Part I.pdf - MTB-MLE Network

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The APPEAL Bilingual Project: Practical Steps• Country survey – important toprevent duplication of activityamong NGO’s and otherorganizations• Community survey – once the targetcommunity has been identified, it isnecessary to analyse the readiness ofthe community. Are they willing,motivated and excited to participatein a community based multilingualeducation programme?Country surveyCommunity surveyCommunityMobilization &Identification oflearning needsWriting systemdevelopment• Formulate project team – bothcommunity members and outsiders who bring special skills to the processProjectcommittee/team(communitymembers +outsiders)Project Team: Must have their capacity built, primarily through on-the-job training. Other typesof training are also appropriate – for example, seminars, workshops or mentoring. Regular trainingshould be provided in order for the project team to perform the following functions:• Community mobilization and identification of learning needs• Writing system development• Curriculum and material development• Conduct literacy classes• Ongoing monitoring and evaluation of both the programme and the learnersCurriculumMaterialsdevelopmentDOCUMENTATION IS IMPORTANT!UNESCO can help to locate funding for multilingual education programmes for minority languages.UNDP, UNICEF, JICA, etc. might be interested in allocating funding, but this depends greatly upondocumentation associated with the programme development and evaluation material available tothe funders.54
CHAPTER 8Strategies and Tools for EvaluationAnne Thomas, Consultant for Education and Community Development, Phnom PenhWhy are programme evaluations necessary? 1Evaluations provide information that enables stakeholders (programme leaders, learners, thecommunity donors, government agencies and others) to:• Assess the degree to which the programme is accomplishing its stated objectives• Change the parts of the programme that are not working well and strengthen the partsthat are working effectively• Report to donors, government agencies, NGO’s and other potential supporters• Maintain a record of the programmePrinciples5 key areas exist within development evaluation. 2 They are:• Relevance: It is important that the relevance of an educational intervention is consideredand the significance of a project considered. Is the objective of a development projectappropriate and worth the investment of time and resources?• Effectiveness: Evaluation should include an assessment of progress that is being madetowards the achievement of stated programme objectives.• Efficiency: An assessment of efficient and effective use of resources is a key aspect ofthe evaluation process.• Impact: Impact evaluation assesses the changes that the programme produces for theintended beneficiaries.• Sustainability: In what ways can programme activities be continued when outsideintervention of the project initiators is withdrawn? Evaluation considers the potentialfor replication and expansion that exists with development programme design and thecapacity building with the community that has occurred in order to foster sustainability.1UNESCO. Manual for Developing Literacy and Adult Education Programmes in Minority Language Communities. Bangkok:UNESCO, 2004, p. 107.2See also www.davida.com.55
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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 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: E. Developed Hilltribes Curriculum
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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