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Mother Tongue-based Literacy Programmes: Case Studies of Good ...

Mother Tongue-based Literacy Programmes: Case Studies of Good ...

Mother Tongue-based Literacy Programmes: Case Studies of Good

Mother Tongue-basedLiteracy ProgrammesCase Studies of Good Practice in Asia

  • Page 2 and 3: Mother Tongue-basedLiteracy Program
  • Page 4 and 5: ForewordEducation for All Goal 6 fo
  • Page 6 and 7: Impact of the Project 86Challenges
  • Page 8 and 9: BPEPCREDCDCNCLPRBASEVDCMOESSCF/USIN
  • Page 10 and 11: © UNESCO/O. Sandkull
  • Page 13 and 14: system accommodate diversity in lan
  • Page 15 and 16: it is well recognized that use of l
  • Page 17 and 18: fully. The constitutional commitmen
  • Page 19 and 20: legitimacy to these efforts, the or
  • Page 21 and 22: On the Selection of Language and Lo
  • Page 23 and 24: strategies have to be made contextu
  • Page 25 and 26: Table 2: Overview of Project Elemen
  • Page 27 and 28: ights and child-centred learning. M
  • Page 29: of the disadvantaged. In contrast,
  • Page 32 and 33: ethnic and linguistic minorities an
  • Page 34 and 35: PartII
  • Page 36 and 37: BANGLADESHA mother tongue-based edu
  • Page 38 and 39: Policies on Mother Tongue and Bilin
  • Page 40 and 41: Selection of Project Site and Situa
  • Page 42 and 43: To identify the learning needs, the
  • Page 44 and 45: Draft write-ups were edited in seve
  • Page 46 and 47: Basic TrainingAfter recruitment, te
  • Page 48 and 49: Table 1: Bridging Plan for ARP ASHR
  • Page 50 and 51: Karitas for Santal, SIL Bangladesh
  • Page 52 and 53:

    The top line of the graph shows ave

  • Page 54 and 55:

    Graded PrimersAt present, ARP has p

  • Page 56 and 57:

    Likewise, when the research team de

  • Page 58 and 59:

    target community in exploring modal

  • Page 60 and 61:

    [ 53 ]

  • Page 62 and 63:

    CAMBODIAA bi-lingual education prog

  • Page 64 and 65:

    project, called “The Highlands Ch

  • Page 66 and 67:

    knowledge about the community and a

  • Page 68 and 69:

    health. They also mention the need

  • Page 70 and 71:

    The second phase of the programme,

  • Page 72 and 73:

    Kveart Sren - Bilingual Literacy St

  • Page 74 and 75:

    ThonSarin: Bilingual NFE Programme

  • Page 76 and 77:

    Of ICC’s 30 literacy teachers, on

  • Page 78 and 79:

    CHINAA Kam-Mandarin bilingual educa

  • Page 80 and 81:

    Kam inhabit parts of four provinces

  • Page 82 and 83:

    Children from China’s ethnic mino

  • Page 84 and 85:

    Unlike educated members of some nat

  • Page 86 and 87:

    learners, like their minority langu

  • Page 88 and 89:

    Story TrackExperience Story: The te

  • Page 90 and 91:

    until formal testing can be done at

  • Page 92 and 93:

    Kam Language Education Teaching Pla

  • Page 94 and 95:

    For three years from 2002 to 2005,

  • Page 96 and 97:

    The phenomenon imbedded in the numb

  • Page 98 and 99:

    Unauthorized OrthographyWithout an

  • Page 100 and 101:

    [ 93 ]

  • Page 102 and 103:

    INDIAA mother tongue-based literacy

  • Page 104 and 105:

    Policies on Mother Tongue and Bilin

  • Page 106 and 107:

    Identification of Learning NeedsThe

  • Page 108 and 109:

    During the period, project personne

  • Page 110 and 111:

    The actual per book cost of the pri

  • Page 112 and 113:

    when the outside help is withdrawn.

  • Page 114 and 115:

    [ 107 ]

  • Page 116 and 117:

    INDONESIAFunctional literacy throug

  • Page 118 and 119:

    Kampung Cibago is located on top of

  • Page 120 and 121:

    Project Site SelectionPreviously, m

  • Page 122 and 123:

    perceived needs in Kampung Cibago:

  • Page 124 and 125:

    KFBI Educational Methods in Kampung

  • Page 126 and 127:

    • Facilitating the development of

  • Page 128 and 129:

    Learners not meeting the minimum ac

  • Page 130 and 131:

    material. In general, however, the

  • Page 132 and 133:

    Lili Yulianingsih, a tutor :“I am

  • Page 134 and 135:

    The learners in KFBI try to take th

  • Page 136 and 137:

    NEPALA mother tongue-based literacy

  • Page 138 and 139:

    the official language, and English

  • Page 140 and 141:

    including potential facilitators, s

  • Page 142 and 143:

    Civic AwarenessDeveloping feelings

  • Page 144 and 145:

    and write in Tharu because, althoug

  • Page 146 and 147:

    Impact of the ProjectImpact on Educ

  • Page 148 and 149:

    (b) The beneficiaries developed con

  • Page 150 and 151:

    • Develop and maintain libraries

  • Page 152 and 153:

    THAILANDBilingual education among t

  • Page 154 and 155:

    assumed to face fewer obstacles in

  • Page 156 and 157:

    Selection of Project SitesFrom the

  • Page 158 and 159:

    Building on the principal of maximu

  • Page 160 and 161:

    ••••••“Big Books” (

  • Page 162 and 163:

    Positive ResponseNPKOM continued to

  • Page 164 and 165:

    Capacity to Learn the National Lang

  • Page 166 and 167:

    • The administrative challenge: N

  • Page 168 and 169:

    Annex 1: ContributorsThe People’s

  • Page 170 and 171:

    BangladeshReports/Books/Journals/Tr

  • Page 172:

    UNESCO BangkokAsia-Pacific Programm

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