To identify the learning needs, the following steps were undertaken:National Education Policy review•••••••••••••••Goal & Objectives for Primary Education reviewDiscussions about the expectation <strong>of</strong> the Oraon community for education <strong>of</strong> their childrenIdentification <strong>of</strong> Aims and Objectives for the Oraon children’s primary educationIdentification <strong>of</strong> attainable terminal competencies for the Oraon children’s primary educationIdentification <strong>of</strong> subject-<strong>based</strong> attainable terminal competencies for Oraon primary educationThe team used the following processes for curriculum/material development and training:Curriculum & Material Development Evaluation Training•••Direction for writing Text BooksOrientation for the WritersPreparation <strong>of</strong> Draft TextsPre-evaluation <strong>of</strong> Draft TextsEditing <strong>of</strong> Draft TextsDevelopment <strong>of</strong> Text Books and FinalizationDevelopment <strong>of</strong> SupplementaryReading Materials and Teacher’s GuidePrinting <strong>of</strong> Books/TextsClass Test/Feedback from the Students andTeacherEditing and Finalization and Printing Books/Texts•••Development <strong>of</strong>Strategy and Plan forEvaluationRecord Keeping <strong>of</strong>EvaluationIdentification <strong>of</strong> learningdeficiencyMeasures forovercoming learningdeficiency•••••Identification <strong>of</strong> Subjects/Areas for Teachers’ TrainingDevelopment <strong>of</strong> TrainingMaterialsPre-service (Basic) TrainingSkill development TrainingMonitoringRefreshers’ TrainingProcess <strong>of</strong> Developing and Producing MaterialsAt every stage <strong>of</strong> language development, ASHRAI’s research team involved the Oraon community veryextensively. Likewise, a curriculum development workshop was attended by research team members,material development team members, community representatives and educationists who had expertisein education materials development. Some <strong>of</strong> the experts had similar experiences working in the past onmaterial development for NGOs and for Governmentprimary school curriculum development initiatives.ASHRAI was extremely pleased that Oraon communitymembers representing all walks <strong>of</strong> life activelyparticipated in the different stages <strong>of</strong> curriculumand material development. They were very helpful inproviding relevant information that directly assisted inmaking the primers reflective <strong>of</strong> the Oraon’s practicallife situation.At the beginning <strong>of</strong> the workshop, objectives <strong>of</strong>the workshop and tasks to be performed by theparticipants were explained clearly so that theyunderstood the process well and could performtheir noble tasks properly. Through group work© ASHRAI Community leaders participate in acurriculum development workshop[ 35 ]
and discussion in the plenary, age- and grade-appropriate subjects to be taught were finalized. Afterparticipants determined the subjects, like Language (literature), Environment (SS), Arithmetic, Science,Personal Hygiene, etc, they were again divided into groups and asked to decide what topics/issues/learning would be taught under each category. For this they had to consider what competencies thechildren would need to learn after each year <strong>of</strong> study <strong>based</strong> on the Primary Curriculum <strong>of</strong> the NationalCurriculum and Text Book Board (NCTB). They also needed to consider how to integrate their indigenoussocio-cultural tradition and practices in order to meet the community expectations for learning, whichhad already been expressed to them.Examples : Children should learn about traditional heroes. In such a case, the Oraon children would learnabout the Shidu-Kanu, who fought against British rule and sacrificed their lives for the cause <strong>of</strong> tribalinterest. During the month <strong>of</strong> February, children would learn about the importance and glory <strong>of</strong> theirown mother-tongue languages on the occasion <strong>of</strong> International Language Day.Contents <strong>of</strong> Curriculum and MaterialsTo develop curriculum and relevant materials fortextbooks, writers were selected from the Oraoncommunity. ASHRAI arranged an orientation on writingfor textbook development, which was facilitated byresearch consultants. , NCTB’s policies for primaryeducation, which strongly emphasizes literacy and lifeskills, were duly considered so that mainstreaming intohigh schools would be easily possible with requisitecompetence. Consultant explains materialdevelopment for primers© ASHRAI© ASHRAI Participnts prepare for a groupassignmentIn order to help the writers create the topics/contents,they were also provided guidelines for preparing ageappropriategraded materials, i.e. i) the number <strong>of</strong>words to be in a sentence, ii) avoidance <strong>of</strong> conjointletters for making a word, iii) use <strong>of</strong> simple words,iv) use <strong>of</strong> words that would be commonly employedin day-to-day life. To prepare exercises for eachcontent/topic, guidelines focused on short questions,filling gaps with appropriate words, word matching,multiple choice, and true or false. For language books,grammatical terms like “tense,” “opposite words,”and “masculine and feminine gender words,” wereincluded in the guidelines, as well. Writers were alsoasked to include moral/ethical materials that wouldact to guide children towards practicing responsibleand safe behaviour. Apart these guidelines, the writerswere given freedom to choose specific topics/contentsso that they could do their best to create engagingmaterial.[ 36 ]
