print. MFO1 /PCO6 Plus Postage. - ERIC - Education Resources … · 2014. 5. 7. · We should like to express our deep gi,:.itude to all those involved in the Workshop, particularly,

DOCUMENT RESUME

ED 377 740 FL 800 845

TITLE Development of basic Literacy Learning Materials forMinority Peoples in Asia and the Pacific. FinalReport of the Second Sub-Regional Workshop (ChiangRai, Thailand, February 22-March 5, 1994).

INSTITUTION Asian Cultural Centre for UNESCO, Tokyo (Japan).;Ministry of Education, Bangkok (Thailand).; UnitedNations Educational, Scientific and CulturalOrganization, Bangkok (Thailand). Principal RegionalOffice for Asia and the Pacific.

PUB DATE Mar 94NOTE 142p.; Illustrations contain small and broken

print.

PUB TYPE Collected Works Conference Proceedings (021)

EDRS PRICE MFO1 /PCO6 Plus Postage.

DESCRIPTORS Classroom Techniques; *Educational Needs; ForeignCountries; *Indigenous Populations; InstructionalEffectiveness; *Instructional Materials; *LiteracyEducation; *Material Development; *Minority Groups;Teaching Methods; Uncommonly Taught Languages;Workshops

IDENTIFIERS *Asia; Burma; China; Indonesia; Laos; Malaysia;Mongolia; Philippines; Thailand; Vietnam

ABSTaACTA report of a regional workshop on development of

instructional materials for basic literacy education of minoritygroups in Asia and the Pacific is presented. Countries representedinclude: China; Indonesia; Laos; Malaysia; Mongolia; Myanmar (Burma);Philippines; Vietnam; and Thailand. The workshop's objectives were todiscuss the need for effective literacy learning materials, developguidelines for preparing effective basic literacy learning materialsfor minority language populations, and suggest methods for their use.The report begins with an overview of the proceedings and resultingrecommendations. Subsequent chapters summarize: needs and problems ineducation of minority populations; guidelines for preparation ofeffective basic literacy learning materials; studies of specificlanguage groups; resource papers on Thai hill tribes and developmentof basic literacy materials in minority languages; a report fromUNESCO and its Asian/Pacific Cultural Center; nine country reports;and national followup plans. Appended materials include generalworkshop information, a list of participants and organizers, workshopschedule, background information on Thai hill tribe villages, and the

text of the workshop's keynote address. (MSE) (Adjunct ERIC

Clearinghouse on Literacy Education)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Development of Basic Literacy0 Learning Materials for Minority Peoples

in Asia and the PacificFinal Report of the Second Sub-Regional Workshop

Chiang Rai, Thailand, 22 February 5 March 1994

Asia/Pacific Cultural Centre for UNESCO (ACCU), Tokyo

Department of Non-Formal Education, Ministry of Education, Thailand

UNESCO Principal Regional Office for Asia and the Pacific (PROAP)

/0 co operation withThailand National Commission for UNESCOJapanose National Commission for lJNESCO

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Development of Basic LiteracyLearning Materials for Minority Peoplesin Asia and the PacificFinal Report of the Second Sub-Regional Workshop


Asia/Pacific Cultural Centre for UNESCO (ACCU), Tokyo

Department of Non-Formal Education, Ministry of Education, Thailand

UNESCO Principal Regional Office for Asia and the Pacific (PROAP)

in co-operation withThailand National Commission for UNESCOJapanese National Commission for UNESCO

published byAsia / Pacific Cultural Centre for UNESCO (ACCU). TokyoNo.6, Fukuromachi, Shinjuku-ku, Tokyo, 162, Japanphone: (81-3) 3269-4435 fax: (81-3) 3268-4510© Asia /Pacific Cultural Centre for UNESCO 1994

printed in Japan

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Preface

The people in most need of basic literacy learning materials are those who are disadvantaged, suchas minority peoples, women, street children, school drop-outs, and slum dwellers, as stressed at the WorldConference on Education for All in Jomtien in 1990.Furthermore, 1993 was proclaimed "International Year for the World's Indigenous Peoples" by the UnitedNations.

With these as a background, Asia/Pacific Cultural Centre for UNESCO (ACCU), jointly with theNon-Formal Education Department, Ministry of Education, Thailand and UNESCO Principal RegionalOffice for Asia and the Pacific (PROAP), organized the Second Sub-Regional Workshop on theDevelopment of Basic Literacy Learning Materials for Minority Peoples in Asia and the Pacific in ChiangRai, Thailand from 22 February to 5 March 1994, funded by the Japanese Funds-in-Trust for thePromotion of Literacy in Asia and the Pacific of the UNESCO PROAP under APPEAL. Sixteenparticipants from nine countries of South-east Asia actively took part in the Workshop and three resourcepersons were invited from India, New Zealand and Thailand. The Workshop aimed to improve anddevelop basic literacy materials for people whose mother tongue is not the national language.

This Workshop was the second in a series of sub-regional workshops on the development of basicliteracy learning materials, the first having held in Calcutta, India in 1992. It was also the first of its kindheld at this level focusing on the development of materials particularly for minority peoples.

Several points were raised in the Workshop as to why separate materials are necessary for minoritypeoples, which included: 1) the need for programmes and special materials for national integration, 2) theneed to use language and methods which give them a sense of their own identity and pride, 3) consider-ations as to whether they use indigenous script, national script, no script at all, etc.

The participants prepared guidelines on the development of effective basic literacy materials for mi-nority peoples based on tne experiences of respective countries. Though it is still a draft, it will be furtherimproved by ACCU with the co-operation of UNESCO and experts of the Member States.

We should like to express our deep gi,:.itude to all those involved in the Workshop, particularly, theNon-Formal Education Department of Ministry of Education of Thailand, UNESCO and the Japanese gov-ernment, as well as the resource persons, participants and secretariat members of the Workshop, for makingthe Workshop most significant.

I hope this report will be utilized extensively for promoting the education of indigenous and minoritypeoples in the region.

AstalPaifi Cultural Centre for UNESCO (ACCU)

7

Contents

Pre faceChapter 1: Proceedings of the Workshop

Recommendations

Chapter 2: 1) Needs and Problems on Education of Minority Peoples 8

2) Guidelines for Preparation of Effective Basic Literacy 10Learning Materials for Minority Peoples

A) Methods of study and survey of background situation and needsB) Methods of preparing learning materialsC) Methods of teaching and effective utilization of materials

Chapter 3: Reports of Group Work

Group A (Law Yo Village, Akha People)Group B (Hey Go Village, Lisu People) 40Group C Oa Yee Village, Lahu People) 60

Chapter 4: 1) Resource Persons' Papers 77

(A) Current Situation concerning the Hilltribes in Thailand (by Tuenjai Deetes)(B) The Development of Basic Literacy Learning Materials

and Minority Language (by Patricia Tauroa)(C) Production of Literacy Materials in Minor Languages (by Varsha Das)

2) UNESCO Report & ACCU Report 87

3) Country Reports on the Education of Minority Peoples 97in Asia/Pacific (9 South-east Asian countries):China, Indonesia, Laos, Malaysia, Mongolia, Myanmar,Philippines, Thailand & Viet Nam

Chapter 5: National Follow-up Plans 117

Appendix: 1) General Information 1232) List of Participants and Organizers 1253) Schedule of the Workshop 1284) General information on hilltribe villages in Northern Thailand 1295) Inaugural Addresses 131

Chapter 1Proceedings of the Workshop

A. Introduction

The Second Sub-Regional Workshop on theDevelopment of Basic Literacy LearningMaterials for Minority Peoples in Asia and thePacific was organized by the Asia/PacificCultural Centre for UNESCO (ACCU) and theNon-Formal Education Department, Ministry ofEducation, Thailand in cooperation with theUNESCO Principal Regional Office for Asia andthe Pacific (PROAP).

The workshop was held at the RimkokResort Hotel, Chiang Rai, Thailand from 22February to 5 March, 1994. There were sixteenparticipants representing nine countries, namely:China, Indonesia, Laos, Malaysia, Mongolia,Myanmar, Philippines, Vietnam, and Thailand,the host country. Also attending were threeresource persons from Thailand, New Zealand,and India and three observers

including an NGO representative. (List ofparticipants, resource persons, and observers isgiven in the Appendix-2.)

B. Objectives of the Workshop

The main objective of the workshop was toprovide training experience on the developmentof basic literacy learning materials for minoritypeoples. Specifically, the objectives were:

a. To discuss the needs for effective literacylearning materials for minority peoples whosemother tongue is not the national language.

b. To develop guidelines for preparing effectivebasic literacy learning materials for minoritypeoples.

c. To suggest ways and means for theireffective use.

C. Opening

The workshop was formally opened at 9:00a.m. on Tuesday. 22 February 1994 with speakersas follows:

1

Mr. Shigeo Miyamoto, Executive Director ofthe Asia/Pacific Cultural Centre for UNESCO(ACCU), Tokyo, gave an address expressing hishearty welcome to all the participants, resourcepersons, and observers, and expressed hisappreciation and gratitude to all parties whichcontributed to the workshop. He highlighted theimportance of securing the integration of culturalaspects into educational endeavours.

Dr. Rung Kaewdang, Director General of theNon-formal Education Department, Ministry ofEducation, Thailand, expressed his confidence inACCU and UNESCO in their efforts to promoteeducation among minority peoples. Referring tothe situation of Thailand regarding the minoritypeoples in the country, he emphasized the need toprovide materials which are simple andinteresting as well as containing informationdirectly conducive to the improvement of theirlives.

Mr. T.M. Sakya, Education Adviser andCoordinator APPEAL, UNESCO PrincipalRegional Office for Asia and the Pacific(PROAP) called attention to the serious dearth ofappropriate learning materials for illiterates, mostof whom are minorities such as women, culturaland ethnic minorities, rural and urban poor, andpeople living under difficult geographicalsituations. He also pointed out that it is importantto have the active participation of the linguisticand cultural minorities themselves in preparingeducational materials for them.

And finally, Mr. Riab Nardisorn, DeputyGovernor, Chiang Rai Province, welcomed all theparticipants. (Full text of the speech is given inAppendix-4.)

After the opening programme, theparticipants, resource persons, and organizersgave brief self-introductions.

D. Officers of the Workshop

The following participants were unanimouslyelected officers of the workshop:

Chairperson: Dr. Suvit Pichayasathit (Thailand)Rapporteur: Mr. Martin S. Ernin ( Philippines)

9

Mrs. Tuenjai Deetes (Thailand), Mrs. PatriciaTauroa (New Zealand) and Dr. Varsha Das(India) were resource persons to the workshop.

E. Orientation of the Workshop

Mr. T.M. Sakya and Mr. Shinji Tajima tookturns at giving a brief orientation regarding the11-day workshop. Mr. Sakya pointed out thefollowing concerns in order to guide theparticipants on what to do:

1. Who are the minorities? Let us define.2. What do they really need? Let us identify.3. What skills do they need to learn?4. How will you teach them?5. Do they need books? Who will provide

them?6. Where do you teach them? Do you have a

centre?

Mr. Shinji Tajima explained the tasks ofparticipants in the workshop using three kinds ofcomprehensive pictures. Using the analogy of aniceberg, he emphasized that it is important torealize that there are more invisible factors andconditions beneath the surface than those easilyvisible in people's existence, particularly in thecase of minority peoples. Therefore, how tounderstand the invisible factors is essential incarrying out the work. He also pointed out thatthe learning process is not always easy for thelearners and there are "sleep hills" and "creeks" inthe process of learning. So considerations as tohow we can guide and encourage the learners tocontinue their efforts are required.

Mr. Tajima briefed the participants about theprocedure and expected outcome of theworkshop. The First Phase (Plenary Session)of the workshop consisted of:

1) Sharing the experiences of participatingcountries

2) Inputs by Resource Persons fromThailand, New Zealand and India

The Second Phase (Group Work) consisted of:3) Identification of needs and problems in

literacy education of minority peoples inrespective countries

4) Preparing the guidelines for thedevelopment of literacy materials forminority peoples

5) Field survey in the villages;Identification of needs and problems in thevillages

- Development of literacy materials- Field testing

The Third Phase would be:6) Follow-up Activities by the participants in

each country

Mr. Tajima also went through the tentativeschedule to give the participants a whole pictureof the workshop.

The morning session was ended with a veryclear understanding of the objectives of theworkshop by all the participants.

F. UNESCO Report

Mr. T.M. Sakya rendered a verycomprehensive report on the accomplishments ofUNESCO. His report was supported withexplanatory pictures, graphs, and statistics. Mr.Sakya stressed the following points:

1. Functional literacy as a factor in childsurvival. Most of the non-fornial educationprogrammes in every country integrate healtheducation as one of their components.

2. Functional literacy as an entry point forlivelihood. Training modules on livelihood areeither integrated into literacy training or offeredas a separate post-literacy training for neo-literates.

3. Community involvement. Communitysupport ensures the success of any education/literacy project. Thus, prior to projectimplementation, consultations with localgovernment units and the tribal hierarchy areundergone to ensure cooperation and acceptanceof the project.

4. Indigenous people as para-teachers. Whereapplicable, newly literate members of the targetindigenous communities are tapped as literacyfacilitators.

5. The vernacular as the medium of instruction.The use of the mother tongue as a medium ofinstruction and for literature (learning materials)has been proven more effective for the follov, lugreasons:

a. learning materials in vernacular serve tomotivate the target minority group to readand write.

h. It is easier for the adult learner to relatewritten symbols to sounds and concepts ofa language that he has knowledge of thanto those of an unknown or partially knownlanguage.

c. The use of the mother tongue promotes

-1 0

individual and ethnic identity.d. Self-esteem is bolstered through the use of

the mother tongue.e. Language is preserved for future

generations to come.

He also mentioned of the efforts thatUNESCO is making. He said it is only offeringguidance to each country on what to do , but it isup to that country to do everything to get thesupport of their government officials.

G. ACCU Report

Mr. Shigeo Miyamoto, Executive Director of'CCU presented various Asia/Pacific jointprogrammes of ACCU in the fields of literacy,book development and culture, which have beenconducted in full co-operation with thepart i ipating countries in Asia and the Pacific and

'NESCO. Among its literacy programmes someof the major ones are as follows:

1) Development of literacy materials for neo-literates

2) Training of experts on the development ofliteracy materials at regional, sub-regional andnational levels

3) Production and dissemination of guidebookson literacy materials and videos on literacypromotion

He pointed out that training of experts on thedevelopment of materials for minority peoples atthe sub-regional level is the very first challengefor ACCU and UNESCO, and therefore, theresults of this workshop would be extremelyuseful not only for the participating countries butalso to other parts of the world.

H. Country Reports

In the reports presented by the participatingcountries, it came out that the following problemsare common to every country: I) Lack offunding, 2) Lack of reading materials, 3) Lackof personnel, 4) Lack of road networks, 5) Lackof transportation leading to the minority villages.Please refer to Chapter 4-3) of this report fordetails of the Country Reports on the Educationof Minority Peoples in nine Asian countries.

I. Resource Person's Input

Three resource persons, Mrs. Tuenjai Deetes(Thailand), Mrs. Patricia Tauroa (New Zealand)and Dr. Varsha Das (India), shared their

experiences on the education of minority andindigenous peoples and preparation of learningmaterials for them.

(A) Mrs. Tuenjai Deetes, Secretary General ofthe Hill Area Development Foundation shared herexperience in working with tribal peoples inNorthern Thailand for 20 years. Currently, thereare more than 560,000 hill tribe people inThailand. The need of hill tribe people can becategorized in three main areas:

1) the need to have the rights to be Thai citizens;2) the need to have the rights for land possession

in the areas they have been cultivating fordecades; and

3) the need to be literate in Thai: the nationallanguage.

Regarding educational and developmentalprogrammes for tribal peoples in Thailand, thereare several organizations working in this area.These organizations are:

a) The Border Patrol Police, focusing on tribalpeoples living along the boundary areas.

b) The Public Welfare Department, focusing onoverall development of tribal communities.

c) The Department of Non-formal Education(DNFE), placing special emphasis on basiceducation of tribal peoples. The Hill AreasEducation (HAE) model developed by DNFEhas been extensively implemented in morethan 500 tribal communities.

d) The Department of Secondary Education andthe Office of National ElementaryEducational Commissions.

Besides that, several NGOs also providesimilar types of educational and developmentalactivities focusing on tribal peoples.

However, the scope and areas covered bygovernment and NGOs are still limited due to:

1) the lack of qualified and devoted personnel towork with tribal peoples;

2) insufficiency of educational facilities andlearning materials;

3) lack of people's participation in developmentand educational activities. Although the HAEmodel relies more on communityparticipation, the emphasis on suchparticipation decreased when it was adoptedand implemented on a regular basis;

4) opportunity for tribal people to acquire furthereducation is still limited.

Based on her extensive and insightfulexperiences, she provided some suggestionsregarding education for minority peoples.

- 3 -1 1

1) Functional literacy has to be widely expandedto cover all tribal communities so that all ofthem can learn and communicate in thenational language.

2) The curriculum and contents have to be relatedto living conditions of the people, such asareas concerning environmental preservation,soil ero...m, water shortage, re-forestation,indigenous wisdom, social values, folklore,child-care, AIDS prevention, etc. Localcurriculum should also be encouraged. Theseareas may differ from one country to another.

3) Learning materials should be made moresimple with realistic and clear illustration.Learning materials may be in forms of posters,flip-charts, leaflets, radio/tape cassetteprogrammes and other local materials.

4) Teaching approach has to be integrated and bi-lingual. The approach has to be flexibleaccording to the working schedule of localpeoples. Teachers should live in the tribalcommunity, and organize other developmentalactivities as well.

5) There should also be other supporting systems,particularly pre-service and in-service forteacher training, as well as ways to promotemorale of the teachers.

(B) Mrs. Patricia Tauroa of the Tu Runango oWhaingaroa (Authority of Whaingaroa Tribe) ofthe Maori people in New Zealand presented herreport with demonstrations and participation ofthe partic pants. She emphasized the value ofminority Languages and stressed that the ability tocommunicate with their own people and to beable to communicate with people of other races,particularly the majority people within our ownnations are equally important.

She mentioned that in encouraging minoritypeoples to achieve literacy in any language, it isimportant that the traditional language and cultureof the individual is retained. Each person isimportant, and his or her personal dignity mustremain intact.

The importance of literacy in the mothertongue for minority peoples is demonstrated bythe situation now faced by the Maot i people ofNew Zealand. For many years, it was believedthat learning only the national language of NewZealand was important for the Maori.Regretfully, this resulted in the gradual anddisturbing decline in the ability of Maori peopleto speak their own language. It was also seen as

the reason why so many Maori are now in thelowest levels of socio-economic situations inNew Zealand as well as many being only semi-literate in English.

They now know that Maori people lost theirlanguage because the use of English wasemphasized, and with this, Maori language wasnot regularly used. After only 2 or 3 generations,the language began to be lost. She went on to saythat Maori are now faced with the verydemanding task of saving their own language bydeveloping methods to teach their children- andother adults to speak Maori and learn theirMaori customs and traditions.

She said that minority peoples need tobecome literate in the national language of theirrespective countries, but not at the expense oftheir mother tongue. Materials produced to assistminority peoples' literacy, need to have this as abasis element of the objective.

(C) Dr, Varsha Das, Editor of National BookTrust, India, which is a multi-lingual country with16 official languages , explained that in a multi-lingual and multi-ethnic country Tike India,educators, communicators, and administratorsface the problem of conducting their tasks in themost effective manner for minority languageareas. The problem becomes more severe ingeographically difficult terrains like mountains,forests, isolated islands, deserts, etc...

Educational research and studies have proventhat creative ability and functional activity ofmind and body are at their best when the teachercan communicate in the learner's mother tongueand learning material is also available in thelearner's language and script. There can be asituation where the mother tongue is differentfrom the regional/national language. In suchcases, basic literacy material for minority peoplecan be developed on a transfer model, consistingof three parts. The first part would have all thewords from the regional/national language andthe third part would have only a few words fromthe spoken language. The transition would requiresupport reading material at every stage tostabilize literacy skills.

J. Field Observation

After the presentation of Ms. Tuenjai Deetes,the participants visited two hill tribe villages,Paka Sukjai village (Akha People) and JakomaVillage (Lahu People), in one of the three primarywatershed areas, which were situatedapproximately 70 kilometre:, north of Chiang Raicity.

4 I

About one year ago, a cement road wasconstructed in the hills and access to the villageshas drastically changed.

The participants first visited the VillageLearning Centre in Paka Sukjai village which wasconstructed with the cooperation of villagersthemselves, using light wood, bamboo andthatched roof. It is run after the model of HAEproject (Hill Area Education), an "Ashram"approach. One teacher lives in that learningcentre serving the community, providing not onlyeducation but also other necessary services forcommunity development.

The participants had lunch at the learningcentre and the leaders of the village were alsoinvited to join the group for lunch.

Then the participants visited the office of theHill Area Development Foundation in the villageand were briefed about the village by the leadersand youth of the community who interpreted theexplanation of the leaders from Akha languageinto Thai language.

The households in this village settled thereabout 17 years ago and produce variousagricultural products such as highland rice, cornand vegetables. They keep water buffalo, cows,chickens and pigs, and try to grow trees for shadein the community. However, unlike in previoussettlements, they cannot grow cotton, so thematerials for clothes such as cott.,n have to bepurchased from outside now instead of beingproduced at home. In order to prevent soilerosion in this area, the village has taken upsustainable agriculture also.

The participants were divided into threegroups which visited the houses of the leadersand talked with the village people.

The participants walked for about 2kilometres in the hills from the road and visitedJakorna village (Lahu people). The Hill AreaDevelopment Foundation is also working withthis village and after the warm welcome cc thevillage leader, Mr. Jakoma, the participants wereinvited to have dinner at his house. Mr. Jakomaand another villager had obtained Thai citizenshipbased on their active service and contributions tothe preservation of forest and sustainableagriculture. After going around the village, theparticipants gathered in the Learning Centre andlistened to the village leader. He mentioned thatthe forest a "big storage" to fulfill our life andif we cannot realize that, we may simply walkmore to think about it in the scorching sun. If we

still cannot understand it then, we may also liedown in the sun to reflect on it. Deeply impressedby the wisdom on the co-existence of nature andhuman being in harmony expressed by Mr.Jakoma, the participants returned to the hotel.

5

K. Group Work (from field-survey,development of materials and field-testing)

The participants were divided into threegroups and the following three activities wereconducted.

1) Identification of Needs and Problems inLiteracy Education of Minority Peoples inRespective Countries (by NP-ivIethod)

2) Preparing Practical Guidelines for ConductingStudy/Survey on the Needs of MinorityPeoples, Producing Effective Basic LiteracyLearning Materials and Teaching andEffectively Utilizing the Materials

3) Development of Learning Materials forMinority Peoples

For the item 3) above, a field survey wasconducted before the development of materialsand also a field testing was conducted with thenewly developed draft materials. Also from timeto time, plenary sessions were held for sharingand interaction with other group members on thework. The participants prepared 9 kinds of draftlearning materials in total.

4) Field-testing of the Learning Materials

The guidelines prepared by the participantsin three groups are compiled in Chapter 2 of thisreport and the details of the group work are inChapter 3.

L. Preparation of Follow-up Activities

Regarding the follow-up activities to hecarried out in respective countries after theSecond Sub-Regional Wotkshop, Mr. ShinjiTajima of ACCU explained about the importanceof the follow-up and asked each participant tosubmit a plan of follow-up activities to ACCU by30 May 1994. The Plans of National Follow-upActivities submitted by the participating countriesare in Chapter 5 of this report.

M. Closing

The closing ceremony of the workshop was

13

held in the morning of 5 March. Each participantexpressed his/her view and comment on thesignificance of this Sub-Regional Workshop fromvariou3 viewpoints. In particular, it was pointedout that since in many cases, the minority peopleslive beyond national boundaries, participation ofall the neighbouring countries in the Workshopand working together for achieving the commongoals was of vital significance.

N. Recommendations

The recommendations submitted by each ofthe participants were compiled and the DraftRecommendations addressed to UNESCO, toACCU and to the Member States were adopted inthe Plenary Session. The Recommendations arein the following page.

Second Sub-Regional Workshop on the Development of Basic LiteracyLearning Materials for Minority Peoples in Asia and the Pacific


RECOMMENDATIONS

To ACCU

1. ACCU should continue to organize this kindof workshop in co-operation with UNESCOevery year at the sub-regional level, forachieving the goal of "Education for All"

2. ACCU should continue to organize sub-regional workshop in co-operation withUNESCO on the development of basicliteracy materials for minority peoples inother sub-regions and disseminate theresults of the workshop widely through theregional, sub-- agional and nationalworkshops.

3. ACCU should organize workshops incollaboration with NGOs and MemberStates on the development of basic literacymaterials for the following mostdisadvantaged target groups:a) girls and women, b) tribal / culturalgroups, c) disabled persons, d) languagediversities, e) street children, f) urban poorand slum-dwellers

4. ACCU should continue to extend technicaland financial assistance to the Member

States in co-operation with UNESCO forthe development of literacy materials andfollow-up activities in respective countries.

