Part I.pdf - MTB-MLE Network

More documents

Recommendations

Info

• Monitor attendance of facilitators and learners to assess progress in relation to instructionalhours• Ensure programme is responsive to local needsMICRO LEVELTopic: Hygiene and sanitationKey points:• <strong>Part</strong>nerships and networking are important• Coordination is possible with government health extension workers who already makevisits to the village• Promote latrine construction from local materials as a practical skill• Research on best practices in bilingual education• Activities to be coordinated within the CLCTopic: Poverty alleviationKey points:• Income generation together with literacy is vital• Poor villagers can’t access school, which affects drop-out rates• Functional literacy should be addressed• Special strategies should be designed to meet the needs of learners who are preventedfrom attending school due to poverty• Existing Lahu language materials should be reviewed to assess relevance to social needs• Adapt Chinese extension materials to Lahu• Health/hygiene issues47
CHAPTER 7Training for Facilitators of CommunitybasedLiteracy ProgrammesDarunee Riewpituk, Programme Specialist in Continuing Education, APPEAL, UNESCO BangkokBasing their work on national and community surveys, the project committee and local communityteam are responsible for developing the components of a community-based, community-managedliteracy programme. These components initially include community mobilization, identificationof learning needs, the development of an appropriate writing system and curriculum/materialsdevelopment.“On the job training” occurs as local members of the project team participate in the developmentof programme components. Such capacity-building at the local level becomes leadership developmentfor a community-based project.As learning needs are identified, facilitators undergo training to develop lesson plans and learningaids. Facilitators are also trained in methods of participative learning, programme level evaluation,and assessment of learner progress.Facilitators are responsible for identifying learning needs by pinpointing what learners already knowand what they want and need to learn. Facilitators must be equipped with adequate knowledgeand skill, themselves, in order toassess learning needs. TeachersMobilizecommunityTraining of FacilitatorsIdentifylearning needsDevelopment oflesson planand literacy facilitators, havingassessed the level of the learners,are then responsible for developinga localized curriculum where thetopics and sub-topics are responsiveto the context of the literacyprogramme.Learning assessment<strong>Part</strong>icipatorylearningDevelopment ofLearning aids49
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 and 20: non-formal bilingual education prog
Page 21 and 22: materials for minority language gro
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: Topic (includesubtopics)Issues Guid
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

Part I.pdf - MTB-MLE Network

Create successful ePaper yourself

Delete template?

Save as template?