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Supporting literacy through mother tongue education in nepal
 

Supporting literacy through mother tongue education in nepal

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A presentation at the 2011 Global Education Conference.

A presentation at the 2011 Global Education Conference.

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    Supporting literacy through mother tongue education in nepal Supporting literacy through mother tongue education in nepal Presentation Transcript

    • Supporting Literacy ThroughMother Tongue Education inNepalA presentation for the 2011 Global EducationConference, November 16th, 2011Presenters:Mr. Tap Raj Pant, National Programme Officer,Education Unit, UNESCO Kathmandu (Nepal)Ms. Roselynn Verwoord, Educator, Education Unit,UNESCO Kathmandu (Nepal) 1
    • Map of Nepal with MTE literacy programme sites
    • Presentation Purpose By the end of this presentation you will be able to: - Identify the value of mother-tongue education programs for supporting literacy in Nepal. - Consider how mother-tongue education can be harnessed to support literacy development in your context. 3
    • Presentation Outline Introductions Overview: UNESCO Kathmandu; Education Unit; Literacy Work Background: Illiteracy in Nepal ◦ Social and Cultural Context ◦ Illiteracy Rates Development of Mother tongue education programs for Nepali women ◦ Dhanusha District (Maithili) ◦ Rupandehi District (Awadhi) Policy and Program Implications Questions, Comments, Closure 4
    • Overview: UNESCOKathmandu Established: 1998 Key areas: Education, Sciences, Culture, Communication and Information Areas of focus: Strategy and policy development; programme delivery; advocacy Mission Statement: building peace, alleviating poverty, and fostering sustainable development and intercultural dialogue in Nepal through education, science, culture, communication and information. 5
    • Overview: UNESCO KathmanduEducation Unit Primary focus: Education for All (EFA); literacy and teacher training; strengthening the education system; planning and managing education Key partners: Ministry of Education and its relevant institutions; UN agencies; INGOs; NGOs; EFA development partners 6
    • Background: UNESCOKathmandu and Illiteracy Build capacity of education officials to improve literacy for sustainable development: ◦ Designing and implementing mother tongue- based literacy programmes ◦ Supporting community learning centres (CLCs) as venues for community development and for non-formal education through training of CLC managers and facilitators. Provide policy support: ◦ Preparation and implementation of Nepal’s “10- Year Literacy Policy and Programme Framework 2006” Relevant Frameworks: UN Literacy Decade 2003-2012; Literacy Initiative for Empowerment (LIFE) 7
    • Background: Nepal’s Social andCultural Context Caste system: Structure along hierarchical levels –More than 101 castes and ethnic groups identified in Census 2001 Cultural and societal influences: Individual and societal beliefs about who should have access to education in ancient time still influences most disadvantaged and deprived population groups. Linguistic diversity – More than 92 languages spoken in Nepal; Over 50% population speak other languages than Nepali, the medium of instruction, effecting the quality of teaching learning. 8
    • Background: Illiteracy Rates Current illiteracy rate: 7.6 million, of whom 5.1 are women (42% of adults; 29% men versus 55% women) in 2008 as estimated by EFA Global Monitoring Report 2011 Huge disparity in literacy: by gender, location, caste and ethnicity and income. Highest literacy gap: Caste and Ethnicity – Census 2001 showed only 3.7 % Mushar (men 6% and women 1.3%) being literate, the highest being Jaine at 94.4% (men 96.4% and women 92%); A gap of more than 90 percentage points. 9
    • Background: Illiteracy Rates...Highest literacy gap: Location - Census 2001 found  Humla with lowest literacy rates, 19.6% (men 33% versus women only 4.8%) and Kathmandu with highest, 73.5% (men 84.9% and women 60.1%); A gap of more than 53 percentage points. Highest literacy gap: Income – NLSS II (2003-04) showed 72.3% (men 86.8% and women 59.1%) literacy rates for highest and only 23.1% (men 36.7% and women only 11.6%) for lowest income quintile; A gap of more than 49 percentage points. Highest literacy gap: Gender – Findings from NLSS III (2010-2011) revealed 56.5% adults as literate, with men 71.6% versus women only 44.5%; A difference of more than 27 percentage points. 10
    • Purpose of MTE LiteracyPrograms Promote literacy rates of minority language speakers Provide literacy in mother tongue Develop mother tongue based literacy materials Support to develop innovative ways in contextualizing contents, methods of teaching and learning and assessment 11
    • Timeline for Development ofMTE Literacy Programs Mother tongue based literacy programmes implemented in two years of time including project site selection, materials development and testing, Basic and post literacy programme conduction and Income generation training etc. 2008-2009: Literacy programme implemented in Tharu, Khas and Nepali language 2010-2011: programme implemented in Maithili and Awadhi language 12
    • MTE Program: Dhanusha District(Maithili)- Period: 2010- 2011 682 learners ( women) 538 DALIT = 79% 30 Learning Classes ( literacy centers) 30 Facilitators (all women)- 3 Primers were developed: 2 Basic and 1 Post-Literacy 13
    • MTE Program: RupandehiDistrict (Awadhi) Period : 2010-2011 - 500 Learners (100 Tri-Lingual) 25 Learning Classes 25 Facilitators 18 Females 7 Males - 3 Primers were developed: 2 Basic and 1 Post-Literacy 14
    • Impact of MTE LiteracyPrograms NFE Learning Materials and Use of Mother Tongue as the Language of Instruction. Quality of Instructions and Competency Requirements are essential for NFE services NEPAL NFE Curriculum Framework NFE Infrastructure Support NFE Monitoring and Evaluation 15
    • Recommendations Revisit, review the learning materials developed to improve QUALITY that enhances and strengthens learning processes that contribute to active learning and learning outcomes; Nepal’s NFE Curriculum Framework must provide direction and guidance in any instructional materials development work; Need for continuing efforts to support the enhancement of skills and competencies of its NFE human resources and institutional systems 16
    • Recommendations NFE Learning Centers is a major concern, for NFE delivery systems. Continuous M & E can improve NFE operations, performance and delivery of services and activities; 17
    • Next Steps: UNESCOKathmandu Capacity assessment of Non Formal education sub-sector in Nepal Provide continuous support to MOE to extend MTE literacy programmes in other languages Capacity building at all levels for effective implementation of NFE/Literacy programme Strengthening EMIS including NFE MIS Undertake research and assessment for evidence based policy advice 18
    • Questions, Comments,Discussion How can MTE literacy programme be scaled up in different settings? How to build partnership and mobilize resources for the effective MTE literacy programme? What further support/programmes can be provided to people with basic literacy skills? What can be sustainable structures of NFE/literacy programmes? 19
    • Relevant Links UNESCO Kathmandu Office http://www.unesco.org/new/en/kathma ndu/ UNESCO http://www.unesco.org/new/en/unesco/ 20
    • Contact InformationMr. Tap Raj PantNational Programme OfficerEducation UnitUNESCO Kathmandu (Nepal)E-mail: tr.pant@unesco.orgPhone: 00-977-1-5554396Website: www.unescoMs. Roselynn VerwoordEducatorEducation UnitUNESCO Kathmandu (Nepal)E-mail: rverwoor@uvic.caPhone: 00-977-1-5554396 21