5. ACCU should cooperate to organize thenational workshops by sending mobileteam of experts in member countries todevelop materials in mother tongue as wellas in national language for minority peoples

6. ACCU should deal with the aspects oftraining of literacy personnel such asteachers, facilitators and field workers.

7. ACCU should provide prototypes of basicliteracy materials for minority people underits AJP programme.

8. ACCU should organise training programmefor curriculum and material development forminority people.

9. ACCU should encourage and developintegration method for cultural andeducational agencies to work together fordeveloping basic literacy and follow-upprogrammes for minority peoples.

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To UNESCO

1. UNES..... )uld continue and strengthenfinancial al id technical support to this Sub-Regional Workshop in co-operation withACCU on the development of basic literacymaterials for achieving the Goal of"Education for All".

2. UNESCO should assist ACCU andMember States technically and financiallyin conducting the Sub-Regional Workshopas well as material development forminority peoples.

3. UNESCO should recommend tc MemberStates that the teaching/learning materialsfor minority peoples should be in theirmother tongue.

4. UNESCO should give high priority forliteracy education for minority peoples andencourage their activities in their languageand culture.

5. UNESCO should encourage andstrengthen the NGO's activities in theregion for establishing the close linkagebetween government and NGO.

To Member States

1. Member States should conduct the follow-up activities of the Second Sub-RegionalWorkshop for minority peoples based onthe guidelines developed during theworkshop with the co-operation of ACCUand UNESCO.

2. Member States should appoint qualifiedofficials and encourage minority peoples ofthe country to eradicate illliteracy.

3. Member States should encourage NGOs towork independently as well as with officialagencies for literacy programmes forminority peoples.

4. Member States should develop specificteaching and learning basic learningmaterials for minority peoples and providethem widely for minority communities.

5. Member States should allocate specialfunds for basic literacy programme forminority people

6. There should be an integration of culturaland educational resources for achievingliteracy targets concerning minoritypeoples.

7. Minority communities should be activelyinvolved in developing basic literacyprogrammes for their own people.

8. Educationally qualified minority peopleshould be given specific responsibilities inthe government se-up for the preservationof their language and culture.

7

15

Chapter 2

1) Needs and Problems on Education of Minority Peoples

(A) Needs and Problems on Education for Minority PeoplesIdentified by Group A

I1. Needs to create good relationships with

minority peoples

a) establishing trust through:two-way communication

- humanistic attitudeshare/join activities with peoplelive like a local people (in harmony withpeople)having mutual understanding

b) understanding of culture and language isessential

c) strong intention to work with minorities canbreak down other barriers.

d) both mother tongue and national languagehave to be promoted.

2. Needs to provide attractive and practical non-formal education programmes

a) programme should be easily understoodand should provide action-orientedprogrammes with practical knowledge andskills.

b) teacher's role is vital and their trainingshould be strengthened.

c) provision of good learning materials isimportant.

d) education should integrate social, culturaland economic developments.

3. Lack of facilities for learning opportunities

a) resource centres should be provided in thevillages

1)) cultural and recreational centres should beprovided.

4. Needs to get income without destroying theenvironment

a) utilizing various kinds of technology andknowledge for earning

b) increase awareness for protection ofenvironment

5. Needs for improvement of infrastructure in thevillage

a) provision of electric power in the villagesb) improvement of transportation for accessing

to the outside world.

8 -16

(B) Needs and Problems for Preparing Learning Materials for Minority PeoplesIdentified by Group B

11. Need to have sufficient knowledge about

minority people to be able to develop suitablelearning materials for them.

2. Minority people have their own language (andsome have script of their own) but educationsystem uses national language.

3. Lack of volunteer teachers speaking minoritylanguages for teaching minority peoples

4. Minority peoples need motivation for activelearning.

5. Due to difficult geographical terrain minoritypeoples are deprived of learning programmes.

6. When government does not integrateindigenous peoples' identity and culture in itseducational programmes for them, it leads to aloss of identity.

7. Adequate funds are not available for theprogrammes for minority peoples.

R. The content of the materials are not from thedaily lives and languages of the minoritypeoples.

(C) Needs and Problems in Basic Literacy Education for Minority PeoplesIdentified by Group C

I1. Lack of learning materials in different

minority language that is relevant to them oraccurate about their culture.

2. Insufficient teacher training in minoritylanguage.

3. Values given to the minority culture, traditionand language have been neglected.

4. Minority people do not have enoughknowledge about modern practices and afterhold on to their special world.

5. Need for more economic development supportfrom the government.

6. Minority peoples are sometimes neglectedwhen planning and implementing educationalactivities.

7. Need for better road iccess to the peopleparticularly for the teachers and for generalcommunication.

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2) Guidelines for Preparation of Effective BasicLiteracy Learning Materials for Minority Peoples

The participants of the Workshop prepared the Draft Guidelines for Preparation of Effective LiteracyLearning Materials for Minority Peoples. The contents are as follows:

A: Study and Survey of Background Situation and Needs of the Minority Peoples

I. Making the objectives of the study/survey clear2. Identifying and knowing the target population3. Attitutdes of literacy/development workers towards the minority (ethnic) peoples4. Methods of conducting survey

(a) Interview (h) Observation (c) Discussion(d) Listening (e) Photographs (f) Recording

5. Areas of data to be collected(a) Demography (b) Geographical situations(c) Occupations (d) Social structure(e) Culture/language/tradition (f) Environment(g) Health (h) Life styles and daily life(i) Education (j) People's participation in community's activities

6. Analysis of data collected7. Evaluation

B: Preparation of Basic Literacy Materials

1. Principles and Steps in preparing learning materials for minority peoples2. Analysis of data and identifying priority needs3. Preparation of educational programmes and curriculum4. Selectino of theme5. Selection of format6. Selection of content7. Writing and illustrating the materials8. Use of oral literature and the languages for materials

C: Methods for Effective Use of Materials

I. Teachers2. How to approach the learner3. How to motivate the learner in education.,) activities4. Teaching methods5. Teaching materials6. Learning Process7. Evaluation of teaching/learning activities8. Follow on / Follow up

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A) Methods of Study and Survey ofBackground Situation and Needs

1. Making the objectives clear

- To realize needs and problems of the minoritypeoplesTo prepare.effective teaching/leamingmaterials for themTo develop suitable teaching/learning approachfor them

2. Identifying and Knowing the targetpopulation

(1) To identify who are the target population

tribal/ethnic groups who:have their own history, cultures, language,tradition, dress, indigenous knowledge,and identity.

(2) What are their living conditions andcommonalities?

living in remote areas, isolated area,rough terrain.related to nature, live in harmony withnature, rather natural way of life.affected by the process of modernizationof globalization of the mainstream insociety, and facing rapid changesvariety of cultural values, having ricetraditions, highly socialized amongthemselves.often transmit knowledge and culturethrough oral tradition. Generally do nothave a recognized written script.live in diadvantaged conditions withsocial and economic pressure (sometimeson social welfare and often regarded bygovernment as those who create socialproblems, e.g. drug addict, alcohol addict)low literacy rate and less opportunity tofurther education.

3. Attitude of literacy/developmentworkers towards the minority (ethnic)people

The literacy/development workers have tounderstand the minority (ethnic) people by:

(a) Reading some document on the community.(b) Trying to find someone who is known by

that ethnic people to introduce you to them.(c) Living with them in their community until

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being accepted.(d) Trying to learn their own language, culture,

tradition and habit.(e) Working together or participate in their

activities as much as you can.(f) Getting along with everybody, not take side

with any particular group.(g) Calling them by their ethnic name, not the

given name by the outsiders.(h) Creating equal relationship and mutual

respect with the people listening, trusting andrespecting them.

(i) Finding out the reasons behind thephenomena or finding out the reasons behindthe phenomena or behaviour that occurbefore making judgements or seeking tochange the situation.

(j) Giving appreciation to their potential, culture,ways of life and indigenous wisdom.

(k) Encouraging them to have self-confidence.(I) Keeping in mind that learning process is two-

way between the ethnic people and socialworker/educator.

(in) Following ethnic people's schedule incontacting with them according to theirworking time, not your own convenience.

(n) Keeping in mind that learning places, topics,time should be flexible according to theinterest, and necessity of the target groups(adults, teenagers, children or elders)

(o) Keeping in mind that valid information/unexpected information/data could comefrom many perspective persons includingelders, poorest or lowest people, not only theheadman or teacher.

(p) Being careful not to ask sensitive questions,e.g. discrimination between men and women,pregnancy, personal questions, to a particularperson.

(q) Keeping in mind that formal research(survey) is boring for the ethnic people. Weshould use informal/unstructured survey withsensitivity.

4. Methods of Conducting Survey

(a) Interview (formal /informal orstructural/unstructured interview)

1. In using interview with ethnic peoples,informal or unstructured interview should beapplied.

2. Questions asked should be in general first, suchas asking sometimes about food, family,farming, etc. Then ask something we want toknow later.

3. Do not ask questions sensitive to the people,e.g. the questions like:

- Where were you horn?Haw much is your income'?

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- Personal questions or questions to showthat we do not believe in what they say.

4. Using snow-ball technique to identify keyinformants.

(b) Observation

1. Do not do only pure observation. Datacollector need to live in the community forsome time until he/she gains trust from thepeople.

2. Data collector should participate in theactivities with the people as an insider, and doobservation at the same time (participantobservation).

3. Things to observe are:housing structurefarming areasdressing, cultural activities/ceremonies

- working conditionsdaily activitiesroles of men/womendivision of labourgender relationship

- natural resourcespractices-related to the belief of peoplee.g. in red Lahu Village

the food they eat- relationship among people in the village- how they take care of sick persons

ceremony/culture- children care

use of land and water resource- how decisions are made

Some of us e:pect a leader in acommunity to make, an immediate decision.Some communities will only make a decisionafter all of their people have given the matterconsideration. This takes time, which oftenupsets officials as they see this as hinderingprogress.

(c) Discussion (formal and informaldiscussion)

1. Discuss with community leaders, youngpeople, housewives, and some other groups toget their views about education, development,and other related topics.

2. In order to obtain more data, and to encouragethe people to speak more, the data collectormust be a good listener.

3. Informal discussion may provide some datathat cannot be obtained by interviews orobservation, particularly the opinion and pointsof view of the people.

(d) Listening

Listening is another means to obtain data fromthe people. To learn what kind of topics/issuespeople normally talk about to each other.

Listen to what the people:say among themselves before work, whileworking and after work.say to the village leaders.say to the outsiders/authorities.

and listen to their songs/music. There might besome message of interest.

(e) Photographs

Photographs can depict many things thatcannot be explained by words, and can be usefulin data collection, such as picture about:

cultivational areashousing areasdaily activities or cultural activities of thepeoplepeople working etc.

Note: Be aware that it is necessary to ask forpermission before taking pictures of the peopleand of sacred objects or places. In some minoritypeoples this is very relevant. A living person cansay no to a photographer, a sacred objectcannot.

(f) Records (video and audio recording)

The areas for video recording might be similarto photographing. Audio recording might beregarding song, music, discussion, ritualceremonies. But be sure to get permission fromthe people before hand.

5. Areas of data to be collected

(a) Demographynumber of households/number offamilies/number of population/ages ofpopulationratio of youths/adultsgender males/femalesother racial groups within the community

(b) Geographical situationslocation (altitude, distance from city orother villages, etc.)transportation (getting to the community,and within the community)

- forest, desert, rough terrain (forest, waterresource)

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climateNatural surroundings, natural resource

(c) Occupationshow they earn a livingmain occupations, supplementary, cropsgrownhow they earn (get money from) income(from what source)take their productions to marketgo out to the city to work (or in thevillage)get some natural materials from the foresthandicraft their productions into the valuegoods

(d) Social structureMain claim, family treesWho is the leader? (formal or informal)(traditional leader)Relationship of people with communityPower structure of communityState of man and woman

- Roles of man and woman (wife andhusband) equality?Property possession, including landownershipRelationship with powerful people fromoutside (authorities), etc.

(e) Culture/language/traditionCultural activitiesDress typeGroup's songs, folk songs, folk dance,traditional musicFolk storiesRitual practices/ceremonies, learningpracticesMethods of farming (patterns)Communication languages within oroutside the communityStructure of the house, allocation ofhousing spaceSymbolic repression of signs

(f)Environment

1. Natural environmentUse and protection of natural resources(soil, water, forest, mountain, etc.)Quality of soil, water, in the communityCages for animals?Any touristic areas?Use and disposal of the wastes, chemicalcompoundsIndigenous knowledge concerningenvironmental preservation

2. Social environment- Social/educational facilities'?

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- Bridges/road for transportationImportant places e.g. church

3. Attitudes toward utilization or protection ofenvironment

Note: Do not blame environmentaldestruction as a consequence causedby the ethnicpeople

(g) HealthSanitation (having a toilet' ?, a place totake a bath, etc.)Knowledge about taking care of theirhealthChild care knowledgeTraditional ways of curing sick persons(herbs, sprinkling water, magic)

- Traditional medicinesFood nutritionThe way to keep good health (exercising)Any drug addict?Family planning (methods: traditional/conventional) their attitudes about familyplanning/practicesTaking care of health (children, theelderly when being regnant)Breast-feedingVaccinationSeasonal diseases

Note: Some question might be sensitive toask the pregnant women, so weshould ask the third person instead.

(h) Life styles and daily lifeWhat are the things they consideressential in their daily life?Daily activities from morning to night(according to cultivational period)throughout the yearRelaxationUse of leisureEating/working/dressing habitsSocializationOpen-minded/conservativepractices'?attitudes?values?Religion in relation to life styles? etc.

(i) EducationHow knowledge or skills are transferredfrom one to another generation?Formal/informal educationAttitudes toward education of men andwomenTransmission of knowledge (place,family, community, school)What kind of knowledge is consideredessential'?

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- Who is the one to be in charge of thateducational activities?Urgent needs on education (e.g. skills,communication/language)

(j)People's participation in community's activitiesHow activities are organized/managed?What groups of people are involved andto what extent?The roles of leaders and commonersTheir participation in construction ofpublic places e.g. school, bridge?Their understanding about the conceptLevel/degree of group work for commongood public benefitTraditional/new styles of participationHow they get cooperation or full supportfrom members of the society?

6. Analysis of Data

Key steps for analyzing of the data:

Categorize the collected data into groups ofcontents and related areas, such as the areas ofhealth, occupations, environmental issues.

Prioritize the issues according to the order ofimportance or urgent needs. This should be doneby discussion with the people themselves, and askthem to prioritize their needs.

- After the needs have been analyzed andprioritized, the issues can, then be.transferred intocontents of the learning materials to bedeveloped.

7. Evaluation

1) To re-check the data, whether it is valid, or inaccordance with the needs of the people.

2) To evaluate the methods, whether the datacollection methods were appropriate, orwhether the methods should be adjusted.

3) To adjust/modify:the interview questionsthings to observepoints to focus on whensurvey.contents of the issues to survey

doing another

4) Get feedback from the people how they thinkabout the survey.

B) Methods of Preparation of BasicLiteracy Materials

Characteristics of preparing effectivelearning materials for minority peoples

1) understanding their life & cultureto have sufficient knowledge andunderstanding about the culture, values &taboos, environment, psychology and needsof the minority peoples and to have a duerespect for them.to make the materials suited to theknowledge and skills of the tartget learnersbased on their culture.

2) content from their life & cultureto derive content from their daily life andculture in order to make the materials leamercentredto focus on the real and immediate problemsof the learners and their society.

3) language & scriptto have sufficient knowledge andunderstanding of the language and script ofthe minority peopleto start with mother tongue for ease ofcommunication, understanding in order tobuild up learner's confidenceIn case the language of the minority peoplehas no script, to use the script of the majorlanguage of that region for bettercommunication. In case they have differentscript, bilingual materials can be used.

4) simplicityMake it simple, practical and attractive foreasy learning and easy teaching.

5) suitable & effective mediato utilize existing effective communicationmedia such as oral tradition (story-telling,songs, drama, puppets, game, dance, etc.)with variety of printed and audio-visualmedia.to use more visuals (photographs &illustrations) and less text

6) participationto encourage the participation andinvolvement of the minority peoplesthemselves in the preparation of materials.to promote active and participative learning.

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Steps for developing learning materials

1. Field survey

2. Analysis of data and identifying priorityneeds

. Preparing education programmes andcurriculum

4. Selection of theme

Selection of format

6. Selection of content

Preparation of texts, illustrating,photographing and editing the materials

. Finalizing the title and captions

. Field-testing of draft material

10. Revision of draft material and preparationfor printing

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11. Evaluation

!,.election of Format

Format of materials for minority people isdecided on the basis of wl'at may be most suitableand effective for the content of the particularmaterials to be produced and learners' interests.

(1) Select the formats which can convey themessages in the most easily understandable,enjoyable, clear and effective manner forthe targeted learners.

(2) The format should also attract the learners'interests reflecting the needs and culturalbackground of the learners

(3) The materials should be strong and durable,handy to carry and easy to use.Time and place for the material to be usedshould be considered carefully.

(4) Develop several formats on the same themeso that interests and effectiveness can bemultiplied.Consider the format depending on whetherthe material is motivational, instructional,or for the follow-up.

Possible Formats for Materials

Category Format

1. Printed book booklet- book

photonovella (bookletby photographs)comics

- others

2. Printed non-book leaflets (flyers)posterflip chartcardswall newspapers

- news periodicals andjournalsothers

3. Audio-visualmedia(folk media)

story tellingsongs

- folk dancesdramapuppet showshadow playpicture story-tellingothers

4. Audio-visualmedia(electronic media)

- slides- videos- tapes- radio programmes

TV programmes- films

others

5. Games andothers

card games- jigsaw puzzles- 'future' games

games of finance(e.g.' Monopoly')board games such asSugoroku, Parcheesi,Snakes and Ladders,

- simulation gameothers

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Writing for Minority Peoples Illustrating of Materials for MinorityPeoples

(1) The people for whom we are going to creatematerials belong to the world of oraltradition. Our task is to motivate them toaccept the new culture of literacy. If they getmotivated then they would be entering thenew world of printed word and get into theprocess of transition - transition from oralityto literacy.

(2) Creativity keeps them alive and moving.These spoken languages keep on enrichingthemselves. To learn from them their words,their ways of using the language, popular andfrequent words, different sounds orphonemes.

(3) When we use the mother tongue for writingfor minority people we have to keepfollowing aspects:

1) A spoken language is always rhythemicand poetic.

2) It has its own vocabulary which makescommunication easy. Mere translationfrom national to minor language may notconvey the message.

3) It is always creative and rich in itsfolklore.

4) It has a different idiom than the writtenlanguage.

5) It is ever changing and transforming.

(4) The language to be used in basic literacymaterial should be simple, straight forwardand most frequently used words from thelearner's vocabulary. In the beginning onlyone word consisting of 3.4 grapheme orwritten symbols can be introduced. Asentence in the poster or charts should berestricted to 3-5 words. Each sentenceshould convey only one idea or message.The sentence should be direct and maintainthe syntax. The idea or message can also betaken by quoting a line from a popularfolksong or a frequently used proverb.

(5) Minority language has words that areconcrete and from their daily life.Sophistication of city-life has no place intheir vocabulary. The selection of words forbasic literacy material will have to be in cleartangible terms. The words like culture, arts,quality of life are vague for them.

(1) Study carefully the indigenous designs,visual expressions, symbolisms and taboosand reflect them in illustrating with duerespect to them.

(2) - Illustrations should stimulate the learner'sinterest and needs in their daily life basedon their problems

(3) Illustrations shduld convey messages andinformation in a simple and clear mannerbased on the understanding of their culture.

To study what kind of visualization is mosteasily communicable because "visualilliteracy" also exists in some cases. It isadvisable to avoid cartoon styles, symbols,etc. at the stage of basic literacy

(4) Illustrations should be relevant to thesubject matter and appropriate to theobjectives and strategies of the learningcontent.

According to the level of learners whetherthey are at the motivational stage orinstructional stage, different styles ofillustrations should be used effectively,when necessary.

(5) Illustrations should be very attractive, clearand pleasing to the eyes of the learners. Tryto find the visual expressions whicheverybody would like.

(6) Try to get help from the persons from thecommunity who know well about their ownvisual culture. Listening to their opinionsand use their illustrations agressively.

(7) - Visuals should play the major roleespecially for basic literacy stage.

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How Can Oral Literature be Utilised inBasic Literacy Material?

The oral literature is abundant and rich. It isimportant to preserve it to continuously enrich thesociety and the world.

How can oral literature be utilised in basicliteracy material?

1. Well-known proverbs, riddles or coupletsfrom folk literature can be introduced atappropriate places in the primers.

2. Some famous characters and a simplestoryline of folktales can be used in primers.

3. Short exercises can be on riddles from folktraditions. For example, three answers canbe given for a riddle. The learner will writethe correct one in the space given withdotted line.

4. Supplementary books can coverinformation on fairs and festivals, villagehistory, folksongs, stories of adventure andromance, humour and worldly wisdomfound in folklore.

5. Folk songs, folk music, folk theatre etc. canbe motivating factors while buildingenvironment for literacy through audio-visual aids.

6. Folk tunes with changed lyrics are quitepopular in developmental programmes.Many a times learners themselves composelyrics on the tunes familiar to them.

The use of folkculture in literacy materialhas always attracted minority peoplestowards literacy programmes, and folkartists have been successful change-agents.

Selection and Use of Language in BasicLiteracy Materialsfor Minority People

When the learning material is learner-centredit is almost imperative to use the language inwhich the learner is most comfortable and at ease.For the present target group it is the mothertongue of the learner. When he/she canunderstand the language of teaching material andthe medium of instruction, his/her pace oflearning increases. As a result the learnerbecomes more confident about his/her learningabilities. Learner's self-confidence and pride inhis/her own culture and language lead to

effectivenss of literacy programme. For learner'access to wider range of reading material and forjoining the main stream of formal educationsystem it would also be necessary to slowlytransfer the learner from the mother tongue to theregional or national language, as the case may be.

There can be three ways of using thelanguage:

(1) In case the mother tongue and the regional ornational language have the same script, thebasic literacy material can be in the mothertongue to begin with. Simple and commonwords of the national language can begradually introduced after having reached atleast half way in reading, writing andnumeracy skills.

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In India basic literacy is taught through 3primers. The first one can be totally inmother tongue. The second one can have afew words from the regional or nationallanguage, and the third primer can have 90 %-100% transfer in the language other than themother tongue.

(2) When the scrript of the mother tongue isdifferent from. the regional/national language.it is advisable to develop the learningmaterial in both the languages. The learnerwill have a choice to select either ,,f thelanguages. It has been observed in somecountries that the majority of the olderpeople select the mother tongue, while someself-motivated young learners preferregional/national language for its wider usein life.

(3) There are three options available fordeveloping learning materials when themother tongue has no script. It can be thescript of the region or nation. It can beRoman. Or a new script can be developed.The right of selecting the script should bewith the minority community or it can bedecided mutually by the users and producersof the material.

The advantage of using regiona/nationalscript is that after the transfer to the regional/national language the learner has an access tothe benefits of the literate world. Whenlearners insist on their own separate script,the psychology behind the idea is to havetheir own identity and preserve their culture.

It is, therefore, important to interweave thatsecurity while developing basic andsupplementary learning materials.

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rethods of Teaching andEffective Utilization of Materials

The full utilization of materials is extremelyimportant. The most carefully prepared and mostcolourful resources are of little value if they onlyhang on a wall of site on a shelf.

1. Teachers

Teachers are the most important resource inachieving literacy. It is important to realize thatparents and grandparents can teach children.Children can teach their parents, and that peopleof the same age can teach each other. It is notalways necessary for a teacher to have formalteaching qualifications. What is more essential isthat the teacher is prepared to continue to learnthose qualities that will vssist the learning group.It is suggested that teachers for minority peopleshould have the following characteristics/motives.

Most essential qualities:

Dedication and devotionTolerat,ceHonestyOpen-mindednessLanguage abilitygood communication skills/ability in thelanguage of the minority groupAdaptable/flexible to cultures/traditions ofother peopleHis/her own willingness to go on learning

In most situations a teacher will be expected todo more than teach people to read and write.They will be required to be a "walking class" anda "walking library" for the community. The taskwill be demanding and will require long hours ofwork. There will be little immediate assistancefrom people outside the community. Desirablequalities that will assist a teacher are:

Be able to form good relationships withothers, be patient; have a pleasant personality,leadership qualities, and endurance; berespectable and respect others: be knowledgeableand experienced in many things; have some skillsin singing/dancing/drawing/making things; have asense of humor and sense of responsibility, hewilling to work voluntarily.

2. How to Approach the Learner

At present, in many cases of literacy teaching,the teacher is not from the target community. Inmost situation of illiteracy, the community that is

being approached will have had little contact withother people outside their own environment.They will not be aware of the value of literacy tothem. To approach the learners certainpreparations, attitudes, and manners are suggestedfor the teacher. These are recommended toenable the teacher to become more quicklyaccepted as a part of the community, therebyenabling the learning activities to take place morereadily.

1. Preparation of self before entering the targetcommunity:

The teacher should:Be prepared mentally.Consider his/her own appearance: dressappropriately for the situation of minoritypeople.Have a smiling/friendly personality.Be aware of the culture of the minoritypeople, and be sensitive to their culture andtraditions.Understand the role and position of thepeople in the target community.

2. When contacting the people in the targetcommunity, the teacher needs to Make thecontact as helpful as possible both to thecommunity and to him or herself. It issuggested that the teacher should:

Talk with responsible leaders.Share food and drinks when offered.Make the acquaintance of people to gaintheir confidence.Make friendly conversation with thepeople.Be observant of what is happening in thecommunity.Be friendly.Be aware of their culture and tradition.

