Part II.pdf - MTB-MLE Network

More documents

Recommendations

Info

were on health and sanitation. This is because health and sanitation were major problems identified during the community needs assessment conducted in the IP community. B.3 Organization of Learning Group Sessions Two learning group sessions with 25 learners per group were organized. The learners were under the basically literate level. Learners who are already in the elementary and secondary levels will be enrolled under the BNFE’s “NFE Accreditation and Equivalency (NFE A&E) Programme” delivered by the Literacy Instructional Managers. A maximum of 200 contact hours spread out over 3 to 4 months is required for each IP facilitator to complete the basic literacy programme. Graduates of the Basic Literacy Programme will then be elevated to the NFE A&E Programme. Those who do not intend to enroll in the NFE A&E will be referred to institutions offering income generating or livelihood skills development courses. B.4 Monitoring and Evaluation A regular monitoring and evaluation will be conducted by the BNFE, regional/division/district offices to determine the strengths and weaknesses of the project. Documentation of the project impacts will also be done for sharing and dissemination to other IP communities and to other Asian countries. 6. Outcomes of the Project Based on monitoring and field visits undertaken by the BNFE and the field implementers, the following outcomes/changes have been observed in the community: Community <strong>Part</strong>icipation: There is a shift from apathy/dependency to pre-critical stages as shown by their active participation during the series of dialogues conducted in the community. The community members are now involved in community issues like ancestral domain claims. They are also involved in the identification of other problems and possible strategies to solve their own problems. People Empowerment: Two capable Magbikin members were actively involved in the development of the learning materials, which were used for the conduct of literacy sessions. These Magbikin members are now serving as literacy facilitators for the basically illiterate learners. Leadership and Self-Governance: The tribal council headed by the barangay captain now regularly meets and discusses its plans for the community. The community members participate actively in whatever agreements are set during the general assembly. An IP youth group has been organized, and is already consulted on major issues and decision-making processes involving the community. 7. Challenges and Possible Solutions Although there are improvements/changes in the lives of the Magbikin tribe, as a result of the project, there are still challenges and concerns that need to be looked into by the Government and other IP-oriented sectors. 194
The following are among the challenges and possible solutions: Challenges Lack of a community learning centre for use in the conduct of the literacy sessions Provision of Income Generating Activities for the completers of the Basic Literacy Programme Provision of follow-on learning interventions for the completers of the Basic Literacy Programme Possible Solutions BNFE in collaboration with the local government units and other IP oriented sectors should initiate the establishment a community learning centre in the Magbikin community Local NFE implementers should link with community-based industries to provide skills training to the learners Organization of the NFE A&E Learning Support Delivery System to provide follow-on learning intervention to completers of the BLP 8. Future Plans • Expansion of the project to other indigenous communities in the country. • Preparation of reading material reflecting the processes and best strategies utilized in undertaking the action research on the development of indigenous education for the Magbikin tribe. • Development of Magbikin Language Dictionary that will promote the preservation of the Magbikin dialect. Thailand Research Study and Material Development for Ethnic Minority in Omkoi District, Chiang Mai Province, Thailand Dr. Wisanee Siltragool and Dr. Suchin Petcharugsa 1 1. Socio-economic Situation in the Country Situated in the heart of the South-East Asian mainland and covering an area of 513,115 sq. km., Thailand borders the Lao People’s Democratic Republic and Myanmar to the north, Cambodia and 1 The Office of Non-Formal Education Commission, Ministry of Education, Thailand 195
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 and 36:
COUNTRY REPORTS Synthesis of Report
Page 37 and 38:
Community consultation and decision
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: Comments HALAMANG GAMOT • The mod
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
show all

Part II.pdf - MTB-MLE Network

Create successful ePaper yourself

Delete template?

Save as template?