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Poor educational opportunities for the Lahuhinder economic development and affect thequality of life for the Lahu. Through fieldsurveys among Lahu villages in 2002,researchers at the Research and Training Centrefor Literacy Education (RTCLE), SouthwestChina Normal University, Beibei, Chongqing;language experts from the Education Bureau inLancang County; and other personnel – includingsome skillful literacy facilitators in LancangCounty – selected two Lahu villages, Nanuokeand Banli, as project sites.IndiaBrief background information on socio-economic situationA Country Assessment based on commonly acknowledged data on the demographic, cultural, politicaland socio-economic situation in India has identified nine priority problem areas of concern in India,including population stabilisation, gender equality, health of women and children, primary educationopportunities, food security and nutrition, water and sanitation, employment and environmental issues.EFA plan focusing on non-formal education and literacyThe National Literacy Mission Authority was set up on 5 June 1988 to promote literacy in India.It has a three tiered programme of Total Literacy, Post Literacy and Continuing Education that focuseson illiterate people in the 15-35 age range.Policy on mother tongue/bilingual education in the countryForty years after its development, the 3-Language Formula 7 has yet to be effectively implementedthroughout the country. However, despite socio-economic changes in India and market pressures,the 3-Language Formula remains relevant.UNESCO-APPEAL Project – Bilingual literacy programmes for minoritycommunitiesThere are many minority language groups in India, particularly in Assam, that do not have readingmaterials in their mother tongue. The Assam State Resource Centre (SRC) decided to prepare learning73-Language Formula• The First language to be studied must be mother tongue or regional language• The Second language – 1.) in Hindi speaking states will be any modern Indian language or English, and 2.) in non-Hindispeaking states will be English or Hindi• The Third language – in both Hindi and non-Hindi speaking states, will be English or a modern Indian language not studiedas the second language15
materials for minority language groups in Assam asa contribution to the eradication of illiteracy. For its firstproject, the SRC has begun materials development in the Rabhalanguage.Outcomes of the projectOne of the main aims of the project has been to produceeducational materials in the Rabha language. SRC Assam hasproduced five bilingual books and three primers withhandbooks/teacher’s manuals. These have been well-received.This has motivated others to publish Rabha language materials.A significant outcome is that other ethnic minority communitieshave now approached SRC Assam to help facilitate activitiestowards the preservation of their languages and culture,including the production of literacy materials. In order topromote local ownership and sustain the programme, the Rabhalanguage project is integrated with the existing literacy programmes conducted by the GoalparaDistrict Literacy Committee. In order to bring about economic empowerment in Rabha communities,self-help groups for women have been formed, thus involving the community as a whole in theproject, and women in particular, as a means to build capacity, develop awareness of issues suchas health, universalise primary education, prevent school dropouts, upgrade skills and support theliteracy campaign.Current challengesSince the Rabha language has become standardized with printed matter of its own, the other culturalminorities are discontent and recognize that their dialects face the threat of extinction. The currentdemand for literacy primers is greater than can be currently met.Future PlansThe District Literacy Societies will be responsible for reprinting the teacher training manual thatwas prepared by SRC Assam. This will lead to greater independence for the district societies. TheDistrict Literacy Societies will be given training in conducting literary classes. There is a plan tocomplete an ongoing study of comparative learning abilities among the Rabha population in GoalparaDistrict, Assam.There are many languages in India that do not have written scripts. Mother-tongue education willbecome feasible only when there are learning materials available. In the future, SRC Assam aimsto participate in the preparation of learning materials in these languages.IndonesiaSince 1998, Indonesia has continued to work to improve every aspect of its national life, basingdevelopment upon principles of justice and equality. Government decentralization endorses the16
Page 3 and 4: Asia-Pacific Programme of Education
Page 5 and 6: FOREWORDSome 6,000-7,000 languages
Page 7 and 8: Part IOutcomes of the Workshop
Page 9 and 10: used as the medium of educational i
Page 11 and 12: Viet NamApproximately 100 languages
Page 13 and 14: Regionally, there is an increased i
Page 15 and 16: stakeholders - will share the respo
Page 17 and 18: materials for children. The researc
Page 19: non-formal bilingual education prog
Page 23 and 24: NepalNepal is a land-locked country
Page 25 and 26: UNESCO-APPEAL, the Office of Non-fo
Page 27 and 28: CHAPTER 3Community Mobilization and
Page 29 and 30: Case Study: Cambodia - Community Mo
Page 31 and 32: at a community/village forum. Initi
Page 33 and 34: CHAPTER 4Developing Minority Langua
Page 35 and 36: It is important that the principles
Page 37 and 38: ThailandStages in the development o
Page 39 and 40: Literature to help people move from
Page 41 and 42: • adapt majority language materia
Page 43 and 44: of books. There are teacher instruc
Page 45 and 46: to local pronunciation. During test
Page 47 and 48: Reflections on Field VisitSocio-eco
Page 49 and 50: Topic (includesubtopics)Issues Guid
Page 51 and 52: CHAPTER 7Training for Facilitators
Page 53 and 54: Training of FacilitatorsWhen?What?T
Page 55 and 56: E. Developed Hilltribes Curriculum
Page 57 and 58: CHAPTER 8Strategies and Tools for E
Page 59 and 60: Four Types of Evaluation in Literac
Page 61 and 62: • Constructive• Achievable and
Page 63 and 64: CHAPTER 9Strategies for Government
Page 65 and 66: a linguistically diverse country. T
Page 67 and 68: There is a desire to replicate and
Page 69 and 70: egional languages of education, and
Page 71 and 72:
RESOURCE PAPERSEducation for Multil
Page 73 and 74:
Lack of skills necessary for paid e
Page 75 and 76:
in its third year, was planned spec
Page 77 and 78:
Stage 4 - Ongoing education. At thi
Page 79 and 80:
“The minority languages lack grad
Page 81 and 82:
• Provide funding or identify and
Page 83 and 84:
Easton, C. (2003) Designing orthogr
Page 85 and 86:
Benson, 2003) have come to the same
Page 87 and 88:
The Role of Language in Learning:Wh
Page 89 and 90:
eading skills in the mother tongue
Page 91 and 92:
familiar, because they have learned
Page 93 and 94:
ConclusionsThe findings of the stud
Page 95 and 96:
Moll, L. (1992) Bilingual classroom
Page 97 and 98:
It is often argued that providing e
Page 99 and 100:
crucial in language development, cu
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