- Be sensitive to their culture and tradition.Be involved with all of the people.Establish good relationships with thevillagers.Listen to people with sincerity.Get people interested in him/her self.

3. When the teacher has the confidence of thepeople, then he or she could motivate them toparticipate in educational activities. Attitudesthat the teacher should display that wouldencourage participation by the learners are awillingness to:

Interact with the peopleJoin in singing, dancing, and sportsactivities when possibleGive demonstrations

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Have a happy/friendly personalityBe aware of cultural differences, andpeoples' rolesBe sensitive to the peoples' culture andtraditionBe involved with all of the peopleBe able to involve everyone in the activityEstablish good relationshipsListen to people with sincerityGet people interested

3. How to Motivate the Learner inEducational Activities

In non-formal learning situations, the learnerwill almost always need to be encouraged toparticipate in the learning situation. To motivateminority peoples to join educational activities, thefollowing techniques/methods (meant to involvethe teachers and she the learners) are suggested:

I. Do some' hing active, to get and maintain theirattention:

singing with actionusing game (role playing, indoor games,etc...)

2. Tell stories in an expressive, dramatic way.These can be:

TraditionalModern true and fictionIndividual experiencesFamiliar topics relevant to their community

3. Use picturesShow interesting and relevant picturesDraw picturesUse pictures that people can colour in

4. Use real objects. These can be:people (as role models or with first-handexperience)things (as practical examples)

5. Issue a challenge/friendly provocationBe involved in all activities

6. Establish a good relationshipBe involved with cultural activitiesKnow the family members of your learninggroup

4. Teaching Methods

In non-formal education, ihen there is no setor regular time for educational activities. It

would therefore be necessary to take advantage ofthe most appropriate time and venue according to

the living conditions and situation of thecommunity. This could happen in any of thefollowing situations:

1. Where: In literacy for minority people, notonly the classroom, but various sites can besuggested for learning activities according tothe living situation of the people, such as:homes, field, under trees, working place,religious facility, on a boat, beach, etc...

2. When: Educational activities should be carriedout in a flexible manner according to theconvenience of the target audience. Thefollowing is suggested: class time, before andafter work, recess time at work, duringceremonial activities, while traveling, whenpeople submit problems, when people areafraid (because of superstitions, etc.), orwhenever the opportunity arises.

3. To whom: children, adults (minority people)

4. How: For flexible educational activities, thefollowing ways are suggested: activities,games, storytelling, drawing, conversation,observe real situation, discussion.

5. Who is the teacher: official teachers, localteachers, parents trained or untrained, outsidevolunteers, children teaching each other.

5. Teaching Materials

It is recognized that the most effective use ofteaching materials is:

I. to get people interested in the activity2. to gain an understanding of the topic3. to read any written content4. To write about the content

Following if a list of teaching materials whichcan be used in the earliest stages of learning forminority peoples' education. There aresuggestions as to how they can be used to bestadvantage and why they are useful for literacylearning.

1. Posters/Pictures

How to use them:Show the posterInvite comment from learnersExplain the content elaborate on content

- Invite discussionRole play activities shown on the poster

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The learner understands what is on the poster,reads the written words (or newly introduced ke-,.words), and writes the key words.

Why use Posters?- Learners can get a direct message from the

pictures.May people can use the poster at one time.There are few words and manyillustrations.It is easy to invite discussion and gain theinterest of the learners.One poster can be used for many learningthemes or subjects.Posters can give repeated information.They are easy to carry around

2. Songs

How to use songs for learning activity:Learn first by listeningHave simple words and relevant contentMemorize the words by singing manytimesTalk about the song/explain its meaning.Identify key/new words, read key words,write key words

Why use songs?(Need to get from master sheet)

3. Puppets

How to introduce to the learners:Tell a story, giving a message that isrelevant to the teaching content.Pose real problems/raise relevant issuesbased on learners' daily lives.Create discussion.Make a puppet from local materials.

* learn parts of the body/colours (usingclothing)

* read key words/write key words* discuss meaning of key words

Why use puppets?Can motivate interest and retain interestand concentration.Can create an enjoyable atmosphere.Can cover all relevant topics.Can create two-way communication.Can bring people together in one place/situation.Can be used to develop the skills of thelearners.Can be easily made with local materials.

4. Folded Blackboard (four-in-one)

This is a small, portable blackboard about 60cm x 40 cm. It has four faces for differentactivities some are of a fixed nature. One face isleft blank for immediate use by teacher or learner.

How to use:Use to develop writing skills.Use for drawing pictures/sketches.Use to develop learning of alphabet andnumbers.

Why use a folded blackboard?It is easy for the teacher to prepare for aparticular lesson.It is very flexible.It can be used over and over again.It is easy for the teacher to carry around.It cr.n be used by the pupils for writing anddrawing.

5. Real Materials/Live Objects

How to introduce learners to the objects (uselocal objects):

Discuss the object.Explain its use/purpose of the subject.Select key words of object.

read wordswrite words

Why use real objects:Objects are locally found, readily availablein the local situation.They are of no cost.They are very relevant to the learners'situation.The learner can use all of his or her 5senses to understand.

6. People

How to introduce the person:Say why he/she is present.They will tell a story/folktale/teach a song/talk about their experiences.Learn key words/read/write.

Why use people?They are of no cost.They are relevant to the learners.It gives pride to the community as they seethere is value in their own people.Helps young people to learn about theirculture/traditions.Can create cross contact betweengenerations.Can easily invite discussion by leaders,elders, role models.

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Other relevant teaching materials are:

* Booklets /Comics/Puzzles* Stories/Poems* Flash Cards/Charts/Word lists* Workbooks* Games* Toys* Video/Tape Recorders/Radio/TV

7. Booklets

How to use: (As an extra page)

6. Learning Process

The learning process must be used or adaptedand be suitable to the activities or teachingmethodology in accordance with their situation ofthe learners. There are many methods:

1. Learning by observationmiming/imitationdemonstrationmodelling

2. Learning by hearing or listeningrepeating soundsimitation

3. Learning by doingactual participationexperimenting

- field tripsactioncopyingworking together

4. Learning by problem solvingexperimentingdiscussion (question and answers)interviewsobserving real situations

7. Evaluation of Teaching/LearningActivities

The following criteria for the evaluation ofteaching /learning activities is suggested:

1. What is to be evaluated? The activities to beevaluated are the learning activities being taughtby the teacher or facilitators.

2. Who will evaluate these activities? Theperformances of the pupils or the learners may heevaluated by the following:

a. the teacher who is doing the actual teachingb. learners/peersc. the people from outside the community

such as the government officials, non-governmentofficials, and other community members

d. the parent of the pupils or learnerse. the local leaders of the village

3. There is a need for both qualitative andquantitative evaluation system such as:

1) Formative EvaluationThe formative evaluation system is asfollows:

a. on-goingb. oralc. paper testing on written testd. observatione. performancef. comparison

2) Simulative EvaluationThe suggested simulative techniques are asfollows:

a. paper testingb. observationc. performance

8. Follow on and Follow up

For education to be of any value, there mustbe continuing learning opportunities for thepeople. To give just a small amount of literacyand then leave people, will often see these samepeople revert to their former situation. Literacywill only be of value to people if there iscontinued opportunity to advance in the skillsacquired.

Suggestions include:

Provide opportunities to improve workingconditions/employment skills/incomegenerating activities.Provide opportunities for second stage/advanced educational activities. Neo-literates particularly need continuedopportunity to use their newly acquiredskills.Enter formal education system.Provide distance learning/continuingeducation, facilities (opportunities).Provide hostels in areas where there is ahigher level of educational activity.Provide financial sponsorships/scholarships.

tBasic literacy must be seen and used as just

the opening ol. the doorway to a whole new vistato life.

21-29

Chapter 3: Reports of Group Work

Report of Group A

Group Members

Mr. Chanhome Thepkhamvong (Laos)Mr. Than Htut (Myanmar) Group ChairpersonDr. Suvit Pichayasathit (Thailand)Mr. Nguyen Khac Binh (Vietnam) - RapporteurDr. Somsri Tangtnongkollert (Thailand)Ms. Tuenjai Deetes (Resource Person)Mr. Toku Hirasawa (UNESCO)Mr. Shinji Tajima (ACCU)Mr. Damn Janapiraganit (coordinator)Mr. Sanong Tangchu (illustrator)Mr. Pratonipong Mata (illustrator)

Part 1:

1. Identification of Needs and Problemsthat Minority Peoples Are Facing

Every participant discussed and identified the needsand problems in literacy education of minority peoples inrespective countries. After that, we wrote the needs andproblems by ourselves on 10 cards by NP method. Fromthese cards we formed 5 topics. They are:

1) How to create good relationships with minoritypeoples?

2) What kind of non-formal education system shoulc, beprovided for minority peoples?

3) What facilitate a good learning society?4) How can they earn more money without destroying

environment?5) Improvement of infrastructure for quality of life is

necessary.

In every topic, there are some main points. Thesepoints are included in Chapter 2, Item I of thispublication.. (refer to "Needs and Problems on Educationfor Minority Peoples: Group A".)

After presentation of these points in the PlenarySession and sharing the results of other two groups, theGroup then discussed the methods of study and survey ofbackground situation and needs of the minority peoples.

2. Preparation cf Guidelines for Study/Survey

The participants gave different ideas on this topic andthe results are as follows:

A) Understand minority peoples by:

- living with them in the same condition until bringaccepted by the people.

Interviewing with the community's leaders.Observation of the village.

- Reading important documents of the community.- Try to find someone who is known to the people to

introduce you to the people.Ca:i them by their names. etc.

B) Methods of data collection:

i) Interviewii) Observationiii) Informal discussioniv) Listeningv) Photographs

C) Areas of data to be collected and types of questionsto ask and not to ask:

i) General questions aboutHistory of the village.Food

- Farming systemFamilyEducation and culture, etc.

ii) Sensitive questions ( don't ask)where were you born?

- not personal questions- know taboos of the community- income, etc.

D) Identying the target group:

i) Who are the minority people?- Do they have their owtlanguages'?

Do they have their own culture,history dress?ii) What is their living condition?- living in remote areas, rough terrain- simple way of life- related to nature,live in harmony with the nature.facing rapid social change

-having rich traditions, etc.iii) Education:- low literacy rate

less opportunity to further education- highly socialized among themselves- cultural values arc being affected by

outsiders

Concerning the practical guidelines and principlesfor preparing effective basic literacy reading materialsfor minority peoples, Group A formulated the method ofstudy and survey of background situation and needs ofthe minority peoples based on these discussions. !Detailsare included in Chapter 2 Item 2 of this report.

22 3

Part 2:

1. Field Survey of Law Yo Village(Akha People)

1) Village Profile (Law Yo Village)

Ban Law Yo is an Akha village. The first group ofpeople migrated from Ban Hua Mae Kam and Ban MaeLuang Jan to this area in 1971 due to lack of farmlandand political disturbance along the Thai-Burmese border.This village has two leaders: a spiritual leader and aChristian leader. The village was formulated in 1986 bythe Hill Area Development Foundation. Educationalservices in the village were organized by a HAIN' agentuntil 1991 when the Chiangrai NET Center sent in aHAE teacher to the village.

Location:Mu 19, Pangsaa, Tambon Patueng, Mae Jan District,Chiangrai. The village is about 39 kilometers from MaeJan District. The road is to the village is paved withasphalted surface, with a kilometer of distance pavedwith hard-clay. Access to the village by bus is possible inall seasons.

Population:237 persons (115 males and 122 females). The village iscomposed of 49 families living in 38 households. 29 ofthe families believe in Christianity and the rest believe inspiritualism. Only one family has attained Thaicitizenship.

Education:67 persons (35 males, 32 females) attain lower thanprimary education. The rest are illiterate. Currently 59persons are learners of the HAE project. Two of themhave completed the HAE curriculum. A few childrenhave enrolled in a primary school outside the village.

Occupations:The majority of the population are cash-crop farmersgrowing rice, maize, ginger, yellow beans. lychee. etc.The family average income is about 8,000 baht/year.

Conditions Needed Attention:a) Less than self-sufficient rice production due to

limited cultivation areas and increase of familymembers.

b) Lack of water resource. The water resource is quite ina distance from the village.

c) Malnutrition among children.

2) Field Survey at Law Yo Village

Before leaving for the field visit, the resource personspresented some main ideas on the methods of study andsurvey of background situations and needs of minoritypeoples. We left at 9:30 to go to Law Yo Village andarrived at the village at 10:30. The teacher of the villagepresented the following background information aboutthe village from 10:30 - 11:30.

population: 240 (116 Males and 124 Females)- 50 families

42 households- 170 illiterates (79 Males and 81 Females)- income by raising rice, corn, vegetables, andbeanstwo literacy classes for 19 illiterates

- In the past, they were not willing to go tohospital even when they were ill.

- ritual culture- very simple living- transportation is very difficult- far from the centre of the district

From 11:30 - 12:30 we held a discussion with someyoung people and leaders about their daily life work.After lunch, group A went around the village to observethe village surroundings and daily life activities. Wewere invited into the homes of some families, and wediscussed the,following topics:

culture, symbolismshouse structuretheir daily work

- study Thai language to obtain knowledgeMen like to drink wineNo family has a toilet

- They need to know new technology and cultivation.

We left the village at 16:30.

2. Needs and Problems Identified throughthe Group Survey and PreparingCurriculum

After discussion of field visit to Law Yo Village on28 February. participants of Group A wrote problemsand identified the problems by NP method into severaltopics:

1) People need to have the knowledge of healthprotection for elderly persons. children and women.

2) People should participate in all cultural activities ofthe community.

3) People need to know new technology in increaseincome.

4) The teacher should teach background knowledge ofcuhurt.

5) Minority people need to learn national language asone of the requirement to obtain Thai citizenship.

6) The teacher should educate the basic educationthrough two languages.

7) Teaching: use local contents and materialsavailable.

8) Improvement of roads for safety and transportation.9) Need for health facilities and child-care knowledge.

10) Maximize use of existing facilities.11) More cooperation to get more understanding

between low-/high-landcs.

Based on these problems, Group A made a simplecurriculum grid for the village: The curriculum items inthe next page are prioritized I 9, with 1 being thehighest priority.

Curriculum grid for the village

icalth Protection

I.

llousurnent4.

Cultural Activities Knowledgeabout Culture

7

Childcare

2.

Improvement of ROMIC

5

Cooperation to get moreunderstanding betweenlowland/highland

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1

Use of existingfaciliticc/nahiral recouices

6.

New Technology lorColin anon

i

3. Development of Materials

And then, based on the urgent needs and problems inthe village, participants discussed and decided to developfollowing kinds of materials:

one booklet on protection of healthone flipchart on using natural resourcesone picture story telling (Folktales of Akha)one booklet on toilet

Th following four materials and their teachersguides are included after this Group-A Report.

1) "Ourt House" (booklet)2) "Our Land, Our Happiness" (flip chart)3) "A Folktale of Akha" (picture story-telling)4) "Toilet and Our Health" (booklet)

4. Field Testing

We tested above-mentioned four educationalmaterials on 4 March at the Akha hilltibe village of LawYo. The group members discussed the material with theteacher prior to the actual lesson.

(1) Our House (booklet)

a) The Testing:

After reading the instructions (see details on last pageof the booklet) what he had to do, the teacher followedthe guideline without any difficulties. In fact, he alsoadjusted the situation and explanation to the conditions inthe village. The learners, particularly elder learners,could identify the conditions and elaborate what theysaw in the pictures quite well. By and large, the learnerscould compare the differences of conditions betweeneach set of pictures quite well. Some of the younger stillhad problems explaining what they saw and elaboratingtheir ideas. Learners were also encouraged to pronouncethe Thai words and clarify their understanding.

b) Observation:

From the field testing, it is observed that:) Since the class for the field testing was non-graded

comprising both adults and children. the method ofpresentation in Thai language was feasible andcomprehensible. Older learners could understandThai quite well. Younger learners sometimes haddifficulties in understanding, but this was eased bythe former.

2) The learners' responses and the teacher's commentssuggested that methods for improving the housingconditions and environment recommended in thebooklet were not against the culture of the people,and could possibly be adopted.

c) Suggestion for Improvement:

1) To make the method of presentation more interesting,the teacher suggested that the material be presentedin form of a calender-typed Clip- chart, or a slide box.

2) The presentation of the content should be in acomparison set. Learning activities shouldconcentrate on hands-on experiences when andwhere applicable.

3) To help learners understand Thai words faster, theteacher may introduce a matching game by usingletter-cards and pictures.

4) To apply the idea in to actual condition such as incase of a steep road, it is recommended that theteacher encourage learners to construct stairs assuggested in the material. In the area where actualadoption is rather complicated, a model may beconstructed as a sample.

5) Some pictures have to be re-drawn to make themmore realistic.

(2) Our Land - Our Happiness(flip chart)

a) Evaluation

of the teacher:

I) The teacher know the role of the teaching flip chart,and practice very active and good.

a) finding very good way to introduce contents of thismaterial for learners. From this way, the learnerscan know the contents of this flip chart.

h) using the "comparing method" in testing is veryinteresting. The learners can know:- Why was the for& cut down?

Why is there not enough water for daily life?- Why does our village get less income than in the

past?

2) The learners have got new ideas about theprotection of forest and other valuable resources ofthe village from the bad works and ood works, hadhabits and good habits in this matter withcomparing many works in their village.

of the material:

) The material provided for learners the knowledge ofprotecting natural resources through the story on theflip chart.

2) It gave the learners some new ideas aboutprotecting our valuable resources from humanbeings.

31 improvement of the knowledge of Thai languageand Akha language.

4) The learners feel very happy to participate in theircultural activities.

2.1

32

b) Some problems in testing:

of the teacher:

The teacher did not have time to become orientedwith the materials. Therefore, the teacher had thefollowing problems:

- presenting language clearly.the method of teaching children used as themethod of teaching young people.The teacher knew a little Akha language; therefore,in communication, the teacher can't share the ideas,contents fully.The teacher can't teach by Akha language.The method on teaching mother tongue not good.

of the materials:

Some of the pictures were not clear. For instance,in one picture an elephant looked like a dog.

- The writing was too small for the learners to read.The people in the pictures were very different fromthe Akha people (in dress, shoes, faces, hats. etc.).Therefore, the learners didn't like to see.The language: The people like to know Akhalanguage very much. So we must write their ownlanguage bigger and as the first thing on learning.

- We only help them to develcp their communitywith keeping and development their own languageand other natural resources.

c) For improvement based on the testing:

1. The language is one problem. The minority peoplesneed to learn their own language with learningnational language.

2. Studying the methods on teaching minority languageis necessary.

3. Develop more materials in the minority language forthe minority people.

4. The minority language must be considered as part ofthe valuable culture and tradition of the minoritypeople.

(3) Folktales from Akha(picture story-telling)

Firstly, the wonderful song which was recorded bystudents at the Akha village was used at the classroomfor 3 minutes. 25 children were listening for awhile, butthey started to sing together to follow this song. Afterthat, a short puppet show was performed by the teacher.The children enjoyed the puppet show very much. Thenthe picture story (8 pictures) was read out by a villager inAkha language. Afterwards, the teacher read the Thaiversion.

a) Observations:

1. Oral tradition such as tblktales from the minoritypeople is very important for children. It gives them a

25

better understanding of their rich culture and localwisdom.

2. Role of community teacher and teaching method isso important for the minority peoples' education.However, attitude and teaching skill of teacher areexcellent.

3. We observed that the teacher can speak Akhalanguage well but can't read out the Akha language.Villagers can read the Akha text a little but cannotread the Thai language.

4. Ways to improve picture story-telling:

a) Very easy and clear instruction for the teacher isnecessary.

b) Attractive, colourful, and interesting pictures arenecessary for the story.

c) Fully utilize the oral manner more than read out thetext exactly.

d) Establish this kind of lesson in open and freeatmosphere at the class, if possible every week.

e) Invite the most resourceful story-teller in the villageto the community class to exchange the many ideasbetween the young generation and the old generation.f) It is necessary to have more research and thelinkages concerning cultural education by the mothertongue language and Thai language.

(4) Toilet and Our Health (booklet)

a) Observations:

The way of presenting topics in the material shouldbe changed based on the target group (children,youth, and adults).

The way of treating topic should be decided, takinginto account the taboo in the target groups.

After field-testing, we should ask the teacher andstudents how they feel about the materials.

In this connection, we felt that the followingpoints are important:

I. The role of the teacher is more important than that ofthe materials.

2. We should select the topic based on the informationwhich we get on the needs survey.

3. When we are not sure about the needs of the targetgroup, we should ask the target group. We shouldnot proceed based on our guessing.

These materials as well as the results of the fieldtesting were reported in the Plenary Session.

33

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(3) A Folktale from Akha People

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by strong stones.

3. But Akna people made their boder by grass.

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6. Akha people began to travel from one land to the another.Other people also :ravelled similarly.

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(."..t , ...,...

Wof "-----..,e A:,

...., ..1.--...

7. But other people had written their scrip: in hard stone. it wasdeep and strong. That wny it never t:sappered. But Akha peoplehad written their scrip: in the buffalo skin. One day as theywere :ravelling. they felt very hungry. They ace up thatbu::alo skin with the script. As a result. they also lost theirlanguage script.

ts

7.

An! now. Akin people feel that :heir wonderful nature and mother:crigut langoage and Thal language are verY ImPcc:anc be:aus*=language has many Cultural dies an wisdon. Le: us study andwork to-c:her for happy life of A,tha village sod Ths. ic:te:y.

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./.>s-v--,:-1:-..... z-,...) .k.-; ... 2,

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-...,--7"-- -- L"--,ial111111111101k".1L"...". 5.

36

41

Teacher's Guide

(1) "Our House" (booklet)

Objectives:

Learners should be able to:1) identify general conditions of roads in the village.2) tell general conditions inside and outside the house.including conditions of ground floor underneath thehouse.3) Suggest ways to improve conditions inside thehouse (e.g. air circulation, light conditions) andsurrounding conditions (e.g. roads. and animal pens).

Contents:

1) Safety in using steep roads in the village, especiallyin rainy season.2) Health protection, especially in breathing (fromsmoky air) and eye protection (from insufficient light)3) Improving housing environment, especiallyconcerning manure and smell from animals

Instruction for Use:

Step 1. The teacher shows picture #1 to learners andask them regarding:1) What they see in the pictures.2) Why these conditions occur.3) What they would suggest to improve theconditions according to their understanding.

Step 2. The teacher shows picture #2 and ask thelearners:1) What do they see in the picture?2) If they have the conditions like this picture, whatwould be the effect.

3) Can they improve the road condition like thispicture? Why or why not?

Step 3. The teacher ask the learners to look at picture#3. #4, #5, and #6, and use the same processes as inStep 1 and Step 2.

Step 4. The teacher shows all three sets of pictures (#1and #2, #3 and #4, #5 and #6) and asks the learnerswhat type of conditions they would like theirhousing conditions to be.

Step 5. The teacher shows picture #7 to learners sothat they can see the inside and surroundingconditions, and asks them whether they would liketo have similar housing conditions as in the picture.

Step 6. The teacher suggests samples of how toimprove housing conditions by showing pictures #8,#9, and #10: then, explains to them how to do.

Language Teaching:

While discussing about the pictures, the teacher shouldalso reads key words, explains the meaning of eachword, and asks the learners to repeat the words afterhim. and then read and write by themselvesrespectively.

Evaluation:

Evaluation of their activities is based on the opinionsand responses of the learners in steps 4 and 5.

(2) "Our Land - Our Happiness"(flip chart)

Objectives:

To create awareness of the usefulness of trees.To encourage all adults to take part in theconservation of forests.

Specific Objectives

I. To identify the products of the forest.2. To make all adults grow trees by themselves.3. To know how to protect forests.4. To know the value of trees.

How to use this Flip-Chart:

To instruct all adults to look at the Flip Charts.To ask the adults what they know about the trees.To lead the discussion by using the follow ingquestions.

a. How many kinds of trees do you know?b Give the names of the following:

three kinds of leavesthree kinds of fruitthree kinds of flowers

c Say about five products made from:ood- bamboo - leaves cane

d. Say shat would happen if there were no trees

45

(3) "A Folktale from Akha People"(picture story-telling)

This is a folk tale about the origin of the Akhapeople and why they lost their own script.

In Asia and the Pacific, rich oral traditions havebeen passed on through generations and they playimportant roles in passing the wisdoms, knowledgeand information in people's lives. Not only they havebeen enjoyed by the people but also the story-tellinghas an advantage that it can help to have directcommunication between the storyteller and theaudience rather easily. The topics such asenvironmental issues can be discussed through thestory-telling while showing a few key pictures to theaudience. The pictures can help the audience toconcentrate on the issue and helps to generatediscussion.

objectives:1) to encourage the children and adults for their

understanding of cultural tradition2) to create an awareness for the importance of their

own culture and rich tradition for the villagers3) to strengthen the relationship between teacher and

children, children and parents4) to understand the story by Akha (mother) language

as well as Thai language.

target:mainly for children

utilization:1) Storyteller shows Picture #1 to audience. Story-

teller reads the text written at the back of the lastpicture.

2) When the first picture is finished, storyteller pullsPicture #1 aside with right hand.

