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

Most of the NFE programmes implemented in Dang havebeen using literacy materials developed by MOES and otherorganizations like Naya Goreto, Naulo Bihani and MahilaShikshya since 1985 . Feedback from learners and facilitatorsshows that these NFE materials are not community-specific;the Tharu way of life and culture are not depicted in it. Thisrealization led to convincing NFE service providers to developmaterials in their own language. As an important output ofthis process, a Tharu literacy primer called Paschim ko Phool,aTharu grammar book called Lirausi Byakara, and a ‘GurbabaDictionary’ were published. Additional literature like BarkiMaar, music cassettes and posters in the Tharu language were also developed.At the central level, World Education organized a 3-day workshop on mother tongue literacy materialdevelopment in 1997. Three experts each for the Tharu and Limbu languages were brought together.This resulted in the production of Muthlihai in the Tharu language and Chotlung in Limbu during 1997/98.Muthlihai classes were conducted in Bardiya, but initially they suffered from lack of resources. However,in 2005, with some assistance from UNESCO, a new series of literacy primers called Shosanse Shikshyaor(From Education to Education) was developed.Teachers / FacilitatorsThe criteria for hiring facilitators to conduct the literacy classes in the Tharu language was identified,and included:(a) Candidates should be trained and experienced in teaching literacy classes, whenever possible.(b) Vacancies should be announced in the local papers to ensure a fair competition.(c) They should belong to the local community and hence should speak the language and be wellfamiliar with local culture and traditions.(d) Candidates should perform successfully in the pre-service training.Following these criteria, BASE chose the needed facilitators in its project area. In addition, there wereother criteria in selecting facilitators such as level of dedication, friendliness, and attitude towardsliteracy classes. Once the facilitators were chosen, they were given a 6-day training about the learningand teaching processes as well as about the use of Tharu language textbooks. Additionally, a 3-day inservicetraining was given to update their facilitating skills.Going through the process, the qualified facilitators opined that the participants highly preferred learningin the Tharu language over learning in Nepali. In Dokrena village, none of the initial 25 participants havedropped out, and three additional individuals have joined the classes. In Besahi village, the facilitatorhad to refuse many interested individuals because she had already selected 25 participants. Classattendance is very regular in all communities. The most obvious reason for preference of their mothertongue is because they understand the language better. A facilitator shared her experience of having torepeatedly translate Nepali to Tharu while previously conducting classes in the Nepali language alone.All facilitators insist that there is no use of Nepali in the current literacy classes. However, some of thefacilitators (in Dokrena and Uttar Kapradevi) have admitted that they themselves found it harder to read[ 136 ]