- Page 1 and 2: Mother Tongue-basedLiteracy Program
- Page 3 and 4: Mother Tongue-based Literacy Progra
- Page 5 and 6: ContentsAcronymsviPartI 1Mother Ton
- Page 7 and 8: AcronymsIndiaZSSTLCPLPCEIPCLGZSSSRC
- Page 9 and 10: PartI
- Page 11: Mother TongueLiteracy Programmesin
- Page 14 and 15: Entrenchment of the common (majorit
- Page 16 and 17: Table 1: Linguistic Contexts of the
- Page 18 and 19: It may be noted that there is no re
- Page 20 and 21: “If we stop using our language, i
- Page 22 and 23: their normal lives and communicatio
- Page 24 and 25: the project ensured that community
- Page 26 and 27: Also, it was important to identify
- Page 28 and 29: conservation. Tharu traditional pra
- Page 31 and 32: In Thailand, participation in schoo
- Page 33 and 34: would there be projects to cover al
- Page 35 and 36: © UNESCO/D. Riewpituk
- Page 37 and 38: BackgroundBangladesh is a delta lan
- Page 39 and 40: As a consequence, literacy rates am
- Page 41: Orthography DevelopmentDuring early
- Page 45 and 46: qualifications in the tribal commun
- Page 47 and 48: Before opening the school, the rese
- Page 49 and 50: Networking with Other Organizations
- Page 51 and 52: A small baseline study was conducte
- Page 53 and 54: parents of the children studying in
- Page 55 and 56: Awareness Creation and Opinion Form
- Page 57 and 58: Table 2: At-a-Glance Status of MT S
- Page 59 and 60: Tasks for National and Internationa
- Page 61 and 62: © POEYS
- Page 63 and 64: BackgroundCurrent Situation of Mino
- Page 65 and 66: of instruction, but the Bunong chil
- Page 67 and 68: Process and Cost of Developing and
- Page 69 and 70: vocabulary, containing only sounds
- Page 71 and 72: Impact of the ProjectImpact on Educ
- Page 73 and 74: NetworkingThe MoEYS and UNESCO have
- Page 75 and 76: Komly Boek: Bilingual NFE TeacherMy
- Page 77 and 78: © Norman Geary
- Page 79 and 80: BackgroundThe Kam 1 of south centra
- Page 81 and 82: ‘Rice feeds the body, songs feed
- Page 83 and 84: (Putonghua) in education. Neverthel
- Page 85 and 86: do anything else with Chinese. Now
- Page 87 and 88: eading material in their own langua
- Page 89 and 90: Kam Children SingThe singing classe
- Page 91 and 92: Thus, the book-fees for a child to
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advisers to the Project since its b
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Capacity to Learn the National Lang
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they were persuaded of its value (t
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detached from the village and diffe
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© State Resource Centre Assam
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BackgroundIndia is home to a large
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In the case of adult literacy, we h
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Curriculum and Learning Materials D
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About 70 volunteer teachers were en
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The majority of the learners have c
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the regional language and finally t
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[ 108 ]© BP-PLSP
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In attempting to meet one of the go
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Indonesian Policies on Mother Tongu
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Nature and LivelihoodCommunity peop
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No. Material Time1. The Policy of S
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Networking with CommunityMembers, G
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BP-PLSP Region II has distributed a
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Impact of theProgrammeThe KFBI prog
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Phase II. Learning activities inclu
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After learning some skills, learner
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© BASE
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© BASEBackground‘If we stop usin
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een forced into bonded labor. Cultu
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cows, bulls, sheep, and goats) kept
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Most of the NFE programmes implemen
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The Key Word Approach was used whil
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how to read and write which helps t
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In short, the Tharu mother tongue l
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© ONFEC
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In 2006, Thailand celebrated an aus
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Minister of Education Chaturong Cha
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All of the NPKOM teachers have asso
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simple sentence structures and much
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Teaching Plan: Bridging to the Nati
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Impact of the ProjectImpact on Educ
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een minimal, as books developed by
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Annexes
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Annex 2: ReferencesMother Tongue Li
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Lindholm-Leary, K. 2001. Dual Langu