3) Storyteller places Picture #1 at the back. Picture #2is shown to the audience then.

4) Storyteller continues reading the story for Picture#2 which is written at the back of Picture #1.

5) This continues until the story is over.

questions by teacher:I) Do you know any other folktale from Akha people?

Please let us know.2) If you don't know any folktale, please ask your

parents or elderly persons.

STORYOnce upon a time, God created wonderful land

Nature and Human being. So there were Akha, Lisu,Lahu people and others. God said, "I want to give theland to you." but after that many countries tried get it.Many countries made their borders by strong stones.But Akha people made their boder by grass.

One day strong wind blew to the mountain. Therewas a big fire. Everything got burnt by strong fire.Boder quickly disappeared in front of Akha people.After that Akha people could not identify the boder oftheir land.

Akha people began to travel from one land to theanother. Other people also travelled similarly.But other people had written their script in hard stone.It was deep and strong. That why it never disappered.But Akha people had written their script in the buffaloskin. One day as they were travelling, they felt veryhungry. They ate up that buffalo skin with the script.As a result, they also lost their language script.

And now, Akha people feel that their wonderfulnature and mother tongue language and Thai languageare very important because language has many culturalvalues -And wisdom. Let us study and work togetherfor happy life of Akha village and Thai society.

4638

(4) "Toilet and Our Health"(recorded tape)

Objectives:To promote the understanding about the

relationship between toilet and our health.Target:

Youth and AdultsUtilization:

a) to let the target group listen the recordedtape (explained by Thai language)b) to explain the content of the recordedtape (explained by Akha language)c) to ask the following question

1) Do you know what is the toilet?2) Why is the toilet needed?

Note:If the target group doesn't know about "What isthe toilet" and Why is the toilet needed?", the teachershould explain these points.

"Toilet and Our Health" (recorded tape)

1. Many years ago, we Akha travelled from oneplace to another place to look for a safe andpeaceful place. I wonder whether the forest andthe land are fruitful? I wonder if the natives aregood people'?

2. About 20 years ago, we Akha decided to settlein Ban Law Yo.

3. While we were travelling place to place,everywhere was an open toilet for us becausenature is so open and wide.

4. However, after we settled down in the village,we thought "Oh, it is difficult for us to leavehuman droppings everywhere." Do you knowhuman droppings are not clean?

5. Human droppings contain the many causes ofdiseases for villagers. We need to clean thevillage. We must construct a toilet in the village.

6. If we can construct the toilet, we will getmany benefits. For example, we will have aclean and healthy village environment. We canutilize human droppings for naturalfertilizers for our happy life.

7. Which village do you choose?

1. Village (dirty scene)2. Village (clean scene)

.11

746't.^

+It

39

Q7BEST COPY AVAILABLE

Report of Group B

Group Members

Mr. Hasyim Daud (Indonesia)Mr. Abdul Hafil Ismail (Malaysia) - Group RapporteurMr. Thongvanh Bounsavanh (Laos)Ms. Amina R. Bernardo (Philippines) Group Chairperson

Ms. Rujee Boonleoy (Thailand)Dr. Nghiem Duc Luong (Viet Nam)Mr. Pohgthon Chyatulachat (Thailand observer)Dr. Varsha Das (Resource Person)Mr. T.M. Sakya (UNESCO)Ms. Taeko Kurokawa (ACCU)Ms. Wisanee Siltragool (interpreter)Mr. Somneug Chaiprasert (coordinator)Mr. Chumpol Tawan (illustrator)

The Group B worked on the premise that "to live isto find out for yourself what is true, and you can do thisonly when there is freedom, when there is continuousrevolution inwardly, within yourself." (from On theRoad called HAE). The process of inward revolutionrequires freedom from fear and ignorance, andcontinuous exploration to discover oneself. To facilitatethis process of self-identity and development the Groupworked on the following areas:

1. Identification of needs and problems of minoritypeoples through NP Method and suggested solutionsto the problems

2. Defined objectives for basic literacy material forminority peoples and suggested actions to fulfil theobjectives

3. Suggested a range of materials that can be developedwith a variety of formats, content areas and methodsfor developing learning materials and a tentativeformula for content in the curriculum

4. Preparation of guidelines for developing learningmaterials for minority peoples

5. Field survey and development of learning materialsfor Lisu People

a) Let's Be Healthy! (card game)b) Our Own Art for Better Life (picture story-telling)

A teacher working with minority people is more of afacilitator. He/she has to assimilate with the community,has to learn about the culture and traditions needs andproblems, has to be their friend and well-wisher, and hasto gain confidence of the community before startingliteracy work. What kind of materials can help thefacilitator to begin basic literacy work would depend onvarious factors, e.g. availability of human and financialresources, geographical conditions, cultural or religiousbias or prejudices etc. Taking these anti various otherfactors into consideration priority of objectives andpreference for formats and content areas can be decided.

The suggestion regarding the percentage of contentmade by the group is as follows:

Local content:Regional Content:Core/National Content:

60-80%, or even 100%20-40%10%, or nil

The process of developing material, right fromsurvey of community and its needs to materialdevelopment, utilization and evaluation cannot be alinear process with cut-off lines. it is rather a circularprocess in which each activity merges into the other andemerges with new findings and suggestions.

Part 1:

1. Identification of Needs and Problems ofMinority Peoples and SuggestedSolutions to the Problems

1) Problems & Needs: We need to have sufficientknowledge about minority people to be able todevelop suitable learning materials for them.

Solution: Relevant documents available on minoritypeople may be studied before conducting a survey. It isbest to live with them and study their life and culture,win the confidence of the community. Village headman,influential people of the village or village committee canprovide necessary inputs for learning materials.

2) Minority people have their own language andscript, but the education system uses anational language.

Should start with mother tongue for ease ofcommunication, understanding in order to build uplearner's confidence so that they can attain proficiency inthe national language. May use bilingual material ifpossible, otherwise use roman script or national script.A National Language Institute to integrate words fromall tribes to form the national language.

3) Lack of volunteer teachers speaking thelanguage of minority people for conductingliteracy class

If minority members are capable of teaching afterformal or non-formal training, they can teach in theirvillage.Teacher training programs developed to trainteachers to work with minorities.Train volunteers about how to work in community,the culture of the community - not just the language.

4) Minority people need motivation for activelearning

For religious groups go through the religious leaders.Must get support of village, community andprovincial leaders.

-40-48

- Use audio-visual and mass media methods tomotivate community, but must have an educationalcentre with electricity.A model family can motivate a village.

5) Due to difficult geographical terrain minoritypeople are deprived of learning programmes.

For peoples in hill areas, government provides horsesand motorcycles to reach tribes.Assign teacher to live in the village; like Ashramsystem.

- Have mobile teachers.Train minority teachers from among villagers.NGOs in the area of the minority groups work withor supplement government to send teachers.

6) Government does not integrate indigenouspeople's identify and culture in its educationprogram for them leading to a loss of identity.

Political will national policy must protect identityand culture of indigenous groups.Indigenous natives to teach vocational subjects suchas their own weaving and crafts.Use learner generated material.

7) Adequate funds are not available for theminority people

Improve spirit of voluntaryismBuild literacy environment so that community takeson responsibility to sustain its own education.NGOs should coordinate and establish a network foreasier access to funding sources from internationalagencies.Private corporations should be approched forfinancial support.

8) The content of the material is not from the dailylife and language of the minority people

Must get materials from minority's daily life.Pictures should be relevant to people's life. Trees,houses, fruits, animals, clothes must be that of thearea.If a book is in national language, its translation intominority language is to provided to the teacher. Theteacher has to be bilingual.

2. Objectives of Literacy Education forMinority Peoples and Actions

Some of the main objectives include:

1) Develop simple reading and writing skills in theirown and national language.

2) Develop ability to identify the problem faced by anindividual of the community.

3) Develop a positive attitude towards the improvementof the quality of life and development of community

4) Preserve their identity and their cultureand developself confidence.

Some of the actions to fulfill the objectives are:

a) Produce printed and audio-visual materials relevantto the life and environment of minority people andutilizing folktales, riddles and songs from theirindigenous cultures and local materials. Words inthe primer from mother tongue.

b) Organize weekly or monthly meetings of villagers inthe village to discuss problems. Women's groups,vocational groups and youth groups can beorganized.

c) Demonstration of vocational skills by the elders inthe village, and sending of learners to centralproduction centres to work and learn vocationalskills, and come back to the village to work andteach others.

d) Provide reading centres and propagate benefits oflearning through continuing activities, teachers andmedia.

3. Material Development

-41

Format

1) Textbook/ Primer2) Poster3) Audio-Visual (video cassette, audio cassette, slides,

films, TV & Radio Programmes)4) Puppet Show5) Games6) Wall paper/ Newsletter/ Brochure7) Supplementary reading material on different topics.

Content

1) Local occupation/ vocational skills2) Sanitary Cleanliness - Hygiene3) Local culture4) Local environment5) Health6) Family planning - Population education7) Daily life situations and problems.8) For supplementary material: stories, information on

vocations, any issue from regional and core content,services and schemes of government and NGO's forminority people.

9) Motivational material to continue learning.10) Appropriate technology

Method for Development of Learning/ ReadingMaterial

1) On the basis of the survey, decide priority of thecontent and suitable format for it (depending onlearners' demand).

2) Develop material with the participation of theminority people. e.g. in case of audio-visualprogramme, they can be performers, script writers.give information.

3) Language: mother tongue or national language.Script: Both scripts - in case mother tongue has noscript then use the script of regional, nationallanguage or Roman.

4) Pictures and colours from the local situation andculture.

5) More pictures and few words.

6) Attractive, realistic, and relevant pictures.

7) Those who prepare material must understand specialcharacteristics of each minority people, their culture,beliefs, social patterns, environment, taboos,conditions, expr,sure level, village profile, theirpsychology.

8) Learner centered material.

9) It is preferable to have writers and illustrators fromthe minority community.

4. Preparation of Guidelines forDeveloping Learning Materials forMinority Peoples

The Group-B prepared the draft guidelines ondeveloping materials for minority peoples describing themain points step by step and the results are compiled inChapter 2 of this report.

Part 2:

1. Field Survey

a) Field Survey Preparation

Our group was assigned to visit the Lisu hilltribe ofBan Hey Go. The objectives of the visit are as follows:

a. To observe the needs and problems faced by thevillagers.

b. To collect as much information and data as possible.relevant to the preparation of learning materials.

c. To analyze and find possible solutions to their needsand problems.

d. To develop relevant learning materials for basicliteracy.

We then agreed that each participant would heresponsible for data on specific topics, as follows:

1. Demography - Ms. Rujee Boonleny2. Geographical Situation - Mr. Abdul Halil3. Occupation - Mr. Thangvanh Bounsuvanh4. Social Structure Dr. Nghieu Due Luang5. Culture/ Language/ Tradition - Dr. Varsha Das6. Environment Mr. Abdul Halil7. Health Ms. Rujee Boonledy8. Lifestyles and Daily Life Mr. I lasyem Duud9. Education Mr. Hasyem Daud10. People's Participation in Community Activities

Dr. Nghiem Due Luang

b) Village Profile (Hey Go Village)

Ban Hey Go is a Lisu village. The village wasformulated 17 years ago by a group of 7 householdersmigrating from the western area along the Thai-Burmeseborder. A portion of the residents also migrated fromMae Ai District, Chiangmai. Currently, the village iscomposed of 24 households. Prior to 1991, educationalservices and development activities were organized byan agent of the Hill Area Development Foundation.Since then, the HAE model was implemented by avolunteer teacher from the Chiangrai NFE Center.

Location:Mu 19, Pangsaa, Tambon Patueng, Mae Jan District,Chiangrai. The village is 38 kilometers from Mae JanDistrict. The road to the village is paved with asphaltedsurface, with 1.5 kilometers of the distance paved withhard-clay. Access to the village by bus is possible in allseasons.

Population:169 persons (98 males and 71 females). The village iscomposed of 31 families living in 24 households. 13 ofthe families believe in Christianity and 18 familiesbelieve in spiritualism. None of them has attained Thaicitizenship.

Education:80 persons (57 males. 23 females) attain lower thanprimary education, and two persons attain secondaryeducation. The rest are illiterate. Currently, 88 personsare learners of the HAE project. Three of them havecompleted the HAE curriculum.

Occupations:Highland rice-growing is the main occupation. Othercrops grown in the area are: corn, ginger, and yellowbeans. The fruit trees grown are lychees and peaches.Local handicrafts made by villagers include purses,belts, and bracelets. Normally these are sold amongthemselves. Besides the sale of crops grown in thevillage, other sources of income are from laboured workwithin and outside the village. The income from thesesources is very minimal and is hardly sufficient for dailyexpenses.

Conditions Needed Attention:1) Less than self-sufficient rice production due to limited

cultivation areas and increase of family members.2) Lack of water resource. The water resource is quite in

a distance from the village.3) Malnutrition among children

c) Field Visit

The group's task was to prepare learning materialsfor the Lisu hilltribe Ban Hey Go, a village in NorthernThailand. The learning materials had to be based on theproblems and needs of the Lisu people themselves,based on a field survey conducted by the group in BanHey Go.

The members of Group B started for Ban Hey Go byvan at 9:00 A.M. from Rimkok Hotel. The village is

-`5-0

located about 70 kilometres north of Rimkok. Afterarriving, we were introduced by Mr. Pia, the teacherfrom Chiang Rai NW Centre.

d) Information Collected through the Field Survey

(1) Village natural committeeThe village has a committee which providesleadership, coordinates village activities, andcoordinates with the government.

Mr. Abe Changcha - Chief,Mr. Abe Samui Forestry,Mr. Abe Oh-oh - Education,Mr. Abe Fainan Water Management

(2) The education centre called Ashram consists of:-13 boys 11 girls - Day time-8 men 2 women - Night time-18 students go outside for primary school.-2 students go outside for secondary education.-57 males and 23 females have education levellower than primary

(3) Ashram used solar energy during night time. Solarenergy used for T.V., loudspeaker, and radio.

(4) Projects in Ban Hey Go:i. Agriculture for youthii. Tree plantationiii. Stop fire destructioniv. AIDS preventionv. Preservation of Mae Chan rivervi. Iodine projectvii. Promotion of handicrafts

(5) Water resource from mountain used. Duck pipeschannel to 4 water tanks.

(6) Only 2 toilets - one at school and one at a villager'shouse.

(7) Tourists come almost every day during Novemberto May. The villagers sell handicrafts.

(8) Religion:-11 Christian households-13 households who believe in spiritualism

(9) The village Christian preacher, Samuil's father,teaches Lisu language for villagers at home duringthe night time. Only men come to learn.

(10) The only available reading material in Lisulanguage is the Bible & song book, published byThailand Christian Society in 1986.

(11) Villagers eat 3 times a day, mainly vegetable andcereals. Protein is rare, sometimes they eat rats'meat.

(12) When sick, villagers take medicinal herbs. If notcured, they then go to hospital. Public health centreis far away in Mae Jan District.

(13) Average number of children is 2-4 per family.down from an average of 9-10 several years ago.

(14) They cut bamboo and small trees for fuel and tobuild houses. They don't like government controlon forest. They feel the forest belongs to them.

(15) Occupation:Agriculture

highland rice growingother - corn, ginger, and yellow beans

Manual labor- young men go to the lowland to work as

manual laborersyoung women work in the city or town aswaitresses or other jobs.

Handicraftthe women make and sell some handicraftitems for the tourists who come fromNovember to March each year

(16) They have no veterinarian to help care for animals.They have a horse for carrying burden. Buffalo isused in the fields. They also hay pigs, chicken,and ducks.

(17) They have three festivals in a ye ar. The main Lisufestival is in December: Crop or harvest festival:and Men's festival (only men participate).

(18) Building infrastructure is a communal effort. Twobridges were built across the river by volunteersfrom the community.

2. Needs and Problems Identified

1. Lisu people are more at ease with their language sothey want learning material and teaching facilities inLisu. They also prefer to use Lisu language in orderto preserve their culture.

2. Promotion of Lisu culture through action and media.

3. Level of education is low. Reading andsupplementary material are not sufficient.

4. Women must be involved in communitydevelopment, not only work for the family. Womenneed same opportunity as the men to learn.

5. Due to unclean water, there are water borne diseasesespecially among children.

6. The nutrition of the community, especially thechildren, is poor.

7. Sanitation is poor. There is a lack of toilets.Drinking water is unsafe.

8.

9.

Prevention of AIDS and narcotics addiction

Acquire agricultural knowledge and motivatevocational skills in this respect (in order to raise theincome for Lisu people)

10. Provide information and training for incomegeneration activities such as handicrafts

,13 Jl

11. Lack of service facilities and basir' utilities

12. Teacher has low income so low motivate

13. Problem of having no right for land possession.

Interrelationship among needs and problems

Most of the major problems are interrelated witheach other. Quite clearly, Problem 4 regarding the lowlevel of women's involvement, has a major impact on theother problems. Thus, we feel that addressing thisproblem or need has other benefits of also helping solvethe other problems of low level of education, lowincome and poor health situation.

It was also very clear that the problem of loss ofidentity or the need to preserve their culture and Lisulanguage was woven into all other sectoral concerns.Thus, it was possible to address this problem or need bydeveloping basic materials for the sectoral concerns inLisu language using Lisu scenes or examples.

Interrelationship among ---needs and problems

5&6Health, Sanitation,

Nutrition

Low

8

teaWoiaen's involvement

4

and illiteracy

\1

income

9 &1(--;

No programme for

increasing income13

No possession of land

Lack of facilities

1 & 2

Loss of indigenous language and culture

44

Curriculum For Basic Literacy Material For Minority Peoples(Ban Hey Go)

GeneralContest Area

Baste Matenal Format Supplemen-taryMatenal

Format

Health I. safe drinking poster construe-non of BookletSanitation water water filtration.Nutrition

2. cleanboiling andstorage

Wall newspaper

environment

3. balanced diet

flip chart

comic books

cultivation of lowcost indigenousfoods

Ltsu song

4. use of toilets

picturestory -tellint

for villagers touse toiletsreizularl!.

Presets an onof Lisu

I handicraft, running pictures marketingmanagement

booklet

language and 2. Lisu history bookletculture Lisu tribal slides

3. Traditionalmedicine hooklet

medicine herb book4. Lisu danceand music

5. Lisu festialsCope Lisu culture

video

poster(not fem, al

wall new s .a. r

3. Preparing Learning Material

Our group was divided into three sub-groups:

(1) to prepare material on health, sanitation, andnutrition

(2) to prepare material on preservation of Lisulanguage and culture

(3) to prepare material on women'seducation

After discussion, we decided to develop materialonly on the first two topics because of the shortage oftime.

(1) "Handicrafts for More Income"(or "Our Own Art for Better Life")

Picture story-telling on Lisu handicrafts in Lisu andThai language. The title is "Handicrafts for MoreIncome."

Members of this subgroup are:1. Ms. Rujee Boonleoy2. Mr. Thongvanh Bounsavanh3. Mr. Abdul Halil Ism ail4. Dr. Varsha Das

(2) "Let's Be Healthy"

Card games on health sanitation and nutrition. Thetitle is "Let Us Be Healthy."

Members of this subgroup arc:I. Ms. Amina R. Bernardo2. Mr. Ilasyetn Daud3. Dr. Nghiem Duc Luong4. Ms. Tacko Kuokawa5. Mr. Pongth. t Chayatulachat

Our material was translated in Lisu with the help oftwo Lisu people. Mr. S-mu-ye and Mr. Or- Or. Allillustrations were made by Mr. Chumpol Thanavan.The materials are presented after this Group Reportr-I3.

'15

table continued...

eneralContent Area

Basic S arenal umnat upplemen.taryMatenal

l'omiat

IncomeGeneratingProgrammes

I. Fruit Tree

2. ImproveAgriculture

3.Tailoring -

Sewing

4. AnimalHusbandry

wall newspaper

radio programme

cards

slides

markeungmanagement

new techaology

Our garments

Basic Veterinary

puppet show

flip chart

booklet

poster

\A, omensEducation

I. Mother andchild care

2. Motivation foreducation

3. Vocationalskills

4. Status ofWomen

charts on cloth

flip charts

running pictures

comparatneposters

Land RightandManagement

I. Forestprotection

,. Watermanagement

3. Fertilizer

videos

poster

Ste!'

4. Field Testing

(1) "Handicrafts for More Income"(or "Our Own Art for Better Life")

Picture Story-Telling,

The group decided to develop basic literacy materialsfor the Lisu hilltribe of Ban Hey Go on the broad area ofpreservation of Lisu language and culture. During thefield survey it was observed that Lisu women madebeautiful handicrafts but they had no facility formarketing. It was also observed that most all of thewomen spoke only Lisu language. They were illiteratebecause literacy classes were conducted in Thai. Onlychildren and young boys could speak and read Thai.Some men could read Lisu and some could was noticedthat there were no literacy classes in Lisu nor was anyteaching/learning material available except for the Bibleand church songs in Lisu.

The text for the six cards and the guide for utilizationwere first prepared in English, then it was translated inThai. After that, two Lisu young men S-mu-ye andOr-or translated it into Lisu. The title of the picture storywas "Our Own Art for Better Life" . It was the same inThai. but in Lisu both "art" and "better life" are abstract.They preferred the word "handicraft" for "art" and "moremoney" for "better life." It was clear from this that theLisu vocabulary is strongly connected with daily lifeexperience and expressed words that are concrete andtangible.

During the field survey the group had recorded twokinds of music played by the Lisu boys. ()tie was achurch song on the guitar and the other was Lisu musicon the bamboo instrument called 12uru. When the groupwent to Ban [ ley Go Village for field-testing on the 4thMarch, a sub-group went to the village TV room with acardboard TV Box and six cards on handicrafts. Theroom was filled mainly with women in the age group of25 -5(1. There were sonic men in their forties and fifties.

Half of them were Christian and the other half believedin spirits. Furu music brought smiles and joy to theirfaces. They immediately felt comfortable and relaxed.

Samui showed the first title card and explained aboutthe theme in Lisu. One copy of the cards was beingdisplayed on the TV-Box and the other three copies werebeing utilized by the members of '!.)e audience. The Lisutest on the title card was read aloud by all the menimmediately. S-me-y, read it again and asked thewomen to join in reaei. . They all read it again andagain. This was followed by a discussion based on thepoints given at the back of the card. Since the discussionwas in Lisu, everyone participated.

The material was bilingual. Then S-mu-ye startedreading Thai and asked them to join, women could notparticipate. On his insistence they started repeating Thaiwords but it was neither clear nor effortless.

In the discussion women did say that they wouldprefer to have shops because they will be moreorganized. They can display their things properly andfix the price. They said that they were not satisfied withwhat they were doing. They could do better. Forexample, they need better material, marketing facilities,and they would like to gain more knowledge about theircraft. They would like to learn what other tribes aredoing and what can sell well in the cities.

About the material they said that they would like tohave more material in Lisu because they can easilyunderstand it. Most of the women held a card in handand read Lisu script again and again. There was prideand joy on their faces. They did not want to give it toothers. Perhaps they got a written word, which they canread and understand, for the first time, and they did notwant to part with it.

When we said that we would leave the TV-Box andthe cards with them, one woman said, "If you leave thematerial here, I will practice to read and when you comehere again, you will see me reading. Without readingability, I feel like a buffalo or a cat. I cannotcommunicate with others."

Some men said that so far they have had all thematerial only in Thai. They are proud to see theirlanguage Lisu with Thai.

Samui said that he would like to develop more suchmaterial so that Lisu people can get more education.

The material in its visuals, language, and theme wasfound quite appropriate for the basic literacy of Lisupeople.

(2) "Let's be Healthy"Card Game

Based on our field survey, it was evident that health.sanitation and nutrition were major concerns of thepeople. We therefore decided to develop a materialwhich could be used by adults as well as young people.

We developed a card game, patterned after "oldmaid", a game where cards are paired off The first oneto pair all his/her cards wins.

We prepared 16 pairs of pictures, making 32 cards.For each pair, there was a "bad habit" picture and a"good habit" picture. We prepared the cards in Lisu,Thai and English.

If we use only the bad & good habit Thai cards, thelearner develops, health knowledge in Thai language. Ifwe use the Lisu cards, he/she develop health knowledgein Lisu. But when we pair the cards with the samepicture but in both Thai and Lisu, it also developsliteracy knowledge translating Thai to Lisu & vice versa.

a) Games played with young people:

Three variations of the game were played. The firstwas a pairing game in Thai. It was played with 6 players(2 boys, 3 girls, and coordinator). Each player was dealtfour cards each. Thirty-two Thai cards were used. Thiswas the first game played. All the players had basicliteracy skills. They were able to grasp the rudiments ofthe game fairly quickly. However, the boys werequicker to understand the game.

After the initial learning of rules, the young peopleseemed to actually enjoy the game. This game wasplayed three times.

(1) Same picture. Thai and Lisu versions used. Sinceboth decks of cards were used, we had sixty-four cards.Each player was given 6 cards. Each player chose 4cads and discarded two. The young people who couldread Lisu translated the Lisu cards for everybody aspaired sets were shown. There was a lot of laughingduring the game.

(2) Same picture, Thai and Lisu versions used. Thistime, we gave the 6 players 7 cards each. Each chose 4to play with and discarded 3 cards. This versionproceeded much faster since they had better chances ofmatching cards at the first draw.

