisors Documentation & Evaluation Literature Production Community involvement The need for community members to be involved from the beginning is highlighted in all reports. A key to successful community management of literacy approaches for minority language is the involvement in decision-making of influential community members from the beginning. It is respectful to target communities for programme initiators to view the community members as the leaders/owners of the programme intervention, and also practical, since sustainability of a localized literacy programme depends upon its support from the targeted community. Within the country reports, issues of responsiveness to felt needs within the community are discussed. <strong>Part</strong>icipatory needs assessments will help the community, GO’s or NGO’s involved in the implementation of a multilingual education programme assess ways in which the literacy programme can help minority people. Planners cannot begin to generate programme content or methodology until they get such information from the community. This community input is, in fact, the foundation on which the entire programme is built. The research and community involvement that is evident in each of the country reports is vital for the establishment of a firm foundation for any communitybased, community-managed literacy and education programme. In the report from India, we read that other communities are motivated by what they see happening within the pilot programme. This is excellent – community motivation and mobilization for the expansion of multilingual education approaches is happening here through neighbouring communities observing the impact of literacy. 136
Community consultation and decision-making during the process of orthography development is also crucial. The written language is just as much a part of a community’s cultural identity as is its oral form. In the reports from Bangladesh, Thailand and India, we see that community involvement in the development of an appropriate writing system was significant. Though time-consuming, this investment in time inevitably reaps rewards in terms of the community choosing to own and accept the written form of their language. The reports reflect that mobilization, recruitment, identification of co-ordinators/supervisors and training occur most effectively when respected community leaders identify those who will take significant programme roles. Literature production approaches The country report from Thailand outlines in detail the processes involved in the participative production of teaching and learning materials. Building on a solid foundation of rigorous linguistic research, the project planners worked carefully together with the community to make appropriate choices regarding the writing system to be used, and options for representing sounds that had no parallel in the Thai language. Then, with community participation, stories and texts were written to both test the writing system and provide reading material for pilot classes. Locally produced materials or teaching/learning materials that are student generated are more likely to reflect the context and needs of the learners. Materials that are translated from the national language or materials that are adapted from other cultural contexts and modified for use in a bilingual literacy programme should be assessed carefully for their suitability. A review of the country reports shows that both approaches have been tried within the UNESCO-APPEAL project. As the literacy programmes continue, it will be helpful for participating countries to evaluate the effectiveness of materials that they have created. Links with other agencies and existing programmes A link between literacy programmes and other development efforts emphasizes the principle of immediacy in programme design. Adult learners want to be able to use what they have learned to improve their lives. The report from the Chinese programme among the Lahu shows that there has been particular thought given to poverty alleviation by structuring the programme to help meet the economic needs of the participants. Within the Philippine report, links to established educational assessment programmes are mentioned that give accreditation to learners. Such recognition is often an incentive for learners to participate in non-formal education programmes. Within programme development, contributions from the academic sector (linguists and anthropologists), universities and other agencies complement the work done at local and government levels. Within the preliminary baseline research that informs programme development, it is helpful to analyse the agencies that have a concern/involvement in a community’s language development activities. 137
Page 1 and 2: Myanmar More than 100 languages are
Page 3 and 4: efforts by non-governmental organiz
Page 5 and 6: tongue. Regional LWCs, as well as l
Page 7 and 8: Singapore More than 20 languages ar
Page 9 and 10: and Dong instruction continues thro
Page 11 and 12: Notes to Table 1: 1 ‘Local langua
Page 13 and 14: Table 3 uses the same data as the f
Page 15 and 16: Linguistic Diversity in South-East
Page 17 and 18: determined in successful programmes
Page 19 and 20: Acknowledgements Many thanks to the
Page 21 and 22: Chazée, L. (1999) The Peoples of L
Page 23 and 24: Hornberger, N.H. and López, L.E. (
Page 25 and 26: Leclerc, J. (2004c) “Cambodge,”
Page 27 and 28: Nagai, Y. (2001) “Vernacular Educ
Page 29 and 30: Schliesinger, J. (1998) Hill Tribes
Page 31 and 32: UNESCO. (1953) The Use of Vernacula
Page 33 and 34: APPENDIX 1 Essential Concepts Used
Page 35: COUNTRY REPORTS Synthesis of Report
Page 39 and 40: a significant number of minority gr
Page 41 and 42: Representation in elected bodies Ea
Page 43 and 44: e able to absorb much more of the r
Page 45 and 46: • Explore the viability of the pr
Page 47 and 48: Contact with local stakeholders The
Page 49 and 50: Major Project Activities Staff Recr
Page 51 and 52: Present Status of the Action Resear
Page 53 and 54: China Bilingual Literacy Project fo
Page 55 and 56: population distribution, economic d
Page 57 and 58: Based on the results of field surve
Page 59 and 60: The target communities and their la
Page 61 and 62: have difficulties when they use Chi
Page 63 and 64: - learners will be able to read sim
Page 65 and 66: For both communities, the director
Page 67 and 68: 9. Challenges and Strategies for th
Page 69 and 70: ix) Environment: The pressure on th
Page 71 and 72: Figure 1. Background of Project Sit
Page 73 and 74: upgraded into a district, and North
Page 75 and 76: literacy, this project was targeted
Page 77 and 78: manuscripts on various issues. The
Page 79 and 80: Bilingual materials were produced (
Page 81 and 82: Policy and expansion of the project
Page 83 and 84: • Establishment/strengthening of
Page 85 and 86: • Programme implementers must str
Page 87 and 88:
Health and Personal Hygiene: Malari
Page 89 and 90:
- Waste management - Caring for wat
Page 91 and 92:
presentation of the materials. This
Page 93 and 94:
Comments HALAMANG GAMOT • The mod
Page 95 and 96:
The following are among the challen
Page 97 and 98:
Thai people so that they will be ab
Page 99 and 100:
2002 statistics from the Ministry o
Page 101 and 102:
King - which was operating in 18 pr
Page 103 and 104:
Concerning strengths, the following
Page 105 and 106:
Background information on the proje
Page 107 and 108:
Pwo Karen. Three NFE Pwo Karen teac
Page 109 and 110:
Process of a Writer Workshop The ou
Page 111 and 112:
youth should be encouraged to work
Page 113 and 114:
Distribution: Limited UNESCO-APPEAL
Page 115 and 116:
1645-1715 Orientation to the Field
Page 117 and 118:
Distribution: Limited UNESCO-APPEAL
Page 119 and 120:
No. Country Name Position, Organiza
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