shishur khamatayan - multilingual education program of...

SHISHUR KHAMATAYAN- Multilingual Education Program of Save the Children

November-6-8, Bangkok

Imperial Queens Park hotel

Implemented by: Zabarang Kalyan Samity

Bolipara Nari Kalyan Samity and Rakhaing Development Foundation

Rationale for Multilingual Education Program

• Provide a strong educational foundation • A good bridge to gain competence and

confidence • Restoration and presentation of endangered

languages

Where we work

Tangail

Pabna

Satkhira

Jhenaidah

Jessore

Meherpur

Chaudanga

Kushtia

Gopalganj

Khulna Bahe

rhat

Narail

Magura

Rajbari

Faridpur

Manikganj

Nilphamari

Naogaon

Nawabganj

Rajshahi

Thakurgaon

Dinajpur

Panchgarh

Jamalpur

Bogra

Natore

Sirajganj

Rangpur

Joypurhat

Lalmonirhat

Gaibandha

Kurigram

Sariatpur

Laxmipur

Perojpur

Patuakali

Barguna

Bhola

Jhalkathi

Barisal

Madaripur

Chandpur

Bandarban

Cox's Bazar

Chittagong

Noakhali

Feni

Rangamati

Khagrachari

Kishoreganj

Gazipur

Munshiganj

Dhaka Naraya

nganj

Narsingdi

Mymensingh

Sherpur

Netrokona

Hobiganj

Comilla

Brahmanbaria

Sunamganj

Moulvi Bazar

Sylhet

•CHT – children from minority indigenous groups •Remote hilly area

Partners in operation • Zabarang Kalyan Samity (ZKS) -

Dighinala, Panchari and Khg Sadar - 100 Pre-Primary schools - 17 Grade-1, Grade-II and Grade III classes - 36 Community Learning Centers - 10,629 children graduate in Pre-Primary ,GI,II,III

and CLC

• Bolipara Nari Kalyan Samity (BNKS)

- Alikadam, Thanchi and B’ban sadar

- 60 Pre-Primary schools - 9804 children in Youth Club - 11034 children in Pre-Primary & Youth Club

• Rakhaing Development Foundation (RDF)

• - Ramu, Chakaria, Teknaf and Cox’Bazar Sadar - 19 Pre-Primary Schools - 652 children in Coaching - 907 children in Pre-Primary and Coaching

5

Establish pre-primary centres Engage primary schools transition

Material development Community mobilisation & participation

Teacher training

Program in operation

• Preschools (2 years) -Mother tongue based MLE- Chakma, Marma, Kokborok (Tripura), Mro, Rakhaing language

• Grade-1,Grade-2 and 3 Mother tongue based Chakma and Tripura

• Parenting • Community Learning Circle • Reception & orientation

organized in GPS/RNGPS • MLE Awareness training

within the catchments primary school

Curriculum Development : Pre-Primary, Grade-1,Grade-2 & 3

• Pre-Primary curriculum that followed by Save the children

• Finalization of curriculum through series of workshops with Director of Tribal Cultural Institute-Khagrachari, Language committee and Community Leaders

• Discussion with community, national & international experts •Field test

Pre-primary Curriculum

Subject Pre-primary-1 Pre-primary-2

Language Big book, Small Book Primer, Story Books Bangla TPR (Total Physical Response) and sign writing

Culture and community

Songs and rhymes, Drawing

Songs and Rhymes, Drawing

Math Cultural Math Numeric Math

Environmental study Self introduction Familiar to Environment

Outdoor Game Cultural Game Cultural Game

Alphabet Chart Chakma, Mro, Marma, Rakhaing, Tripura

Bangla Alphabet chart & TPR

Teachers Guide Teachers guide Teachers guide

Pre-Primary Materials

Primary Curriculum Grade MT Bangla Math English Social Story

Grade-1 Mother tongue text book

Bangla Primer

MT math and transfer in Bangla

Alphabet Chrt

Ev.Science chart followed NCTB

Story Books

Game, Songs and Rhymes


Bangla-NCTB

Math-NCTB

Text book

Ev.Science chart Followed NCTB

Story Books

Songs and Rhymes Game


Bangla-NCTB

Math-NCTB

Text book

Science book

Bangladesh and Global Studies

Songs and Rhymes Game

Grade-1 & Grade-II Materials

Teachers Development

Subject Days

Language development 3 Days

Basic training on Pedagogy 8 days

Refreshers training 3 days by month

Regular Supervision by CF, UPO, PC Every month

Success • 179 pre-primary centres running in project areas • 17 Grade 1 Grade II & III running in Khagrachari • 124 teacher trained (women 83%) • 120 Centre Management Committees (CMC) established • Reception & Orientation Prog. introduced in 60 GPS/ • Developed 40 big books,40 small books, 60 listening stories in

each of 5 languages • Developed 15 story books for Pre-primary, 7 story books for

Grade-1, 2, 3 • Developed Teachers guide in MLE • Developed Primer, Songs and Rhymes in MLE • Published Alphabet and Number charts of 5 languages –

Chakma, Kokborok, Marma, Rakhaing, Mro • Published Alphabet and Number cards of 5 languages

A comparative analysis of mother-tongue- and national-language-based preschools in Adivasi communities -2010 Gawri Vijayakumar PHD Student University of Barkley

Aim: To assess how the use of mother tongue in preschool classrooms effects Indigenous children’s school readiness and participatory learning environments

Research questions 1. How developmentally ready are children attending MLE

preschools for the transition to primary school, in comparison with children attending Bangla preschools with similar levels of resources?