Reactions:

1. All the young people liked the game. It was fun andeducational.

2. If they had such a card game, they could play athome and therefore teach their families health habitsas well as reading.

3. They appreciated the Lisu version.4. They wanted more colourful but smaller cards (same

size as regular playing cards).5. Some pictures or scenes were not part of their daily

life, e.g. picture showing use of pesticide, oneshowing a child defecating in the yard. They do notdo these. They defecate in the forest. Thus, theirtoilet habits are actually good and environmentfriendly.

6. Some wanted the pictures upright, not horizontal aswe had prepared them, for easy handling.

b) Game played with adults:

We had 3 women and 3 men, including thecoordinator of the game. Only one Lisu man and thecoordinator were literate. Only the Lisu version wasplayed. We played for 30 minutes.

The women had a harder time understanding therules. However, when all knew how to play, all had agood time playing. There was much laughing, teasingabout mistakes and "cheating." When a player matcheda pair, he or she would discuss about the message(s) inthe picture.

Comments:

I. The adults appreciated the game. It was entertainingas well as educational.

2. The use of Lisu language was appreciated. When wediscussed with them the B-1 variation and showedthem sample cards, they thought that this method is agood way to teach both languages.

3. One lady said if she could borrow the cards, shewould play at home.

4. They pointed out scenes which were not relevant totheir village. For instance, they do not usespecialized food covers. They just use plates tocover their food. They also made the sameobservations as the children.

5. Regarding the orientation of the cards, whether theyshould be upright or horizontal, we were told thathorizontal is better because Lisu and Thai script arevery long.

6. Both groups expressed a desire to use the cardsagain.

Teacher reactions:

A NFE volunteer teacher gave comments that Lisuscript when used.with the spiritual group might not beaccepted because Lisu script is used only with theChristian group. However, they preferred to use thismaterials.

^,;_Sralle2:"

47

55

(1) Our Own Art for Better Life (picture story-telling)("Our Handicrafts for More Income ")

(1)

OUR_ OW\I

ART FORBETTERLIFE

(2)

1. Lisu handicraft is very beautiful. We make nicethings in our spare time By selling them we getmoney. And with that money our life becomesmore comfortable Lisu art is rich We mustpreserve and promote it.

Lisu handicraft includes many items It is

weaving, embroidery. silver ornaments. basket-

making, wood-craft, musical instruments. etc.All these can be sold within the village. to other

villages. to tourists and can be sent to the citiesfor selling in shops

(3)

Al present tourist come to the village We run uptc

them with our items of handicraft There is no fixed

price So we don't always get good money

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It would be better to have shops We can displayour items properly. Fix price on each item. Thetourists will come to is to buy This system hasmore dignity

If we make more items then tourist agent can take

them to the city for selling. our income will increase

We will be able to buy salt. soap, shoes. clothes.

utensils & pots. better tools for agriculture. veg-etable seeds, fruit trees. etc That w it make our Ide

healthy and happy

Therefore it is important to preserve and promote

cur art It is our culture our life. our handicraft.dance. music. costume. larmily life, all these are

very special of Lisu peole We are proud of it

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Teacher's Guide

(1) "Our Handicrafts for More Income"or "Our Own Art for Better Life"(picture story-telling)

objectives:1) to learn the corresponding relationship between the

spoken words and written letters and to learn how toread simple words

2) to let them think about effective ways to increaseincome

3) to give recognition to own cultures and to increaseself esteem

target group:adult learners who are learning basic literacy in the hill

areas

utilization:) Instructor generates discussion on handicrafts and

selling of handicrafts.2) Instructor reads out the narration from the first pic-

ture and continues to the last picture as he/she ex-plains the pictures

3) Instructor reads out the captions on the pictures andlearners follow the instructor and repeat saying thecaptions.

4) Instructor invites comments and reactions on the pic-ture from the learners and generate discussion.

5) Instructor asks the learners what will be the actionafter seeing this pictures.

(2) "Let Us Be Healthy" (card game)

Objective:By playing this card game, the teacher will

provide learners with knowledge of good healthpractices. sanitation and nutrition for a healthy body.

A second objective is to teach Lisu language andThai language as well as simple numeracy.

The teacher will discuss about the message onhealth contained in the picture. This discussion willbring about a change in attitude aiming the students sothat they will start practising good health habits.

Target Group:Adult learners who are learning basic literacy.

School children who need to learn about health.sanitation, and nutrition.

Application:The teacher explains the objective of the game

before starting. After that, he explains the rules of thegame. He should encourage the learners to find therelationship between two cards with the same number.

How to play the game:

I. The objective of each player is to match all thecards he/she is holding. The first player to matchhis cards wins the game. These rules are only aguide. The teacher can make his or her ownrules.2 to 4 players can play this game, if using 32cards. Nine can play when both Thai and Lisucards are combined.

3. First, the cards must be shuffled.4. Each player is given 6 cards. Each player

chooses 4 cards to play with and discards 2,placing these on the remaining cards.

2.

5. The remaining cards are left in a pile lying facedown.

6. Each player will look at his cards and see if he/she can match a pair or two.

7. The first player can pick a card from the top ofthe deck if he needs it. Then he must discard onecard and put at the bottom of the deck.

8. The second player will do the same. Then thethird. Then the fourth, and so on.

9. The closing of the top card of the deck anddiscarding of one card on hand will continueuntil there is a winner. The winner is the onewho discards all the cards.

10. If a player has matched his cards, he will show tothe teacher. The teacher will verify if all cardsare matched.

11. The teacher will discuss with the player why hethinks the cards are matched. The teacher willdiscuss the message of each pair of cards.

12. The teacher can also ask the players to discusstheir ideas on each pair of cards.

Messages or lessons to be discussed

Each pair of cards show healthy habits,sanitation, and nutrition. One card shows a bad habit.the other card show the good habit to be introduced orencouraged.

When a player completes pairing all of his cards,the teacher must discuss the messages of the cards, bypair.

I) The pair of cards with number I discuss the useof toilets.

Rad habit: Human waste carries germs and bringssickness. People must not defecate anywhere inthe village.

Good habit: Use a toilet. You can build a toiletnear your house.

6G

2) Bad habit: If animal waste is left in your yard, it isunsanitary. Animal wastes bring disease.

3) Bad habit: Flies sit on many dirty things so theirlegs bring dirty things (germs). When the fliessit on food, the dirty things (germs) aretransferred to the food. We eat the food and getsick.

4) Bad habit: Water from the pond or from the drumis dirty. Drinking dirty water causes stomachache and diarrhea.

Good habit: Boil water for drinking. If water isboiled, germs are killed. Drink boiled water toprotect your heath.

5) Bad habit: Unwashed vegetables have worm eggs.If we eat unwashed vegetables, we eat wormeggs. The worms will grow in our stomachs andmake us very sick.

Good habit: Wash vegetables before eating. If youcan. cook the vegetables. This will kill the wormeggs so that worms will not go into yourstomach.

6) Bad habit: Unwashed hands have disease andworm eggs. If we eat with unwashed hands, wewill become sick. Worms will enter ourstomachs and grow. We will become ill.

Good habit: Wash your hands before eating toprevent the worm eggs and disease.

7) Bad habit: Lack of sufficient foods with vitamin Ccauses scurvy and makes us catch cold easily andcough.

Good habit: Eat food with vitamin C regularly.For example, foods rich in vitamin C arecucumbers, green beans, tomatoes, cabbage, andpineapples.

8) Bad habit: Pesticides are poisonous. If you usepesticides without covering your body. thepoison will enter your skin or you will breathethe poison. Pesticide can make you very sick ordie.

Good habit: If you have to use pesticides. makesure you cover your nose and mouth with amask. Cover your hands with gloves. Protectyour feet with long rubber boots.

9) Bad habit: Unclean house brings disease. Uncleanhouse is not happy, not pleasant.

Good habit: Clean house will stop disease. Cleanhouse is beautiful and makes us happy.

10) Bad habit: All the trees have been cut down.Trees protect the land from erosion. Without thetrees. there is erosion. The richness or fertility ofthe land will be lost. Trees protect us from thehot sun: Without trees we will suffer from heat.Trees give us water. Without trees, no morewater for us. No food.

Good habit: Do not cut trees. Let us reforest orplant trees. Trees will help us have food, water,clean air, protect us from the sun. Trees areimportant for a good life.

59

11) Bad habit: The animals are loose around thevillage. The animals have no fenced area.Animal droppings make the village dirty andbrings disease. Garbage brings disease.

Good habit: The surroundings are clean. Theanimals have their own area. There is no placefor disease. People live happy. Children canplay many games in good health.

12) Bad habit: Sick pregnant mother is very thin. Shedid not eat good food like vegetables, eggs,fruits, corn, rice, and fish. Maybe she only eatsrice. If the mother does not eat well, her babywill also be sickly when it is born.

Good habit: Pregnant mother eats good food likevegetables, eggs, fish, fruits, corn, and rice. Shedoes not only eat rice. She will be strong, have astrong baby. and plenty of milk for the baby.

13) Bad habit: Not eating Vitamin A leads to night-blindness.

Good habit: To prevent night blindness, eat foodswith Vitamin A like pumpkin, papaya, mangoes,and liver.

14) Bad habit: Lack of food that provides energycauses malnutrition and loss of physical strength.

Good habit: East food that provides the baby withenergy, like bananas, rice, sugar, corn, oil.

15) Bad habit: Lack of food with protein or food thatbuilds the body causes anemia and swelling ofthe body.

Good habit: Eat food that provides protein or foodthat builds the body like e.g., chicken, and fish.

16) Bad habit: Raw meat, like pork, has germs andworm eggs. If we eat meat raw, the germs andworm eggs will enter our body and make us verysick.

Good habit: Cook meat before eating to kill germsand worm egg:,.

Variation of the game: How to teach Lisulanguage

A.Teacher will use good habit cards only in Thai andLisu languages.

- Shuffle all cards.- Follow rules as discussed for the regular game.

B.- Teacher will use had habit cards in Thai language

and good habit cards in Lisu language.- Shuffle all cards.- Follow rules as discussed for the regular game.

C.- Teacher will use all cards in Thai language and in

Lisu language. The objective is to pair the samepictures but in Thai and in Lisu languages.

- Shuffle all cards.- Follow rules as discussed for the regular game.

67

Report of Group C

Group Members

Mr. Shama Jiajia (China)Ms. Lan Jian (China) - group rapporruer

Mr. M. Ma'ruf Abdullah (Indonesia)- group chairmanMr. Zainal bin Hamzah (Malaysia)Mr. Majigiin Batjargal (Mongolia)Mr. Martin Emin (Philippines)Ms. Prasarn Soydhurum (Thailand)Mrs. Patricia Tauroa, (Resource Person)Mr. Shigeru Aoyagi (ACCU)

Part 1:

1. Identification of Needs and Problemsthat Minority Peoples Are Facing

On the first day of our group work, our groupmembers discussed the needs and problems in education,with particular reference to literacy for minority peoplein his/her own country. In summary, these problems andneeds are:

1. Lack of relevant teaching materials2. Insufficient teacher training in minority languages.3. Lack of understanding of language and culture of

minority populations.4. Traditional living standards.5. More economic development needed.6. Insufficient educational facilities.7. Geographical difficulties.

(For detail, refer to Chapter 2, "Needs and Problems onEducation of Minority Peoples" of this publication.)

2. Preparation of Guidelines for Teachingand Effective Utilization of LearningMaterials

From the morning of 25 February, 1994, we began toprepare guides. We discussed several topics concerningour task, utilizz.iion of the materials. Among these topicswere: how to approach the villagers; how to motivatethem; where, when, how, and whom to teach; how to useteaching materials; why these materials are useful;learning process; evaluation of the teaching/leamingactivities; and the follow up/follow on works. Wediscussed these topics one by one.

In the afternoon of 26 February, 1994, our groupfinished the paper "Guides of Utilization of Materials"and presented it to the plenary session.

The major topic of our guides are:

1. What makes a good teacher2. How to approach the village community3. How to motivate the learners4. Teaching methods

(where, how, when, who, whom to teach)5. How and why to use the teaching/leaming materials

6. Learning process7. Evaluation of teaching/learning materials8. Follow up/Follow on

The Guidelines prepared are included in the Chapter2 Item 2) of this publication.

Part 2:

1. Procedure of survey and needs andproblems of the Lahu village

a). Village "rofiie (Ja Yee Village)

Ban Ja Yee is Lahu village. The first group ofresidents, comprising 7 families, migrated from MaeSalong in 1958. Ten years later, a group of 20 additionalfamilies joined the first group. Right now Ja Yee Villageis composed of 56 families living in 42 households.

Location:Mu 17, Pangsaa, Tambon Patueng, Mae Jan District,Chiangrai. The villv.ge is 23 kilometers from Mae JanDistrict. Access to the village is possible by motorcyclein all seasons.

Population:278 persons (142 males and 136 females). The village iscomposed of 56 families living in 42 households. 43 ofthe families believe in spiritualism and Buddhism, andthe other 13 believe in Christianity. Currently, 21families have attained Thai citizenship, but 35 familieshave not yet received such recognition.

Education:123 persons (59 males, 64 females) attain lower thanprimary education, and two persons attain secondaryeducation. A few children go to study in a nearbyprimary school. About half of the population canunderstand some Thai, 24 of them (13 males, 11 femalesare considered literate.

Occupations:People in this village earn a living through highlandcultivation, growing yellow beans, rice, and maize. Afew of them earn a living by selling forest products, andbeing employed as daily labourers. There is a small rice-mill in the village. About half of the total families (50c/cearn more than 10,000 baht a year; whereas the otherhalf earn less than that amount.

Conditions Needed Attention:1) Some elderly and middle-aged are addicted to

opium. Opium trading is still covertly available.2) A few young ladies go to work in service sectors in

the city, due to poverty and persuasion from thosewho have previous experience working in the city.

b) Field Survey

On the 28 of February, 1994, we went to Ban Ja Yee,a Lahu village.

After a few minutes, the supervisor from the non-formal education centre and the teacher of the village

gave us a brief introduction to the village, providing uswith the total population, the number of people in eachage group, the programmes they have in the village, theclasses and the learners they have, the qualifications andsalary of the teacher, and so on. Then we asked somequestions to the chief member of the village regardingtheir marriage traditions, their religion, etc...

After lunch, our group divided into two sub-groupsto visit homes of families. Each of the sub-groupsvisited a few families. We talked about their daily life,their traditions and culture, how they care for the sick,about their family members, and so on. Not only did weask them questions, but they also asked us questionsabout how the minority peoples in our respectivecountries retain their culture.

We walked and talked from one family to another,and observed the village and the families. We could seethat some had quite good houses, refrigerators, andelectric boilers. However, there were many houseswithout these conveniences.

One of our sub-groups visited a sewing centre run bythe christian church teacher and the members, andobserved their work.

Before we left the village, some of our groupmembers played Takraw (a game played with a rattanball) with the villagers.

On the 1st of March, 1994, we continued our groupwork on developing the materials for the minority

people. Each of us told something about our survey inthe Lahu village. Everybody had some deepimpressions. After a warm discussion, we saw the needsand problems of the Lahu village as follows:

I. Education- Lack of facilities- Need of Thai language for their citizenship- Lack of teaching/learning materials- Need for more teachers

Lack of formal education system2. Lack of literacy education in their own language and

culture.3. Need recognition of the Thai citizenship for all the

villagers.4. Need skills training in agriculture, handicraft

making, business management, and marketing.5. Need family planning.6. Need women's activities.7. Need environmental awareness.8. Need more economic development.9. Need better communication and transportation.10. Need project evaluation.11. Need more knowledge about health, sanitation, and

housing.

2. Curriculum

According to these needs and problems, we designeda simple curriculum for the Lahu village as follows:

Simple Curriculum for Lahu Village

Level

Area Illiterate

II

Neo-Literate

IIt

Self-Learning

1. Social/Culture

1 Health/Sanitation

3 Income-Generating

4. PhysicalInfrastructure

5. Education

Language and cultureCitizenship

Women's Activities

Environmental Awareness

HousingFamily PlanningHealth Centre

ToiletNutrition

-----Agrtcultural Knk.mledgg-----Skills Training

---Pus iness\lanagement--

Transportation and Communication----Project Evaluation-Approach to Formal Education

Thai languageTeacher

Teaching/Learning 'later talc

lil

63

3. Developmen t of Materials

Then we selected "women's activities," "housing,"and "agricultural knowledge" as the themes. Thecontent of the themes are:

(1) Women's activities (poster)

1) Family careNutritional food for pregnant womenSanitation care for the familyProtection and care for the sickness of the fainily

2) Involve in community activitiesCleanliness and beautification of the surroundings

- Women's regular gathering3) Women's participation in community development

Foresting village for preserving environment andpreventing disasters

(2) Crop Rotation and Compost Using (booklet + realobjects +demonstration)

Agricultural knowledge

(3) Housing (flip chart + slides)Toilet/bathroom and its functionsShelves and their functions

- Confined places for animals- Kitchen with ventilation

We divided our group into 3 sub-groups. One sub-group for one theme.

The title of the three materials are:

1. "Women Can Help tl Community" (poster)by Mr. M. Ma'ruf Abdu flair and Mr. Martin Emin

2. "Better House for Healthy Living"(flip chart + slides)

by Mr. Zainal bin Hamzah, Mr. Shama Jiajia andMs. Lan Jian

3. "How to Have a Better Income"Crop rotation and compost using.

(booklet + real objects + demonstration)by Mr. Batjargal and Ms. Prasam Soydhunim

On the morning of 3 March, 1994, each sub-groupgave a demonstration. One person to be the teacher, theothers played the learner. In the same situation as in aclassroom. There we gave each material somecomments. Now we have improved the materials.

Also. we pi epared three teachers guides for eachtheme.

4. Field Testing

On 4th of march, 1994, we went to the Lahu villageto test the materials we had prepared. First, we told theteacher what we came here again for and explained toher the poster "Women Can Help the Community inMany Ways." Then, we asiu the teacher to give ussuggestions and recommendations after her teaching.

The teacher used the posters to teach. There weretotally 14 learners (female 7, male 7). Most of themwere above 12 years. The teacher was a little nervous

7

about facing so many visitors.

I. And because we just brought the materials here thismorning, she was not familiar with them and did nothave enough time to prepare.

2. The learners don't prepare to actively involve in thelearning process. So, the teacher seldom askedquestions about the posters.

3. The posters were motivating, interesting, andsuitable. But the key words of each poster shouldnot have been written on the poster, but should havebeen written by the teacher on the blackboard at amore suitable time. Thus the learners couldremember something in mind, not only the picture.

Because the teacher was not familiar with thematerials we prepared, the second material waspresented by Mr. Zainal (Malaysia). The theme was"Better House for Healthy Living."

During his presentation, he asked the learners a lot ofquestions. Each picture he asked several learners.Finally, the learners listened to the tape in Lahu aboutthe flip charts and looked at the pictures.

The third one, Ms. Prasam from Thai presented thematerial. The theme is "Agricultural Knowledge CropRotation and Compost Using." This is an adult lesson.Totally 13 learners, 10 are male. The teacher explainedthe booklet page by page. and at last, they went to seesome real situation.

5. 'Results of Field Testing

I. Because the learners are not in the same level.someone knew something about natural manure, andalso some learners could understand Thai language,so some learn something from the lesson. Otherslearned nothing.

2. There are too many sentences in the booklet. Thelearners couldn't learn so many things at one time.

Other suggestions and recommendations about thematerials are:

I. Women need some material on skills training andmarriage.

2. The teaching/learning materials must be coloured andsuited to the learner's level.

3. The booklets could only be used as self-learningmaterial, not basic literacy material. Posters aresuitable as basic literacy material.

4. The narration of the flip charts is too long. Onepicture, one sentence is enough.

5. If the hilltribes have not their own written system, it isnot suitable to use other language to spell it. Just waitfor development of their own written system.

6. As the learners have no learning habits, the lessonsshould not he too long. Unless they could notconcentrate on it. 15 or 20 minutes is all right.

7. The teacher should be familiar with the teachingmaterial.

S. Using the posters as teaching material, the teachershould have a rich background knowledge. If theteacher is well informed about the subject, she/hecould elaborate on a lot of topics related to thepicture its self.

(1) Women's Activities (posters)

WOMEN'S ACTIVITIES (1)

FAMILY CARE


A CLEAN AND BEAUTIFUL VILLAGE

WOMEN'S ACTIVITIES

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Teacher's Guide

(1) "Women's Activities" (serial poster)

Objectives:1) To encourage women to take part in village

development to improve their own lives in thecommunity.

2) To promote literacy in their own language and Thaiamong the women and provide incentives towardsself-reliance and independence.

Target Group: Women at the level of:* illiterates* neo-literates* self learners

How to use in a learning environment:

Poster 1 - Family Care* Teacher motivates learners on family care.

Teacher shows the poster and asks the learnerswhat they see.

* Teacher then focuses on each picture and invitesfurther discussion.

1) How should you care for yourself when you arepregnant?

Discuss things such as:good foods

- rest- light exercise

regular medical care2) What do you do when your child is sick?

give medicine- watch him/her closely. Be ready to bring him/

her to the hospital.3) How can you help your family to stay healthy?

eat good foodshave a balanced dietplenty of exercise

Poster 2 - Clean Beautiful Village* Teacher shows picture: Ask learner what they see.

Point for discussions:1) Planting flowers

- why plant flowers?why make our village clean and beautiful?

- how will we benefit?

Poster 3 - Trees for Life* Teacher shows pictures: Ask learners what they

see.Point for discussion: Planting trees

why plant trees and shrubs?what kinds of trees are there?

- can we benefit from trees?

Poster 4 - Organizing Ourselves* Teacher shows pictures: Ask learners what they

see.Point for discussion:

- why organize?- who will lead?

what is our duty as members?- what are the benefits that we can receive?

Poster 5 - Learning to be LiterateTeacher shows the picture: Asks learners whatthey see.Point for discussion:

What is literacy?Do you like to be literate?How can a person benefit if he is literate?

- Can we learn for ourselves?

(2) "Better House for Healthy Living"(flip chart)

Introduction:

People from all walks of life must have a house oftheir own. It is a necessity to have onk because it is theonly place where all members of the fai, gettogether to discuss and plan for the future. Charitybegins at home, and therefore, the need for a house.regardless of size, is essential for all.

Objectives:

The objectives of this lesson are:

11 To convince the target group that it is essential tohave a better house that provides shelter for the

family against dangers.

2) To propose to the target group that an improvedhousing layout gives more comfortable living andtherefore leads to a more comfortable life.

3) To propose to the target group that a better housingscheme and improved infrastructure for the familyand community will enable a family to live in ahealthier lifestyle.

Target:

The target group is for the minority people who areself-learners, neo-literate, and literate.

How to use the flip-chart:

There will be a bell-like sound to show when toturn to the next picture. Teacher begins tape and

shows:

Picture 1 This shows a house of low quality. Theteacher then invites discussion.Picture 2 - This picture shOws the layout of a low

quality house. The teacher then invites discussion.Picture 3 - This picture shows the outside of a betterquality house. The teacher then invites discussion.

Picture 4 - This picture shows a suggested layout of abetter quality house. The teacher may invitediscussion on what makes this a better quality layout.Picture 5 This shows a suggested layout of shelving.Teacher may invite discussion about why haveshelving. How to make shelving.Picture 6 - This shows a picture of ventilation.Teacher may discuss why ventilation is better for thefamily. (Reason Smoke is harmful to the mother andchildren. Better ventilation will improve the health ofthe family.)Teacher may lead the learners to the learning material"Women Can Help the Community in Many Ways."poster No. !-Picture 7 This shows a picture of a bathroom toilet.Teacher may invite discussion on why you shouldhave a separate bathroom toilet.Reasons:- better for health because of improved sanitation

easier to keep clean food will not be infected bygermsPicture 8 This picture shows a special area forpoultry and animals. Leader may invite discussion onwhy poultry and animals should be kept in a confinedarea.

Reasons:Cleanliness around the house means healthier living

for the family.- Animal droppings are easily collected for compost.Teacher may invite discussion on the value ofcompost. and lead the learners to the material"How to Have a Better Income Crop Rotation andCompost Using."Picture 9 This shows a suggested childrens' play area.Teacher may invite discussion. Reasons for a playarea:

to keep children safely occupiedto keep children healthy

Teacher may also refer to the material "Women CanHelp the Community in Many Ways." poster No. 2-"A Clean and Beautiful Village"Picture 10 This picture shows a healthy, happyfamily.Lastly, the teacher encourages the learners toimprove their houses, little by little changingwhat theycan.

Narration for Fiipchart"Better House for Healthy Living"

1. This is a house in our village. It keeps us from therain, the cold weather, and the wild animals. Wehave lived in this kind of house for a long time,from generation to generation. And the familymembers stay in it. We eat here, talk here, playhere, and sleep here. The roof is made of drygrass, tied together in bundles. The wall is madeup of dried bamboo. There are no windows, butthere are two doors. One is at the entrance and theother is at the back of the house. The pillars aremade of dried bamboos, tied together by rattan.Everyone of us is familiar with this kind of house.if someone asked you to make some improvementsto the house, what would you do?

2. Let's look at the inside of the house. There is afireplace, beds, 1-lankets, and a lot of things in thehouse. But is has no permanent partition for thefamily. At night, we sleep together at one cornerof the house, while the fire stove is still on fire, tokeep them warm throughout the night. A lot ofsmoke comes out from the fire. Do you think thiskind of living condition is helpful to your health?

