Part I.pdf - MTB-MLE Network

Then, a curriculum content grid was prepared and existing literacy materials reviewed. Materialswere translated into the Magbikin language, and field tested for two evenings before being finalizedand disseminated.ChinaThe target community for the UNESCO-APPEAL sponsored pilot project covers two villages. Inorder to mobilize the community for participation in the project, the implementers looked forgovernment support. Community meetings were held with the participation of religious leaders,teachers and students of primary schools.Learners told their success stories, and this provided encouragement to others to become involved.Practical learning materials were distributed (posters, books) and other mobilization activities involvedthe use of audio-visual materials e.g. DVDs and TV were used to show life elsewhere in the country.The participation and involvement of respectable community personnel is important. In ethnicminority regions, there are often local people who are particularly respected, and it is important tohonour and consult these people. Sports and entertainment activities also provided motivation forinvolvement in the literacy programme. Exchange visits were organized between communities tovisit the four CLCs in the area, and bilingual learning materials were developed.In order to identify learning needs, many strategies were used. Initially, programme planners wereinvolved in a baseline study and documentation analysis (history, culture, education, traditionalcustoms, languages, etc.) of the Lahu community. Researchers participated in community visitswhere they surveyed the community, interviewed community members and gathered more data.A questionnaire was used with local enumerators asking open-ended questions to stimulateconversation. Participatory methods (role play, activity calendar analysis, etc.) were also used.28