2. How does the extent of the use of mother-tongue in preschool classrooms impact learning processes and teacher-student interaction?

3. Do children have the broader support from parents to transition to primary school?

84%89%

96%

84%87% 85%

70%65%

0%10%20%30%40%50%60%70%80%90%

100%

Writing/Fine Motor Skills Problem Solving, Reasoning and

Numeracy

Communication, Language and Literacy

Knowledge and Understanding of the World

Mean school readiness scores in MT and non-MT preschools (n=167), by competency

MT

Non-MT

Children’s Engagement

Children's engagement in non-MT classrooms at 5 points in time

0%10%20%30%40%50%60%70%80%90%

100%

Time 1 Time 2 Time 3 Time 4 Time 5

Most childrennot engagedHalf of childrenengagedMost childrenengagedAll childrenengaged

Children's engagement in MT classrooms at 5 points in time

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Time 1 Time 2 Time 3 Time 4 Time 5

Half of childrenengagedMost childrenengaged

All childrenengaged

Learning atmosphere

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Non-MT MT

Teacher creates a learningatmosphere that isinteresting, friendly, andcheerful and all learners aenthusiastically involvedTeacher creates a learningatmosphere where most ofchildren are enthusiasticalinvolved in learning

Teacher creates a learningatmosphere where childrenare bored and uninterestedin learning

Quality MLE program from childhood to Life long

How do we ensure the effectiveness, efficiency, relevance and sustainability of quality MLE programs, from childhood to life long learning •Teachers need to be from local community •Center management committee and Parents need to be well motivated to MLE •Community would prepare from beginning of the MLE program that they will have to gradually uptake the project •Local education and national education authority should have clear conception of MLE and they will have MLE best practice in front of them •A huge number of MT graded reading materials in the school and community •Ongoing evaluation of the program

Quality of MLE teaching practices How can teacher training programs, materials and school management in general promote quality MLE teaching practices? •Training staff in the program •Teachers training need to be on MLE pedagogy and L1 language,L2 language •Teachers refreshers training need to be focus on enhance teachers teaching skill •Teachers guide need to be developed •Materials content needs to be from local area, children friendly, easy language, short sentences • Bridge MT to 2nd language •School/Center management committee should well motivated , excepted by community • Center Management committee trained on monitoring

MLE Program Design

How should MLE programs be designed to respond to best practices described in language acquisition theories? •In the early age children need to have huge graded reading book for vocabulary •Activity on language, math and social science in MT Songs, Rhymes, Games in MT and national language instruction •As per language acquisition theories curriculum need to be designed with Meaning and Accuracy •Two way bridge with MT and national languages (Trans language)

MLE Be Institutionalize

How can MLE be institutionalized in culturally appropriate way? •Formation of community and education authority excepted language committee •Capacity building of language committee •MLE curriculum need to be culture focused •Competency linked with national competency •Materials content need to be from children’s familiar environment e.g. Story, Songs, Rhymes, Games, Cultural math, Science •A huge reading materials need to be published •Advocacy with Local authority and national concern ministry to uptake and institutionalize MLE

•The Bangladesh Govt. incorporate the children’s right to learn in their mother tongue in ‘National Education Policy 2010 • Bangladesh Govt. will start mother tongue based pre-primary education from January 2014 with the five language group • Save the children is contributing to the MLE Technical Committee in national level to incorporated SC MLE best practices into the implementation guidelines, curriculum and materials under development with MOPME and the National Curriculum and Textbook Board (NCTB) •Govt. has already amazed to see SC’s MLE pre-school, teachers training and teaching materials.

Challenges

What are the challenges involved in improving overall teaching and learning practices for MLE in the classrooms? How can we overcome these challenges? Challenges •Remote area •Unavailability of qualified teacher •Teachers can not read and write in their Mother tongue • Drop out of trained teachers •Village’s are scattered in the hilly area’s and children’s number are few in the classroom •Children’s mother tongue script is not common in their environment •Scarcity of the drinking water in the classroom •Children absent from the school for 3 months in the monsoon for Jhum cultivation in the hill with parents

Challenges

•Condition of political conflict and unrest •Graduated children loose their interest slowly in Primary School due to not having child friendly environment •Script selection become even more political within the national system • Decision by the gov’t to go for 1-year MLE rather than 2, • Translation approach decision • Sustaining the NGO funded work while we work with the gov’t policy development process •Govt. change hamper in policy implementation

Overcome of the challenges Overcome of the Challenges •Engage youth to support the teacher •Capacity building of the teacher in Mother tongue and national language in reading and writing •Class room with multi age children •Develop a huge number of MT based reading materials in the community •Established library in the community •Indigenous children’s academic calendar address by the Govt. • Other agencies need to emphasis on WATSAN

shishur khamatayan - multilingual education program of...

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