3. This is another house. Could you see anydifference in this house from which we live? Thedifference is that it has windows and better airventilation for the family. It has better constructionand therefore gives better security and is morecomfortable.

4, This is the inside of the house. There are severalrooms in this house. This is the living room for theactivities of all the family members. You can meetguests here and warm yourselves here. These arc

the bedrooms. They are just for sleeping. Thestore room is used to store rice, crops, and otherthings. Other items such as cooked food and othersare kept on separated shelves.

5. You can see that an air ventilation is made byreplacing the top part above the ceiling by bamboo,arranged apart just enough to give way for the freshair to go in and smoke to go out of the house. Itwill he helpful to the health of the family members.

6. The bathroom and the toilet are built away from thehouse. They are very clean and tidy. Thebathroom and the toilet need to he cleanedeveryday.

7. The poultry and animals are in the confined placefor them. It is separated from the main building.The place needs to be cleaned often. You can alsocollect manure from the animal droppings, whichcan be used to make compost. It could fertilize thefields. It also provides a better and healthyenvironment for the family.

8. Children are playing in the play area. It is safe forthem to play here. Keep them from the lire andriver. Playing is helpful to children's health andgrowth.

9. There are some shelves near the cooking place.Vegetables, howls, tamles, plates, readingmaterials, and a lot of other things for cooking andeating are put on it. It is clean and tidy.

10. They seem very happy and healthy with a betterhouse. They have smiles on their faces. Let's dosomething to improve our houses, and have a betterliving.

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(3) "How to Have a Better Income- Crop Rotation and Compost Making"(booklet)

Target group:

Children or adults who can read Thai.

Objectives:

After studying this book, the learners are able to:

1. Explain the meaning of specific words in the hookclearly. The words are: fertilizer or chemicalfertilizer, naturalfertilizer or compost, croprotation.

2. Plan to use crop rotation and help other villagersplan to use crop rotation.

3. Demonstrate process of making compost andprocess in using it to the other villagers.

4. Make compost by themselves and use compost intheir own field effectively.

5. Change behavior per anently from using chemicalfertilizer to using compost.

Materials needed:

1. Books - "Flow to have a Better Income - CropRotation and Compost Using"

2. Material for making compost- hay, stalk of harvest crop or grass- animal waste (from their farms)- left over food

plastic sheet size about 2x2 metres or any emptyplastic or jute sacshovel with long handle

How to use the book:

After motivating learners to learn something. Theteacher can follow these activities step by step.

1. Give a i)ook to one or two learners to read through.

2. After reading is finished, teacher leads discussionamong learners to evaluate their understanding ofsome technical words: rotation crops, chemicalfertilizer, natural fertilizer or compost.

3. After finish reading. Teacher asks questions tomotivate learners, "Does our village have the sameproblem of the village in this hook ?" If we have so.how can you sc ive that problem.

4. Let the learners plan growing rotation crops for awhole year. Lead them to discuss about kinds ofcrops, season or period of growing from starting timeto harvest. If teacher has no experience in this topic,she or he can consult or use someone in the village to

help them. In this case, the teacher can use a resourceperson from Agricultural Development Programs todemonstrate. Teacher can plan with village committee.

5. Demonstrate for the learners the making ofcompost together for the beginning. Teacher musthelp in preparing material by collecting from thevillage. (Teacher can ask someone in the village to beresource person). Calls the learners and others toobserve the activity.

6. Motivate villagers to continue growing rotationcrops and using compost instead of chemicalfertilizers.

Evaluation;

Observe behavior and attitude of villagers if they canchange behavior and attitude permanently by usingcompost and growing crops.

More information for the teacher:

Rotation cropping is the method of keeping onchanging the kind of crop after harvesting the first one.

Chemical fertilizer is fertilizer that is made of somechemical important for plants mixing together withtiller and make in small particles. There are manyformulas as 16:16:16 means this fertilizer composedwith nitrogen and phosphorus and potassium 16percent equally.

Natural fertilizer is the fertilizer that make fromnatural products such as plants, animal body, animalwaste. When all of these accumulate and decompose,we can call it compost and can use it instead of usingchemical fertilizer.

Dialogue and Explanation

Page 1I wonder why our village has such a poor cropfrom year to year.Because we have small cultivated fields and wecannot claim more.What can we do to have more crops? We wantmore income.

Page 2We grow the same kind of plant every year. andmostly we grow rice and after harvesting sometimewe leave the land sit idle.Maybe there is not much fertilizer in the soil.The price of fertilizer keeps going up and up. I

cannot afford to buy more.We shall call our committee together for a meeting.Someone may have some good ideas about this.Oh, thank you. thank you. Let us have a meetingtomorrow evening at seven o 'clock at school,Everybody: O.K. See you tomorrow!

Page 3A few days ago, heard a radio programme foragricultural development. It talked about rotationof cropping and using natural fertilizer.

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- What is that? Can you explain what is rotation ofcropping and what is natural fertilizer? Where canwe get it?

Page 4Rotation of cropping is keeping on changing thekind of crop after harvesting the first one. Forexample, after harvesting rice we will not leave theland vacant. We grow soybean or some otherplant.Why do we not grow rice again?If we repeat the same crop, maybe rice wants thesame elements from the soil and the soil cannothave these elements.I understand, teacher told me different plants wantdifferent elements.Come on, let us plan for this year. What plants canwe grow in a full year?

Page 5If you want to grow soybean, it takes 4 months.Corn also takes 4 months.But, we have to grow rice for our daily life too.

- Can I grow some cutting flowers? The men fromChiang Rai want to buy flowers.

Page 6Friends, this is the chart of growing plants in oneyear. You may like to grow something else.Good, we will have rice for our major crop.

Page 7Jana, why are you so quiet? Are you sick?No, I'm not sick. I'm thinking about planting forthe whole year. flow can we get enough fertilizer?

Page 8The same man who listened to the radioprogramme:We can snake natural fertilizer of compost insteadof using chemical fertilizer.Teacher told me compost is a perfect fertilizermade of natural substances like farm residue.animal waste, kitchen waste, which goes throughthe ageing process. Making compost takes a littletime and effort but its effect is wonderful.Why don't we try compost? It is not necessar, tospend money.agriculture using compost.

Page 9Not only can we save money but also conserve theenvironment, because if we continue to usechemical fertilizer for long periods not onlydecrease the harvest, but also make the land barrenand weakens the plant's ability for reproduction.Oh, is that so? How do we make this compost?

Page 10Preparation:1. Make a pile of dry farm residue about 1 meter X

meter and 30-40 centimeter high.2. Cover the pile with fresh animal waste about 1/2

to 1/3 the height of no.1 (10-20 centimeter high).3. Repeat no.1 and 2 until the pile is Ito 1.4 meters

high. Up to about your shoulder.4. If the surface of the pile gets dry, water to keep it

damp.5. Spread soil up to 2.5 centimeter evenly on top of

the pile to speed up the process of compost.

Pagel 1How to take care of compostAfter 2 weeks, the compost will become hot inside(60A5-70Aac). Mix the compoq well and if itbecomes dry, dampen it with water. Turn thematerial from the top to the bottom every twoweeks. Make sure that the compost is exposed tofresh air. The smell of compost is strong at thistime.

Page 12How can we know when compost is ready to use?

Well matured compost is ready to use when:1. Colour: Colour of compost will turn to dark brown

or black2. Temperature: Temperature inside the compost will

be about the same as outside temperature.3. Texture: Compost will be soft and easy to spread.4. Smell: Smell of the compost will be much better.Page 13

How to apply compostBefore planting seeds or seedlings, spread composton farm and then plow the soil. For 10 hectare ofland, 1-2 tons of compost about I to 2 pile ofcompost made will be sufficient.If not using chemical fertilizer, 3-4 tons areneeded.

Important points about compost

1. It is best to make compost under shed to keep awayfrom rain.

2. Preserve well-matured compost by covering it withsheet of plastic.

3. Application of immature compost can result ininjuring on crops.

Page 14Now, this month is February. I have to hurry. I'llbegin with soybean because teacher said the root ofsoybean has something good for the soil.Ill grow corn first. I want to see my land full ofbeautiful corn flowers and fruit. After harvesting, Ican use the stalks to make compost.

- And after first harvesting, I'll grow rice after usingcompost.

Page 15This year everybody celebrates New Year withgood food. They also can have new clothes or theycan make their homes better.Everyone is happy because their income fromselling crops is increased.

76 81

Chapter 4 1) Resource Persons' Papers

(A) Current Situation concerning the Hilltribes in ThailandTuenjai DeetesHill Area Development Foundation

1) Natural resources and environment on thehighlands, where most of the hilltribe peopleslive, have been very much destroyed or degraded.The causes of this destruction include unsustain-able (agricultural) production systems, bothtraditional and modern, population growth, forestconcessions by the government (before 1989),and government projects, such as road construc-tion for national security ad tourism promotion.

This leads to the decrease of hilltribepeoples' quality of life in forms of, for example,having not enough rice for consumption all yearround, and having lost the sources of herbalmedicine and materials for household use.

Furthermore, it affects relationships be-tween hilltribe peoples and outside because, onone hand, hilltribe peoples are still seen by manyas the ones who are responsible for destruction ofwatershed forest areas and consequently thepresent water crisis, but on the other hand, beingin the watershed areas they are the ones whocould recover and protect the degraded forestsand therefore should be supported by lowlandpeople who use the water.

2) Most of hilltribe peoples are deprived ofbasic rights. Only about 40 percent of 562,192hilltribe people in Thailand (Hilltribe ResearchInstitute of Chiang Mai University, 1991) haveThai citizenship, and in the operational areas ofthe Hill Area Development Foundation (HADF),only two hilltribe families are legally Thai citizenat present. Consequently, they have no rights onland ownership. This citizen right problem stemsfrom the government nationalizing Regulationsfor Hilltribe Peoples 1979 (amended in 1992),which would give Thai nationality only to hill-tribe pecrles who have formal evidence to showthat they were horn in Thailand.

Apart from this human right problemspecific to the hilltrihes, they also share with Thaipeople in rural areas the lack of rights to managelocal resources and to self-development.

3) Directions of government policy towardhilltribe peoples, which are in the same directionwith national development policy and mainstreamdevelopment paradigm at global level, are un-questionably promoting capitalism, materialismand consumerism which greatly affect hilltribes'social structure and cultures in forms of, forexample, labour migration, prostitution, drugaddiction, AIDS, commercialization, indebted-ness, and decline of the community with itstraditional governing and problem-solvingmechanism and the family institution.

4) Christian missionary and conversion ofhilltribe peoples into Christianity creates conflictsin, and even split of, their communities, reducingtheir strength to cope with problems.

Hill Area Development Foundation(HADF) is at present working directly with 28villages of four tribal groups Akha, Lisu, Lahuand Mien with a population of about 6,000covering an area of about 1,6(10 acres in MaeChan and Mae Faluang districts of Chiang Raiprovince in Northern Thailand.

It is difficult to estimate the number ofhilltribe peoples that HADF has affected. How-ever. HADF is working actively with a networkof hilltribe development NGOs called CONTO(Centre for the Coordination of Non-governmen-tal Tribal Development Organizations) which has38 member organizations all over the region.(Ms. Tuenjai Deetes is at present CONTO Presi-dent.) HADF is also working closely with agovernment development project for security inMae Chan Mae Faluang Areas which covers anarea of 16,000 acres and a population of 40.000hilltribe peoples.

Accomplishments by HADF so far asexistence of:

1) Community leaders who are the models fortheir fellow hilltribe peoples on sustainableagriculture practices, and on management andconservation of watershed forests and riverbasins. Mr. Jagor Airtae, a Lahu communityleader in an HADF core target village, receivedthe Good Citizen Award 1993 for his outstandingefforts and commitment on sustainable agricul-ture and natural resource conservation.

2) A network of 28 villages for conservationof Mae Chan and Mae Salong river basins in MaeChan and Mae Faluang districts of Chiang Raiprovince in Northern Thailand.

3) Mutual collaboration between local hill-tribe peoples' organizations, HADF and relatedgovernment agencies, including the Third RegionArmy, Chiang Rai Hil 'tribe Committee, and theRoyal Forestry Department. HADF and thehilltribe people organizations in its operationalareas also received much supports from academ-ics, educational institutes, mass media, interna-

tional organizations and other Thai NGOs, bothBangkok-based national NGOs and local orhilltribe-related NGOs.

4) The authorities, especially in HADFoperational areas and the upper north, begin toaccept that human beings can co-exist in harmonywith the forests the concept and practices somuch promoted by Thai NGOs and certainacademics in the past five years, but generallydisagreed by the government so far.

5) After much work in the past seven years,most members of the new generations of hilltribepeoples are literate in Thai language and twofamilies now have Thai citizenship, consideringthat in the beginning, there was no private orgovernment agencies working with them in thoseareas before. HADF is now lobbying hard for 23families of community leaders who are themodels in sustainable agriculture and resourceconservation to also receive Thai citizenship, andthere are signs that this would be possible in noso long. Overcoming this barrier, the struggle forbasic rights of hilltribe peoples would be easier inthe future.

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78 86

(B) Development of Basic Literacy Learning Materials andMinority Language

Patricia TauroaTe Runanga o Whatngaroa

To be of any real assistance to the participantsof this workshop, it is necessary for me toidentify the background from which I amapproaching this challenge, for challenge indeedit is.

New Zealand's indigenous race the Maori isalso a minority within this country. And althoughNew Zealand is seen to be a developed country,yet the Maori are struggling to maintain and giveacknowledged value to, their mother tongue.

For the Maori there is a twofold objective inseeking to attain literacy. These are:1. literacy in their native tongue Maori;2. literacy in English, the common language of

the nation.

There needs to be an understanding of whereMaori are coining from as they strive to gainthese objectives.

Access to Education

New Zealand is a country where education isavailable for all. In fact it is compulsory for achild between the ages of seven and 16 years, tobe formally educated. It can therefore beassumed formally education will mean that everyperson in New Zealand will be able to read andwrite. The reality is that NOT every person, evenafter they have received several years of primaryand secondary schooling, is literate.

A further reality is that the major ity of thosewho are illiterate, are Maori. And they are mostoften those who are in the ?owest socio-economicstrata of society.

Why is this so? How is this able to happen?How is it that a person can attend primary schooland then secondary school, from the age of 5years until leaving at the age of 15 or 16 years,and still be barely able to read and writes.?

There can be a number of reasons for this anda variety of views have been put forward. And allwill have an element of validity. The view that isperhaps most relevant for us at this workshop, isthe view held by those who hold the greatestconcern for the low levels of achievement by

Maori; and that is the relevance or irrelevanceof the formal school curriculum to the Maorichild.

For many years now, this lack of achievementby Maori has been noted and commented on.And while some efforts have been made toaddress the situation, the upturn in achievementhas riot occurred as was hoped.

Perhaps a sad reality is that no system ofeducation, however well intentioned, andhowever well formulated, will succeed if thelearner does not have the desire, or the will, totake advantage of what is offered. And for manynon achievers, this is the reality.

Sadly, a curriculum statement that identifiesMaori as essential, will not succeed on its own.Nor will a political statement that says educationis available to all. In an effort to entice Maori toachieve, more is being done to make educationmore :elevant to the Maori child This includesacknowledging that Maori are a race of leoplewho have mana, or dignity, and who are of valueto the New Zealand community. And this meansthat education needs to be relevant to the Maorilearner. An important part of learning, are theresources from which we learn. And for thoseresources to be relevant to you, as a learner, theyneed to be in a language and format that you canidentify with.

An important aspect to recognize inunderstanding the Maori situation, is the fact that,over the years, the ability of those who are of theMaori race, to speak the Maori language, declineddrastically. So much so that many believed thatthe language and culture would be lost. For somepeople this would not be a great loss; it is of noconcern to them that a race of people are unableto speak their language to know their culture.For those with this view, there is nounderstanding or appreciation of being someoneand not knowing who you are.

For those who are concerned that Maorishould stand with pride and dignity within theirown country, the road to achieving a relevanteducation, is not easy. An important element isthe need to be able to speak Maori. This then

87

requires resources to be produced. With just asmall population of Maori, normal production ofresources is extremely costly, and will not beundertaken by the major publishers. Smallgroups are finding ways of producing literacyresources themselves. And many teachers aredeveloping their own teaching materials, relevantto their own learning groups.

In developing and producing learningresources for literacy, a number of points arerecognised.

I) The material needs to be relevant in that itshould be by Maori, about Maori. The firstemphasis is for Maori to be a part of thatsituation. If the learning point is space travel,then it is a Maori who is travelling in space; it is aMaori who is the submarine captain; it is a Maoriwho is the doctor, the engine driver, the goldmedalist or the adventurer.

2) The development of resources must have a co-ordinated approach. The writers, illustrators,photographers, publishers, marketers need to allwork together. All must understand their role andcommunicate with each other consistently, toavoid confusion and wasted time.

3) There needs to be a co-ordinated developmentof the resources based on a particular theme. Theteacher's task should be to teach. All thenecessary teaching aids should be available. Thisincludes the development of charts, jig sawpuzzles, word lists and so on, along with the basicreaders for each theme.

4) In choosing a theme, all relevant elements thatare desired to be taught, should be developed.For example, the sea is important to Maoritraditionally and now. The sea, then gives us anumber of relevant teaching themes. From eachof these themes we can teach the relevance of:

traditioncultureenvironmenthealthnutritionemploymentrecreationconservationsciencebiologymathematics

And within the broad area of the sea, there area number of sub themes, which can be focussedon to teach each of the above. And in makingthese and sub-themes relevant and interesting tothe Maori learner, they can learn how to

understand, to read and to write - in whicheverlanguage is the medium of teaching.

Adult Literacy in Maori

Most emphasis in adult literacy, is infunctional literacy - being able to read and writeto cope with the paper wars that seem to haveenveloped our society today. To be able to fillout the relevant forms, now seems to be asessential as being able to breathe.

For the Maori, adult literacy in Maori meanslearning how to speak the language in the firstinstance. And in learning how to speak thelanguage, the learner needs to learn about thetraditional culture of his or her own race ofpeople. Therefore, it is not a situation of comingto literacy from a base of already having theability to speak and understand the language, it islearning that language through the medium of asecond language. And in many situations,literacy in that language (for the Maori this isEnglish) is also missing.

There are two factors of importance here.Firstly there is a degree of embarrassment that anadult, who is obviously a Maori, is unable tospeak Maori. Secondly, there is the shame placedon a person who is unable to read and write, bothin Maori and in English.

It is therefore important, to make the Maoriadult believe that there is no shame in wanting tolearn your mother tongue; nor is there any shamein wanting to become literate.

One way that Maori people have found thatthese can he achieved, is by making the learningprocess a combined effort for both child andparent. When the parent is learning with thechild, the impression that the parent is teachingthe child, while in the process, the parent is alsothe learner. In this way, there is no need to havereading resources for adults that are differentfrom those for young people.

Nor, in fact, is there a need to make the child'sreading resources such that the teacher is talkingdown to them. Children have the capacity tounderstand information that is relevant to adults.

And in fact, many adults are children at heart.The new mechanical toy intended for the child, ismore often than not, first used by the adult - todemonstrate to the child how it works. And quiteoften, the adult bought the toy in the first instancebecause he or she found pleasure in its ope: :tion.

80 88

It is on this basis, that the movements towardsMaori education, in the medium of Maorilanguage, have achieved success. Theinvolvement of the parent with the child is seen tobe healthy not detrimental.

There is dignity in knowing who you are, andwhere you have come from. Maori people havefound that a major aspect of that dignity, is inbeing able to speak and understand their ownlanguage. No matter how relevant something isin English, it is more valuable to a Maori, when itis in Maori, and is understood in Maori. This isthe most important aspect of human dignity toknow who you are. The children are the futuresurvival of the language and the culture; but theparents of today need to also learn that languageand culture so that it is relevant and of value forthe children.

There are two proverbs in Maori that arerelevant to literacy. They are:

"Grow up, tender flower in the days of your youthHold fast to the traditions of your ancestors as anadornment for your head.Take hold of the tools of the modern world foryour sustenance."

"Remove the heart of the flax,From where shall the bellbird sing;you ask me, what is the most important thing inthe world,I say to you, it is people, it is people, it is people."

Literacy in the Maori Language

As more and more people who are of theMaori race, gain higher formal educationalexpertise, they become more aware of the needand value of retaining their native tongue andcultural identify.

With early colc-ization, large numbers ofMaori took advantage of the educationalopportunities that were available from earlymissionaries and later, the State system. Thosewho attained high academic qualifications werefully literate in both Maori and English and wererespected and admired for their abilities in andunderstanding of, cultural practices relevant totheir Maori race. Today, questions are beingasked as to why the majority of Maori people areinvariably at the lowest level of the socio-economic strata of New Zealand's society. hemajority of Maori people believe that the answerlies in the value or lack of it that is placed onthe Maori language.

There are two distinct viewpoints on Maorilanguage. One group believes that as the Maorilanguage has no value in the commercial andeconomic world, it should be left to die a naturaldeath. The majority who hold this view,including Maori people, are unable to speak thelanguage.

The second view believes that the loss ofMaori language has largely contributed to theextremely detrimental social status of the Maoritoday. And these people, both Maori and Pakehain New Zealand, are to the forefront in strivingfor literacy in the Maori language in the beliefthat literacy in the native tongue will rekindle agrowth of self esteem and self worth that willenable Maori pc.cple to regain the many thedignity that they have lost through years ofbeing researched, reported on and tested to thepoint of near annihilation of the language.

But it is recognized that there is a need forliteracy in English .1s well. Thus much of theMaori drive for literacy, emphasises literacy inMaori, but includes literacy in English.

Despite the major financial difficulties facedby Maori people in seeking to achieve theirobjectives, Maori are endeavouring to achieveliteracy in a number of ways. To greatestemphasis is placed on literacy in Maori for youngpeople as they are seen as the future survival ofthe race. In all areas, the greatest difficulty is thelack of teaching resources in Maori language.

In an effort to alleviate the problems ofliteracy, the following systems have been set inplace:

Kohanga Reo

Kohanga reo, means language nest. This is apre-school facility, administered and maintainedby the parents of a community. The emphasis ison the use of Maori language. Parents are theteachers and helpers. The roost importantconcept of Kohanga Reo is that the child and theparent learn the language together as most parentsare unable to speak Maori.

Kura Kaupapa Maori

These are schools that teach the nationaleducation curriculum using Maori language as theteaching medium. These begin at ptimary leveIand as their school roll increases, will developtowards secondary school level. The number ofthese schools is gradually increasing. The majordifficulties are the lack of Maori speaking

teachers with teaching skills in all subject areas ofthe school curriculum.

Bi-lingual Units

Within some primary schools, special bi-lingual units have been established. These areparticularly important in areas where the newentrants have attended Kohanga reo, although thisis not a pre-requisite for enrolment in the unit.Both English and Maori are used as a teachingmedium, although there is an emphasis on the useof Maori.

Total Immersion Classes

In some primary schools. there is a totalimmersion class where all teaching is done in theMaori language. This class exists only at acertain level generally new entrants - as usuallythere is a lack of teachers able to teach in Maori.

In all of the above, the long term success ofthese programmes relies heavily on theinvolvement of parents and their willingness tolearn with their children. It is important for me tonote here that those people of the majority Pakehaculture in New Zealand who are striving to learnthe Maori language, are vitally important to thepolitical drive to emphasize literacy in Maori forthe Maori.

Resources

As noted previously, there is a pressing lack ofresources in the Maori language and teachers arefaced with the added burden of producing theirown reading materials and teaching aids. Theadvantage of this, however, is that the materialsproduced are relevant to the pupils of thatschool. It is therefore possible to use, in thefirst instance, the dialectal variations relevantto that particular tribal group.

Those Maori who are seeking to becomt.literate in their native language, have little or noabirty in the spoken language, and often, littleunderstanding of Maori culture. While some areliterate in English, the majority have had littleformal education and consequently have a lowability in written and spoken English.

The age groups involved spread from the veryyoung to the very old. Resources produced forKohanga Reo and primary school age children,are used equally effectively for adults - providedthat the dignity of the individual is notcompromised in the teaching process. Thechild and the parent are encouraged to learn

together.

One of the resources that is lacking for Maoriliteracy, are the trained teachers able to speakMaori. Often, as native speakers progress up theeducational ladder, they are drawn off intoadministrative or planning areas and are lost tothe classroom. This is E. major problem in allareas and at all levels of education.

Developing Reading Materials and TeachingAids

A basic Maori principle is that the mana ordignity of the individual is paramount.

1. Select a theme - relevant to the everyday lifeof the learners

2. Waiata a short song relevant to the topic.This walata becomes a 'ditty' that is sung at anytime by any of the learners, and the teacher. Itbecomes the background for the theme. Newwords and phrases are included in the walata.

3. Traditional story relevant to the topic, thestory gives the learner a cultural base on which torelate and to go forward. The significance is thatthe cultural worth of the people is enhanced. Bedramatic in relating the story.

A further relevant point is that these storiesgenerally come from the older people of thecommunity the kaumatua and kuia. Theirinvolvement in the general drive towards literacyis seen as extremely important, as they canencourage their family members to keep strivingtowards success.

8'2

4. Short contemporary story read to thelearners. Be dramatic and expressive. Make thestory live. Encourage the learners to read forthemselves.

5. Teaching aids - These are probably moreimportant than the basic reading material. It isessential to have these available to be used at allstages of the process of teaching the theme. Wallcharts and pictures; jig saws; word and picture cutouts; flash cards - all should be prepared inconjunction with the theme.

Every theme, should have as an integral part,the development of reading, writing and numberskills. Therefore teaching aids that develop andreinforce these arc essential.

6. Do it - plan to act out, or actually do, thetheme that has been learned about.

I would suggest that the most importantelements in teaching a language, are the teachersability to teach, and the teaching aids that areavailable. These aids should assist in maintainingthe interest of the learner while impartingknowledge - no matter how dull the topic.

Rakau Method of Teaching

When teaching Maori to adults, whether toMaori or non-Maori learners, it has becomeapparent that there is an impatience to makeprogress in the oral use of the language. Lack ofprogress in oracy, often leads to declining ofinterest in the language.

An effective means of achieving retention ofsome base vocabulary and phrases as well asassisting and developing pronunciation is

termed the rakau method of teaching. This is theuse of cuissonaire rods (once used as a teachingaid for mathematics) while speaking only in thelanguage to be learned. Through this, the use ofbasic commands and phrases are developed whileat the same time colours, sizes and numbers arelearned. Other basic questions are also morereadily retained when constantly used. The rodsmay be substituted with actual small objects ineveryday use, to expand vocabulary.

A philosophy of this method of teaching isthat literacy is not only the ability to read andwrite, but also the ability to express oneself orallyin a given language. The sounds of the languageare as important as its written form.

tu.

Cultural Traditions

For the Maori, to know who we are is the basisof our dignity and self esteem. To have ourtraditions and customs valued enhances ourdignity. To be told that our customs, traditionsand language are of no consequence, is to keep uson the pathway to the lowest level of societyand continued illiteracy in any language.

While customs and traditions are sometimesperceived to be superstitions that are detrimentalto progress in a community or society, Maoripeople have experienced the value of recognitionof traditional customs. They need not be ahindrance to progress. Progress can moveforward on a level of understanding andacceptancy that is beneficial to all as it takesaccount of the traditions and customs on which apeople has survived over generations.

There is a cultural view which advocates thatthe future is behind the past; we must go throughthe past to get to the future. As the Maori racehas experienced assimilation, integration and nearannihilation, yet it survives. And the importanceof continued survival is seen to be the language.

In developing resources for literacy amongstyour people, we beg you to be aware of our plightand weave into your resource materials, thedignity of the minority peoples for whom thesematerials are being designed.

i. 4.

4:1

(C) Production of Literacy Materials in Minor LanguagesDr. Varsha DasNational Book Trust, India

India is a typical example of multi-lingual,multi-cultural and multi-ethnic country. Since thecountry is so vast and its historical and geographicaldimensions are responsible for her varied anddiverse cultural pattern one learns to respect thevariety and individuality of the other in the interestof mutual growth.

Nearly twenty years ago a scholar of linguisticshad undertaken a study to enumerate the mothertongues of Indian population. He came to a stag-gering figure of more than 1600! This huge figureposed serious problems before education, commu-nications and administrations. During the long spellof 200 years of the British rule the official languageof the country was English. After the Independencein August 1947 Hindi was declared official lan-guage besides English. Not only that, the wholecountry has a number of language regions, and 15major languages are declared official languages ofthose regions. The central academy of letters(Sahitya Akademi) gives annual awards to the mostoutstanding books of literacy merit in 22 languages.These languages are AssamEse, Bengali, Dogri,Gujarati, Hindi, Indian English, Kannada, Kashmiri,Konkani, Mithili, Malayalam, Manipuri, Marathi,Nepali, Oriya, Punjabi, Rajasthani, Sanskrit, Sindhi.Tamil, Telugu and Urdu. 7 languages viz., Do Gri,Kashmir:, Konkani, Maithili, Manipuri, Nepali andRajasthani, added to the main list of 15 majorlanguages do not have their independcnt scripts.They use either the Devnagari script in which Hindiis writ:en, or Bengali or Urdu. Some dialects evenuse Roman script.

National Book Trust, India is a national organi-zation devoted to promotion and publication ofhooks since 1957. Its regular programme is con-ducted in 13 languages and lately it has added 3more languages which have fairly independentgrowth of literature but do not have their owndistinct script.

Literacy activities have flourished in more than22 languages discussed above, only because educa-tion in mother tongue languages has always beenencouraged in India.

In the book Groundwork of Educational TheoryMr. J. M. Ross quotes Froebel's famous metaphor in

which it is shown how the actual method of teach-ing consisting of manipulation of actual life andexperiences of learners brings out the best in them.Here is an excerpt:

"... a plant will grow and achieve its own properform unaided. But while each plant must developaccording to the laws of its own nature, while it isimpossible, for example, for a cabbage to developinto a rose, there is yet room for a gardener. Agood gardener, by his art, sees to it that both hiscabbage and his roses achieve the finest formpossible. His efforts produce a finer result thanwould he achieved by the plant without him, yet, itis in the nature of the plant to achieve that resultunder suitable conditions. The naturalist may hecontent with briars but the idealist wants fine roses.So the educator by his efforts assists the educand,who is developing according to the law of nature, toattain levels that would otherwise he denied tohim."

One is able to bring forth learner's spontaneityand power of self-expression only in an environ-ment that is natural and comfortable for her. Thatwould give full play to her creative abilities andfunctional activities of mind and body. This is bestdone in learner's mother tongue.

Like India there are many other countries whereofficial language of the country is not necessarilythe language of many illiterates, particularly thosewho live in geographically difficult areas like hillsand mountains, forests, isolated islands, deserts etc.,and who are mainly tribal or belong to the deprivedsections of the society. They require area-specificculture-specific material in their own language, withth..t visuals of the local environment. For example,in the central stte of India known as MadhyaPradesh, the off icial language of the state is Hindi,but it is populated by numerous tribes and minoritycommunities. The local agency engaged in literacywork decided to use the primer prepared at the statelevel in Hindi, the standard language of the state.The letter 'B' was introduced by the picture of a goatwhich in Hindi language is Bakari. But the wordfor goat in the mother tongue of learners wasChheri. So, instead of 'B' forBakari they wouldalways read as 'B' for Chheri ! There were manysuch examples. Ultimately the functionaries had to

81

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rewrite the whole primer using local words, inwhich the word Chheri was used to introduce theletter Chh and not 'B'!

There is another example from the state ofHaryana, very close to Delhi, the Capital of India.They used a word Makaan for a house. The use ofthe word Makaan means the same in Delhi and inHaryana but the house in Haryana looks verydifferent from the house in Delhi! And therefore,the visuals were not acceptable to the learners!

The situation is all the more challenging in themountain regions of north east frontier. In the stateof Arunachal Pradesh there are 23 recognizeddialects. The Central Institute of Indian Languageshas produced primers for school children but nosuitable material is available for adult literacyprogramme. The official language of the state isEnglish and Hindi is taught as a second language inschool. Obviously, the spoken and official lan-guages are not reconcilable. There is no common-ality, except the script, which is Roman. Accordingto 1991 census there are 402,000 illiterates inArunachal Pradesh aged 7 years and above, inwhich 182,000 are men and 220,000 are female.

Another north eastern state is Manipur. Its mainlanguage is Manipuri written in Bengali script.There are 26 main spoken languages and some ofthem use Roman script. Illiterate population abovethe age of 7 is 573,000 in which 372,000 arewomen.

The State of Nagaland has more intricate prob-lem. It has 16 official languages! Literacy materialdeveloped in AO Naga language which is one of the16, is not acceptable to others.

All these regions and many other around themrequire specific content based on their own socio-cultural environment and life pattern. To conduct atime-bound area specific literacy programme onecan think of three different models:

1. A transfer model can be prepared in which therewould be a transfer from the spoken language to thestate or official language. The first primer wouldhave all the words from the spoken language. Thesecond primer would introduce some words fromthe state language and the third primer would be inthe state language with a few words from thespoken language. This transition would requiresupplementary reading material to reinforce andstabilize literacy skills.

Transfer model would be feasible only if thescript used for the state and spoken languages is thesame.

2. A common base model can be prepared bychoosing one dialect understood by all the speakersin the region of many dialects. Care will have to betaken that it reconciles socio-cultural aspects. Thismodel would require post-literacy material in thesame language and script. Sometimes a new scriptis developed for the spoken languages having noscript of their own. But this creates more problemsas one is not sure about the scientific developmentof the script. It is always better to adopt one of theexisting scripts, preferably of that region. It can beslightly modified to suit the requirement and givean identity of its own, if necessary.

3. A bilingual model can have the spoken and statelanguage in the same primer in the same script. Ifthe script of the spoken language is different, theprimer would have two different scripts. Thismodel would take more time and increase theteaching load.

When a learner learns in her own language shecan understand what she hears. She is alreadyfamiliar with the vocabulary, grammar, idiom,diction etc. of her own language. She can expressherself freely. She only has to make effort to learnto read and write. Therefore, it is the visual sym-bols, grapheme, on which she has to concentrate.But if she has to learn a new language she may notunderstand what she hears and may not be able toexpress her difficulties or views, her own limita-tions would slow down her learning process.

There are also cases where learners do not wantliteracy skills in their spoken languages, becausethey know that it would limit their scope and woulddeprive them of wider communication. Suchlearners can be m..de literate in their state languagebecause they are already motivated. They are readyto put in extra effort.

It is a government policy in India to providetextbooks in mother tongue wherever the number ofpeople speaking a particular language is 100,000.Since India is so thickly populated there are manyspoken languages in which primer and textbooksare in spoken language. Transition to officiallanguage begins from class 3. National Council ofEducational Research and Training (NCERT) hastaken up the task of providing resource support.

Earlier in this paper I have talked aboutArunachal Pradesh. It has one dialect called Adl.They use Roman script. Primers for them areprepared in Roman. In some places where there isno script textbooks are prepared either in Devnagariscript or the script of the state language. If theteacher does not teach in the mother tongue of herpupils she is not able to communicate. It has been

93

established by the INERT experiences that usinglanguage other than the mother tongue creates abarrier between the teacher and the taught.

In some areas where the primers could not bedeveloped in spoken languages due to the lack ofresource, teachers are advised to take standardprimer and prepare a list of local words against eachone. Sometimes they prepare lessonwise list and fixadditional pages at the back of their standardprimers, and give a note for teachers in the begin-ning of the book that they should go through the listof words given at the back thoroughly and carefully,and teach each lesson by replacing standard wordsby the spoken words.

Each primer comprises four parts. Part I of thebook is for teachers. It spells out objectives andinstructions. Part II has learning material. Part IIIhas workbook, and Part IV consists of unit tests.Learning material, workbook and tests must havelocal examples picked up from local flora andfauna, and from daily life of local communities.

The success of formal system in spoken lan-guage areas has inspired the Directorate of AdultEducation, Department of Education under theMinistry of Human Resource Development to payspecial attention to North-Eastern States, Jammu &Kashmir, and some areas of Rajasthan where adultliteracy programme is yet to take off due to thenature of terrain's, resulting in communicationproblems. It has been agreed that "to begin withonly those spoken languages may be taken upwhich arc spoken by more than 100,0(X) people inthe country and which have at least 5,000 illiteratelearners in the state, unless there is a need anddemand from substantial number of people."Which means that even if the nun ber is less than5,000, if the people demand they stiould be pro-vided with the literacy material.

The task of developing basic literacy materialmay be taken up as follows:

1. Identify major spoken languages with thenumber of speakers in the areas.

2. Identify the languages in which the desiredmaterial may be developed on priority basis.

3. Decide modalities relating to preparation ofPrimers in spoken languages, preferably with aswitch over mechanism to the official or statelanguage.

4. Orient writers in developing Primers.

The selected writer should know the official orstate language; and also the spoken language of thearea. She should be well aware of the most frequentvocabulary, socio-cultural life of the area, socialvalues, traditions, beliefs, needs and interests of thepeople and also development programmes of theregion. It would be best to select the writers fromthe area for which the material is developed.

To make a time bound and cost effective pro-gramme special attention is needed on the contentof learning, and visibility and measurability oflearning. Like any other literacy programme thepresent one would also require pre-literacy material,basic literacy material, teaching material and specialsupplementary material.

With adequate technical know-how and humanapproach, however difficult it may seem, one cancertainly hope for success.

t

8G

9.1

Literacy and Continuing Education for Improvementof Quality of Life: Asia and the Pacific Experience

2) UNESCO Report

T. M. SakyaUNESCO PROAP

Education and Literacy Situation

There seems to be a high correlationbetween poverty and illiteracy. Most of thepeople who are living under absolute povertysituations are the illiterates. Most of the countriesin the region started their campaign for masseducation in the 1950s after gaining politicalfreedom from their colonial rulers. In 1960 aregional plan called Karachi Plan was launchedby UNESCO with the aim to provide seven yearsof primary education to all children between 6 to12 years of age by 1980. The Karachi Planhelped many countries expand primary educationin an organized manner, however, the target ofproviding universal primary education by 1980was not achieve in the region.

Experience in the region in the 1980sshows that linear expansion of formal primaryeducation alone does not suffice in providingeducation for all. It is the combined approach ofpromoting primary education, literacy andcontinuing education which will bring progress.Thus, it is necessary to have a comprehensiveeducation plan to provide basic education for allchildren, youth and adults in schools and out-of-schools.

Realizing this fact, the Fifth RegionalConference of Ministers of Education and ThoseResponsible for Economic Planning in Asia andthe Pacific (MINEDAP VI) recommended thatUNESCO plan and implement a regionalprogramme to universalize primary education anderadicate illiteracy by the year 2000. The GeneralConference of UNESCO (1985) authorized theDirector-General to prepare and launch the Asia-Pacific Programme of Education for All(APPEAL) in February 1987 in New Delhi. Theobjectives of APPEAL are threefold: to achieveuniversal primary education, to eradicateilliteracy, and to provide continuing education.Since the launching of APPEAL, the MemberStates have taken a holistic view of basiceducation and are planning and managing basiceducation for all in an integrated and co-ordinatedmanner.

The World Conference on Education forAll held in Jomtien, Thailand in March 1990focused the worlds' attention on basic education.The World Declaration on Education for All andthe Framework for Action to Meet BasicLearning Needs adopted by the conference hashelped to strengthen countries resolve to achieveEFA by the year 2000.

The progress of education expansionbetween 1980 and 1990 was impressive. Withinthis period primary school enrolment grew from348 million in 1980 to 373 million in 1990 (by0.7 percent per year); secondary school enrolmentincreased from 155 million in 1980 to 191 mi1990 (by about 2.1 percent per year). The highestgrowth rate was seen in the higher educationlevel, the level of enrolment in higher educationmore than doubled over two decades 1970-1990,from 11 million to 26 million with an averageannual growth of 4.2 percent. The literacy ratealso improved from 55.4 percent in 1980 to 65.2percent in 1990. But the sad fact is that thenumber of illiterates also increased from 685million in !980 to 695 million in 1990. Most ofthe illiterates are female. Between 1980 and1990, the number of female illiterates grew from432 million to 446 million whereas the maleilliterates decreased from 254 million to 249million within the same period. Female illiteracyremains a inajt,r challenge in many countries.The following figure illustrates the gap betweenmale and femaie literacy.

After the launching of APPEAL and theJomtien Conference, most of the countries in theregion prepared their national education for allplan of action. They are making a concertedeffort to provide education for all through bothformal and non-formal methods of basiceducation. Many countries have been able toreduce the number of illiterates between 1970 and1980, but some countries added the number ofilliterates during the same period. The followingfigure shows the change in the illiteracy situationin selected countries.

87 95

According to UNESCO's 1990 statisticsthere are three groups of countries in the region interms of illiteracy rate, i.e. Group A withilliteracy rates between 1 to 20 percent, Group Bwith illiteracy rates between 21 to 50 percent andGroup C which has more than a 50 percentilliteracy rate. The following chart shows thegrouping.

Percentage of Illiterates No.Countries

Group A i -20 percent 13

Australia (1), Fiji (13), Japan (1), Korea DPR(4), Korea Rep. of (3.7), Mongolia (7),Myanmar (19.4), New Zealand (1),Philippines (10.3), Thailand (7), Sri Lanka(11.6), Turkey (19.3), Viet Nam (12.4)

Group B 21-50 percent 6Indonesia (23), Malaysia (21.6), China(26.7), Iran (46), Lao PDR (46), Papua NewGuinea (40)

Group C 50 or more percent 7

Afghanistan (70.6), Bangladesh (64.7),Bhutan (61.6), India (51.8), Cambodia (64.8),Pakistan (65.2), Nepal (74.4)

Total 26

As a follow-up to the Jomtien Conference,APPEAL made a survey of basic education needsin developing countries belonging to the threegroups above. The three groups indicated theirpriority of needs as given below:

Priority needs of Group A countriesReduce drop-out and increase survival rateespecially among girls and disadvantagedchildrenImprove quality of primary educationExtend compulsory schooling yearsImprove functional literacy programmesEnhance continuing education includingskills trainingProvide pre-primary education on a massscale

Priority needs of Group B countriesStrengthen primary education to enrol moregirls and disadvantaged groupsReduce drop-out and increase survival rateImprove quality of primary educationImprove and strengthen literacy and non-formal education for children and youthPromote continuing education for neo-literate in rural and urban areas.

Priority needs of Group C countriesStrengthen infrastructure for basiceducationImprove primary education in all aspectsenrolment, retention and graduationStrengthen special programme for girls anddisadvantaged childrenImprove literacy/non-formal educationprogramme for out-of-school children,youth and adultsPromote post-literacy and continuingeducation link with work

In order to review the progress of allactivities under the education for all programmeand to strengthen national and regional actions onEFA, twenty-two Member States have formed aNational Coordination Committee for APPEAL(Afghanistan, Australia, Bangladesh, China,India, Indonesia, Japan, Laos, Malaysia,Maldives, Myanmar, Nepal, New Zealand,Pakistan, Papua New Guinea, Philippines,Republic of Korea, Viet Narn, Thailand, SriLanka, Tonga, Samoa). The Chairperson/Head ofthe National Co-ordination Mechanism forAPPEAL meets once in two years in the Meetingfor Regional Co-ordination for APPEAL at theregional level. The First, Second and ThirdMeeting for Regional Co-ordination of APPEALwere held in 1988, 1990 and 1992 respectively.The Meeting has greatly helped to monitor theprogress on EFA in the Member States and tostrengthen EFA activities at the national andregional levels.

ATLP Curriculum

In 1987 under Asia-Pacific Programme ofEducation for All (APPEAL), literacy expertsdeveloped a common approach for developingliteracy curriculum, learning materials andtraining of teachers under the title of APPEALTraining Materials for Literacy Personnel(ATLP).

The Literacy Programme under APPEALhas three levels:

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Level I : Basic LevelLevel II : Middle LevelLevel III : Self-Learning Level

There are twenty-four teaching/learningunits for the entire programme i.e. 12 units forlevel I, 8 units for Level II and 4 units for Level

The ATLI' curriculum is based on 200hours of instruction including time for practicing

96

skills. The instructional time has beenproportioned over three levels in the approximateratio 3:2:1. The reason for this is that beginnersneed considerable time to develop basic skills,whereas once these skills have been establishedprogress is more rapid.

The ATLP curriculum has

a) combined literacy skills and functionalcontents;

b) identified functional needs common tomember countries;

c) developed and produced exemplar lessonmaterials for curriculum unit adoptingsystems approach, and

d) provided guidelines to teachers andsupervisors for the adaptation and utilizationthe curriculum and learning materialsaccording to their countries needs andsituation.

ATLP Volume 1: Principle of CurriculumDesign gives objectives and the learning outcomeof each level and the detail scope and sequence ofthe curriculum.

In brief, the following are the essentialliteracy skills applicable to daily life included inthe curriculum.

Essential Literacy Skills

1. Understand links between speech and printleft to right or right to left or top to bottom

- words make soundswords have meaning

2. Word recognition and comprehensioncontext cluephonic analysisstructure analysiscomprehension

3. Recording and communicatingwriting down name, numbers, addressesmaking simple notes/lettersfilling out forms, receipts

4. Following instructions- read directions, road signs, posters

read labels on medicine and foodstuffs andfollow instructions

5. Finding the main ideas- find out about the weight, price,

differences, similarities, facts, opinions,etc.6. Numeracy

addingsubtractingmultiplyingdividinghigher skills (e.g. fractions, rations, etc.)

Scope of Training Manuals

Level,

Confer:1Areas

A. Family fife

B. Economicsand Income

Level 1(Bark Level)

Level 11(Middle Level)

Level 11!(SelfLearning

Level)

L 1

IA.11

Family Memoers,Their Role, &

Responsibilities

1.2

IA.25

SupplementingFamily Income

18.26

DailySavings

1112

7

healthFamily

ID.28

People's Participalion In Develop-

ment I, Cleanliness

L3 11.1 11.2 111

IA.39

Extra Moneyfor theFamily

IIA.1IS

Family Needs& Budgeting

TIA.217

Family Customsand Traditions

111A

21

ResponsibleParenthood

111.1

2

Work andIncome

IG.1

3

Food, Water& Nutrition

111.1

4Rights and

Duties

111.3

10

ImprovedAviculture

115.1

14

NomeGardening

1111.2

18Village

Co-operatives

11111

22Entrepreneurship

C. health

D. CivicGonsciousnen

it '..3

I ICommonDiseases

10.312

Our Forests

11(1.1

15Health

Problems

1113.1

16Our Cullum

IlC.219

CommunityHealth

1111.2

20All PeopleAre Equal

111G

23health

Services

11113

24My Country

The Curriculum Grid The functional content of 24 literacy training manuals arranged as a teaching sequence ina curriculum grid.

BEST COPY AVAILABLE

Curriculum Principles

The ATLP curriculum has considered thefollowing criteria:

1. Progressively building literacy skills fromeasy to difficult levels.

2. Functional contents showing logicaldevelopment from simple concepts,tocomplex concepts.

3. Dealing with topics of immediate concern tothe learners to topics of distant concerngradually.

4. Literacy skills and functional knowledgesequenced in levels of progression defined interms of specified learning outcomes.

5. A concentrically planned curriculumenabling learners to repeatedly re-examinethe main areas of functional content atdifferent levels of understanding usingsteadily improving literacy skills.

6. Linking functional concepts with the literacyskills at each teaching-learning unit.

ATLP Volumes

There are twelve volumes of ATLP asgiven below:

Vol.l: Principles of Curriculum Design forLiteracy Training

Vol.2: Principles of Resource Design forLiteracy Training

Vol.3: Manual for Senior Administrators ofLiteracy Training Programme

Vol.4: Manual for Supervisors ResourceDevelopment and Training Procedures

Vol.5: Exemplar Training Manual ExtraMoney for the Family

Vol.6: Exemplar Training Manual OurForests

Vol.7: Exemplar Training Manual VillageCo-operative

Vol.8: Exemplar Training Manual HealthServices

Vol.9: Specifications for Additional ExemplarTraining Manuals

Vol.10: Post-Literacy Activities and ContinuingEducation

Vol.11: Evaluating a Literacy TrainingProgramme

Vol.12: Implementing a Literacy TrainingProgramme

Quality of life improvement is at the heartof literacy and post-literacy curriculum in all thecountries in Asia and the Pacific. APPEAL hasdeveloped a change model to provide theframework for quality of life improvement

literacy and continuing education programmes.According to the model the role of education is toequip and empower the people to

assess the present situation;formulate a vision of the desired future;identify priority for interventions;formulate action plans and engage in activeaction;influence environmental and institutionalfactors, andmonitor and evaluate outcomes.

Development of Learning Materials

There is a popular saying in Asia that ifyou want a person to be literate, the first thing todo is to provide him/her with a book. Therefore,the importance of reading materials for literacyand continuing education cannot beoveremphasized. No literacy and continuingeducation programme will succeed unlessrelevant, interesting, and useful learning materialsare provided for out-of-school youths and adults.

Unfortunately, development and publishingof learning materials of illiterates, semi-literate,and newly-literates, have received very lowpriority from the government as well as from theprivate publishers. Thus, for along period oftime, children's books were used for literacyprogrammes. Only after some time separate textswere prepared. But these texts were prepared inthe same manner as children's books.

Analytical, synthetic, and eclectic methodsof literacy teaching were sometimes discussed,however, due to the lack of systematic researchand development efforts in the application ofthose methods, they were not applied in actualsituations. But key word method and globalmethod have gained popularity as of late. Somecountries like Thailand, Indonesia, Nepal, etc.,have written their literacy books based ongenerative key words. The Philippines haswritten books following the phonetic methodcalled Magbassakita.

Recognizing the importance of learningmaterials, UNESCO/PROAP and Asia/PacificCultural Centre for UNESCO (ACCU) launcheda joint project entitled, "Asian/Pacific JointProduction (AJP) Programme." Under thisprogramme, a series of learning materials weredeveloped through a participatory method, i.e. thewriters, illustrators, and literacy instructors werebrought together to draft learning materials basedon a survey of learners' needs and interests. By1993, forty-seven prototypes of neo-literatematerials had been printed and disseminated

90 _ 98

under this scheme. These prototype materialshave been translated and adapted by 13 countriesin the region. Every year under the AJPprogramme, Regional and National level trainingcourses are held to train writers, illustrators,designers and administrators of the learningmaterials in the region.

A Guidebook for Development andProduction of Materials for Neo-Literates,published in 1985, was widely used by thecountries. The second, improved edition of theguidebook was published in 1992, assimilatingexperiences gained during the training coursesbetween 1985 to 1990.

Generally the learning materials areclassified into three categories:

(1) Motivational materials

These materials are designed primarily tomotivate different groups of people to participatein the literacy programme. Motivationalmaterials are important for the actual learners,however, they are even more important for thelocal leaders, educated elites, politicians,administrators and the public in general becausethese people help to support the launching andimplementation of literacy programmes.Generally two types of materials are used formotivational purposes:

a) printed materials such as posters, illustratedpamphlets or brochures, comic strips, streetbanners, etc.

b) non-printed materials such as films, filmstrips, radio play, video play, radio /film/video slogans, street plays, folk media, etc.

(2) Instructional materials

Instructional materials are preparedfollowing national and local curriculum. Thispractice of using a curriculum was adopted afterthe introduction of APPEAL. According to thismethod, first the curriculum experts, writers,illustrators, literacy supervisors, and instructorsconduct a survey of the local situation, i.e.,learners' needs, interests, and availability ofresources. Next they prepare the curriculumei 'ter at the national or local level, according totheir government policy. Then they decide on atheme and topics for developing the instructionalmaterial. The instructional materials are made upof two parts: (a) the learners' book and (b) theteachers' guide. When writing the instructionalmaterials, three aspects of the teaching-learningprocess are clearly identified:

Teaching tasks or inputs (I)

Learning tasks or process (P)Learning outcomes or outputs (0)

The teachers' guide explains the inputs,process, and output of each lesson in the learners'hooks. Instructional materials are developed withthe following four criteria in mind: (a) relevancy(b) learners' needs and learning behaviours (c)learners' interests and (d) communitydevelopment needs.

Basic learning materials are usuallyprepared by the government or NGOs whoorganize the literacy and continuing educationprogramme. But local literacy organizers,supervisors, and instructors are encouraged todevelop and adopt as many supplementarylearning materials as possible or necessary, inaccordance with their environment and needs.

(3) Follow-up materials

These materials are developed for the post-literacy and continuing education programmes tohelp the neo-literates apply their literacy skills toadd to their knowledge and for readingenjoyment. These learning materials iredeveloped to help the learners reinforce literacyskills acquired earlier. The materials should alsoprovide access to new information andtechnology that helps improve their quality of lifeand livelihood. Most importantly, the follow-upmaterials should encourage the learners to studycontinuously.

Basic Materials for Indigenous People

1993 was declared the International Yearof the Indigenous People by the UN GeneralAssembly held in 1992. It was good that UNsystem has recognized the importance of theindigenous people. There are many problemsamong the indigenous people, among them,illiteracy is one of them. Due to lack of literacythey are not only cut off from the modernknowledge and skills actually they have lost theirvoice. Therefore, it is very important to makethem literate so that they can participate in themain stream of the world.

Usually, it has been the practice that otherpeople write about the indigenous people, theyhave not been effective to tell their own historyand culture to others. Therefore, this workshophave to seek answer to many questions such as:

1. How to encourage the indigenous people totell their history, culture and problem to theworld.

2. How to help them to communicate throughoral and written language.

91 9 9

3. How to motivate them to learn not onlywords, but the world.

4. How to help them to initiate quality of lifeimprovement programme for themselves.

5. How to help them to acquire modem skillsto improve their standard of living.

6. How to motivate them to get organized toacquire political power.

7. How to help them to be aware ofenvironmental degradation and ways to stopit.

8. Create teaching learning materials throughtheir active participation.

IL 0 0

ACCU Report

Regional Co-operative Literacy Programmes in Asia/Pacific

The Asia/Pacific Cultural Centre for UNESCO(ACCU) is a non-governmental and non-profitmaking organization for Asian/Pacific regionalactivities established in 1971 in Tokyo throughefforts of both private and public sectors in Japan.I:r line with the principles of UNESCO, ACCUhas since been working for the promotion ofmutual understanding and cultural andeducational co-operation among peoples in Asiaand the Pacific, by implementing variousprogrammes in the fields of literacy, bookdevelopment and culture.

ACCU's Literacy Programmes

Development of literacy materials is one of thevital key factors in determining whether theliteracy programme can achieve success or not.Preparing materials which are attractive and easyto understand based on and reflect the very needsand requirements of people, is, in fact, a crucialdriving force to promote literacy education.

Literacy means acquiring knowledge and skillsfor leading more humane life and to actuallycarry them out in daily lives. Particularly in thepresent society where various changes are takingplace, literacy is the force to live, to think and tocarry out. It is especially so for thedisadvantaged population in the societies such asminority groups, slum dwellers and rural poor,etc., and we must work together to solve theproblems to achieve Education for All.

Asia and the Pacific is a vast region withdiverse cultures. People have nourished richcultural values and these rich cultures should beincorporated in literacy education. In this wayliteracy education can become what caters to theemotions and needs of the people and becomeeffective in achieving its objectives. Culture isthe joy and pride of the people and the marriagebetween t.:lucation and culture is the key to thesuccess for the quality of life improvement.

Foundations for functional co-operation for theAPPEAL have been established in the region andvarious personnel are always working together. It

is necessary to make effective and best use of anyresources available and conduct humandevelopment and materials development forcreating the Learning Society and for contributingto the quality of life improvement of people.

Development of a system such as to worktogether, create together, share together and toevaluate together was felt necessary. Asia/PacificCultural Centre for UNESCO (ACCU), Tokyo,has been carrying out the development of literacymaterials, i.e. Asian/Pacific Joint ProductionProgramme of Materials for Neo-literates inRural Areas (AJP), and personnel training forAPPEAL since 1981, with the close co-operationof UNESCO Member States in Asia and thePacific and with UNESCO.

ACCU's literacy programmes are beingconducted mainly in the following two fields:

(1) Development of literacy materials(2) Training of experts on development ofliteracy materials

The participating countries in theseprogrammes are 19 countries in Asia and thePacific as follows:

Afghanistan, Bangladesh, Bhutan, Cambodia,China, India, Indonesia, Iran, Laos, Malaysia,Maldives, Mongolia, Myanmar, Nepal, Pakistan,Papua New Guinea, Philippines, Thailand andViet Nam

Development of Literacy Materials

(1) Asian/Pacific Joint Production ofPrototype Materials for Neo-liter5tes (AJP)

ACCU has been carrying out since 1980"Asian/Pacific Joint Production Programme ofMaterials for Neo-literates in Rural Areas (AJP)"intended for people who have acquired a primaryknowledge of reading and writing (=neoliterates), but who may easily relapse intoilliteracy due to lack of appropriate readingmaterials.

By blending the expertise and experience ofthe participating countries (19 countries), andwith the collaboration of UNESCO PROAP, 47AJP materials in the forms of booklet, poster,game, and audio-visual materials on varioussubjects closely related to daily life in rural areashave so far been developed as prototypes.

0 .1

(2) National versions adapted from AJPprototype materials

The participating countries produce theirnational versions from among the AJP prototypes,giving necessary modifications to illustrationsand texts, according to the needs and situations ofeach country. More than 200 kinds of such AJPnational versions have so far been produced in 22vernacular languages in 15 countries.

(3) Co-production of literacy videoprogrammes

Video programmes have been widely usedworldwide and recognized as one of the effectiveeducational media. Responding to a greatdemand for effective and attractive media to beused in literacy education, ACCU has beenproducing, in co-operation with UNESCO andexperts in the region, the video programmes asfollows:

a) "Water in Everyday Life" (AJP, 16 min.)b) "Poultry for Additional Income" (AJP, 11 min.)c) "How to Develop Literacy Materials for

Women" (25 min.)d) "Street Children and Literacy" (27 min.)e) "Mina Smiles" (Animation for literacy

promotion, 16 min.)

(4) Production of national versions of videoprogrammes

1) "How to Develop Literacy Materials forWomen"

The following 12 national versions wereproduced with financial assistance from theJapanese Funds-in-Trust for Literacy Promotionin Asia and the Pacific of UNESCO PROAP andwidely utilized on TV and other educational inrespective countries,

Bangladesh, China, India, Indonesia, Iran,Laos, Malaysia, Maldives, Nepal, Pakistan,Thailand, Viet Nam

2) "Mina Smiles"

Mina Smiles, an unique literacy promotionanimation video, produced in 1991 was alsotranslated into several vernacular languages likeLao, Urdu and 12 languages in India and beingutilized extensively.

How AJP Materials Are Prepared (prototypes)

'seed, and Problems in Literacy Fieldin Asia and the Pacific

Annual Regmnalur Field Sone,> Vskshop,

4[Preparation Or

1.1 Drart Materials.

4,( Field "testing )

.18 countries)boatingMaterial,

dor reference)

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102

Training of Experts on Development ofMaterials for Neo-literates

ACCU has been carrying out the following twoprogrammes for training of experts ondevelopment of literacy materials in the region:

(1) organization of Regional Workshops onPreparation of Literacy Follow-up Materials

(2) sending International Teams of Experts forDevelopment of Literacy Materials to theNational Workshops in the Member States

(1) Regional Workshops on the Preparation ofLiteracy Follow-up Materials

Along with an increasing demand for qualityliteracy materials, qualified personnel in materialdevelopment are urgently needed. In view ofthis, ACCU has been holding an annual regionalworkshops for specialists in literacy materialproduction since 1983 with the main objective ofproviding the participants with trainingexperiences in developing new materials for neo-literates. Since 1983 eleven workshops havebeen held and 242 participants were trained from18 countries.

(2) Sending International Teams of Experts forDevelopment of Materials for Neo-literates

To provide training experiences for moreliteracy personnel in respective countries, ACCUstarted in 1986 a programme of sending aninternational mobile team of experts to supportnational workshops organized by the respectivecountries. Participants from se.::-al NGOs alsoattended the workshops. The teams were sent toeight countries and 250 experts were trained.

(3) Organization of Sub-Regional Workshopson Development of Basic LiteracyLearning Materials in Asia and the Pacific

To develop effective basic literacy readingmaterials including basic literacy primer,teacher's guide and supplementary materials inthe participating countries, ACCU has beenorganizing the Sub-Regional Workshop withfinancial support from the Japanese Funds-in-Trust for the Promotion of Literacy of UNESCO/PROAP.

The First Sub-Regional Workshop was held inCalcutta, India in July 1992 attended by 21participants and three resource persons fromseven South Asian countries where each countryteam developed draft basic literacy primer basedon the curriculum in their vernacular languages.

3. Other Programmes

(1) Co-production of "New Guidebook forDevelopment and Production of LiteracyMaterials" (published in 1992)

"New Guidebook for Development andProduction of Literacy Materials" was publishedin co-operation with experts of in theparticipating countries and UNESCO PROAP. Itcovers practical steps and methods for preparingliteracy materials effectively, including printedmedia, A-V media, folk media, etc. Also itcontains plenty of examples and suggestions fordistribution and utilization of materials.

(2) Co-production of picture book "GuessWhat I'm Doing!" with UNESCO on theoccasion of the International Literacy Year(ILY)

Publication of national versions of "GuessWhat I'm Doing!", a special picture bookpublished in co-operation with UNESCO hasbeen promoted with contributions from more than3,000 individuals and organizations all overJapan., So far national versions of this picturebook has been published in 34 languages of 29countries and 17 kinds of the national versionsare now under process of production in Asia/Pacific, Africa, the Arab States, Latin America/Caribbean and Europe.

(3) Awarding of ACCU Prize for FullyIllustrated Literacy Follow-up Materials

First: 1987/88 Second: 1989/90Third: 1991/92 Fourth: 1993/94

'1'103

Literacy Follow-up Materials so far produced tinder Asian/Pacific Joint ProductionProgramme of Materials for Rec.-Literates In Rural Areas (AJP Materials) [1981-1993)

FORMAT: B = booklet, P.= poster, A = audio-visual, G = game and othersLevaieigide

Content. Arose: 1:infif 'I .

No - -. . (Redinfling WPM) .:CodF, ,,1-0902'.:

.

No. ,. . ... .. (Middleir414 ,

PO6 !Home Gardening010 !Women's Literacy for Happier and

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I

I

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B03 :Grow MushroomB06 More Income by Tree Planting804 [Raising Chickens1307 Use of Gas from Daily Wastes1308 'Fish Need a Lot of Oxygen

I1314 Better Crops from Healthy Soil with

!Compost

11

17Sanitationand Nutrition

A02 IWater in Everyday Life (slide)A03 (Water in Everyday Life (video)104 'Let's Wipe Out WormsPot Sanitation

I

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!

002 !Nutrition (card game)Got IA Balanced Diet (rotating piegraph)A01 'Pit Latrines for a Clean VillageP03 Charcoal Water Filter

IGil !Mother's Milk is Best for Your Baby

i(stand)

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CIVIC

COnftiotitsmsoA07 !Save the Village (puppet play)008 'Let's Repair Our Village Road

'(endless strip)IP12 Public Pollution inside the BusI

PIO !Let's ReadBi3 !Mina Smiles

007 IBuilding Up a Happy CommunityI(sugoroku)

009 'Good Use of Water (jigsaw)I

I

I

!

Pio [How to Improve the Well SystemGO6 (Proverb Card Game004 'Around Asia and the Pacific (sugoroku)

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A06 !Let's Form a Cooperative[(cassette drama)

1311 'Let's Form a Cooperative for Better LifeP15 IWe Can Take Action!

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1309 ITETET1571) Rateri

II

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91)

BEST COPY AVAILABLE 1 Q.1

3) Country Reports on the Education of Minority Peoles in Asia/Pacific(reports of 9 countries) (abridged)

CHINA

by Shama Jia Jia, State Education CommissionLan Jian, Central InStitute of Educational

Research

Basic Education for Minority Population in China

1. Basic Situation

China is a unified multi-national country. There are55 minority natior.alities. Their population is 91.2million, 8.04% of the total population in China.

Since the establishment of the People's Republic ofChina, the central government give much importance tobasic education for minority population. The growthspeed of basic education of minority population is fasterthan the average of the whole country. Now in minoritynationality autonomous areas, the basic educationsystem is: the first three grades elementary schoolalmost in each village, the six grades key elementaryschool in each township, minority nationality secondaryschool in each country. According to the statistics of1993, the basic situation of minority nationality schoolsare as Table 1.

2. Characteristics of Basic Education for MinorityPopulation

The main features are following the state rainoritynational policy and educational policy, linking withnational needs, adopting special approaches, teaching inbilingualism and setting up different teaching models.

The main types of schools in minority nationalityautonomous areas are:

(1) Minority nationality elementary and secondaryschools are set up in minority nationality areas andmulti-national areas.

(2) Boarding schools and semi-boarding schools are setup in sparsely settled, transport inconvenient, remote,mountainous, pastoral or forest areas. These areas aremost difficult in achieving compulsory education. It isdifficult for the young pupils to go to day schools, andmobile teaching is not effective. Most of these boardingschools and semi-boarding schools are managed by thelocal authority.

(3) Minority nationality classes are set up in elementaryand secondary schools. These arc also boardingschools.

(4) Special schools and special classes for girls. In

some areas in China. because of the influence ofreligion, tradition and sometimes lack of teachers, it isvery difficult for girls to go to school and it is moredifficult for them to finish compulsory education..

(5) Special classes in municipalities. In order to supportthe development of the minority nationality education,since 1985 China state education commission has begunto set up special classes for Tibetan students in in-landprovinces and municipalities. These classes areattached to secondary schools or colleges. Tibetan orother minority national students from TibetAutonomous Areas who finish elementary educationcan enroll in these classes. The goals of these classesare to train intermediate and advanced professionals andspecialists. The 20% of the excellent students couldcontinue to study in senior secondary schools. Some ofthese can also admit to college. While others of theseTibetan students will go on to specialized secondaryschool after finishing junior secondary school and thengo back to Tibet. Until now there are totally 24provinces and municipalities having established specialclasses for Tibetan students. The amount of students inthese classes is more than 10 thousand.

3. Future Development of Basic Education forMinority Population

The central government of China give great supportand much importance to education for minoritynationality. Since 1951 to 1992, they have held fourconferences for minority population education. Onthese conferences, they discussed the futuredevelopment of minority national education. On theseconferences, they discussed the future development ofminority nationality education and made decision onprinciples, policies and tasks for minority nationalityeducation in different periods.

(1) Basic education goals and tasks for minoritynationality in the 1990th. In "The Guidelines ofEducation Development and Reform for China MinorityNationality (1992-2000)", it highlights the basiceducation for minority nationality and the achievementof compulsory education.

(a) In most minority nationality areas, it will achieveuniversal elementary education. In cities and developedminority nationality areas, it will universe 9 yearscompulsory education.

(h) In most multi-national counties (prefectures), itwill give much support to key secondary schools. Inthese areas, there will he one 6 year central elementaryschool per township.

(c) There will be great development in one-yearpre-school education in developed minority nationality

9; 105

areas. In other areas there will be also someimprovement.

Depending on local resources and basic needs ofthe minority nationalities, there will be greatadvancement in different kinds of technical andvocational education and adult education. Especiallyit will emphasize in elementary vocational educationand short-term practical skill training. We shall alsopay more attention to manual lat,our and skills trainingin general schools, to education and civilization andrichness combination, and attract more children toschool.

Till 1995, we will basically achieve

(a) In most minority national areas, it will set upsome key secondary vocational and technical schoolsas models.

(b) Gradually we will change some commonsecondary schools to comprehensive schools. Insparsely populated and remote areas, there will set upsome vocational schools or training centres inprefecture or cities.

(c) There will be one peasant school per township.But in sparsely populated areas, peasant skill trainingcenters will be set up lust in countries.

(d) The local authority of countries and townshipswill actively involve in "general education, vocationaleducation and adult education combination" and"agriculture, science and technology and educationcombination". That is to develop different approachesand methods in vocational education and in-servicetraining.

(e) We would pay more attention to anti-illiteracymovement. To combine literacy with popular science,with vocational training. Till the end of the century,there will be basically no illiteracy young people.

(f) Teaching instrument, equipment, books andreference materials, and other education facilities inminority nationality areas will be provided in turn andgradually be up to the state standard. Till 2000,majority of the schools in minority nationality areaswill have 90% of the experimental lessons.

(g) Till 1995, we will do our best to train theteachers, to make most of the teachers in minoritynationality secondary schools qualified.

(h) In 1990th, there will be great development inminority nationality educational research in basiceducation, teacher education, vocational and technicaleducation, bilingual education, audio-visual education,history of each nationality education.

(2) Guideline,, and policies of basic educationdevelopment for minority nationality

(a) Following the principle of facing the world,facing the future, facing the modernization, basiceducation for minority nationality will implement the

education guidelines and minority nationality policiesof the government.

(b) Basic education will meet the needs andspecialty of the minority nationalities. Local authoritywould pay more attention to basic education forminority nationality in multi-national areas.

(c) Under the guideline of minority nationalitypolicy and minority nationality language policy, wewill carry out bilingual education in line with localcondition.

(d) There will be some special policy andregulations for teachers who work in remote,mountainous and pastoral areas, and encourage moreand more teachers to work in these areas

4. Teaching Materials Development of BasicEducation for Minority Nationality

There are totally 55 minority nationalities inChina, 53 have their own language. Among them, 23have their own written system, others have the samewritten system as the same nationals outside China.China is a multi-nationality, multi-language, multi-written system country. It is free for each nationalityto use and to develop their own language. This iswritten in "The Constitution". So they can use theirown language as the teaching language in elementaryand secondary schools for minority nationality. Thisis a equal right for the minority nationality in China.

Teaching material development is the basis forminority nationality language teaching and for scienceand technology knowledge learning and mastering.And it is also one of the tasks for implementing policyfor minority nationality in national education.

The main factors which influence our teachingmaterial development are:

(1) The government have paid much attention to it.They give manpower support, material support andfinancial support to it.

(2) We have established several national teachingmaterial translating, editing and publishing house.

(3) Cooperation in national language teaching materialdevelopment. Because the distribution of the samenationality maybe in several provinces, in 1973, Inner-Mongolia, Liaoning, Xinjiang, Heilongjiang, Jinlin,Qinhai, Gansu and Hebei provinces organized aMongolian teaching material development group. In1975, Jilin, Liaoning and Heilongjiang organized aKorean teaching material development group. In1982, Qinhai, Tibet, Sichuan, Gansu, Yunnanorganized a Tibetan teaching material developmentgroup.

(4) Establishment of the Teaching Material RevisionCommittee. The national language teaching materialswould be revised by the Committee. In March 1985State Korean Teaching Material Revision Committeewas set up. In April 1985 State Tibetan Teaching

Material Revision Committee was established. InOctober 1986 State Mongolian Teaching MaterialRevision Committee was set up.

In genet al, there will be a great advancement ineducation for Chinese minority nationality, bilingualeducation and teaching material development ofnational language.

Table 1

No. ofschools

No.ofstudents

No.ofteachers

Bilingual schoolsNo.ot

schools

\o.otstudents

No. ofschools

Secondary school 2889 1061362 91880 713 191213 18216

Vocational school 303 92160 7091 49 10312 1257

Elementary school 25037 2626420 190363 6153 535003 40537

Special school 7 850 184

Kindergarten 1742 263566 12381 140 11662 1454

Basic Information on Minority Language Textbook Construction In China In 199^

1 Pubbshinglioese

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BEST COPY AVAILABLE

1 0 7

INDONESIA

by Ma'ruf AbdullahHasyim Daud

Directorate General of Out-of-SchoolEducation, Youth and Sports

1. Learning Material Development

Through the package A programme, the languageused is Indonesian language as a national language.As a matter of fact there are more than 350 locallanguages, therefore, Indonesia has developed oninnovative learning material in the form of flexibleilliterate eradication.

That activity was firstly conducted at Indramayudistrict, West Java Province. To determine a suitablelearning material for Indramayu, first of all the database was collected by using the data base format suchas:

1. Name of the learner's candidate,2. Name of Tutor,3. Is the learner's candidate be able to speak Indone-

sian or they just understand local language,4. The occupation of the learner's candidate,5. The environment of the learner's candidate com-

prise of farmer, small seller, fisherman, etc.

From the input of that data then analyze fordetermining an accurate evaluation, so the conditionof the candidates can utilize the local resources as wellas close cooperation with local authority.

So the support of practical materials can beobtained and learning materials as well the suit withthe local condition.

By using the data base cost much and need a lotof people concern in collecting data, however, thisapproach is a traditional approach.

The eradication of illiteracy at East Timor is alsodone by using some new components compared with atraditional way. The learners are introduced forPackage A books and basic competency, literacy usinglocal learning materials conducted in local language.

The learners are identified, the learning groupsare formulated/established and the learning motivationis increased as well through the local facilitators.

As well as South Kalimantan in which thelearners are from close to the hill. They use theirmother tongue not a national language they areminority. One of them is Dayak tribe and in SouthKalimantan they are popularly called "a hill man".

Those experiences show that the eradication ofilliteracy can be done by some models namely:

1. Literacy course/A, B, C Course,2. Functional literacy,3. Package A learning group.

Among those models, functional literacy is themost effective one to handle the minority people thatuse local mother tongue.

2. How to Determine an Appropriate Manner

To determine a suitable learning material at anarea as an example for South Kalimantan province, ithas done some kinds of activities they are:

1. After identifying and determining the candidatesthen proceed with the identification of learningmaterials. Identification of the learning material is aneffort to analyze and establish the identity (feature,characteristics) the learning needs required by thelearners themselves. To objective is to be able to findthe learning needs of the learners for the materialswhich they really need to learn.

2. The provision of learning materials.

They way to supply learning materials shouldhave the following characteristics:

a. Instructive learning materials, the contents have amission of what they are learning in line with thelearning objective,b. Informative learning materials, the contents havea mission to widen the scope of the learners.c. Motivative learning materials, the contents have amission to stimulate the interest of the learnersd. Recreative learning materials, the contents have amission a kind of play or game so the learners canenjoy it while learning.

3. Types of Learning Materials

There are two types of learning materials theyare; main learning materials and complementaryearning materials . The main learning material is thelearning materials that use Package A materialconsisting of Package A I to Package A100 in Indone-sian language.

The complementary earning materials can becategorized into two types they are:

a. Package A local content as earning materialsobtained locally and they are adopted with localcharacteristic, condition. The content generallycontain the needs as well as problems of the learnersthat affect the life of local people. In their presenta-tion (language, sentences, pictures/illustration,colours) adjusted to be appropriate with characteristicsand condition of the learners so they have functionalmanner.

b. The supplementary local learning materials.These earning materials are not made by adopting thelocal condition, problem, needs of certain learners.While their reading, arithmetic, writing competencyare still considered in making earning materials .

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4. Steps of Making Learning Materials

a. Know the needs of learning, it is meant tounderstand the learning needs of the learners toformulated as materials of learning materials ,

b. Understand the main sub-topics, materialslearning activities are usually described into sub-topics so the presentation can be systematic,

c. To choose specific sub-topic to determinespecific learning materials which are easilyunderstood by the learners,

d. To understand the learning objectives. This stepis meant to ease the choice of the learningmaterial used, writing ability-so the learningmaterial which are going to be used suitable withcondition of the learners.

LAOS -by Chanhome Thepkhamvong

Tongvanh BounsavanhNon-formal Education Department

Information on the Situation of Literacy forMinority Peoples

1. Characteristics of people

There are a large number of diverse ethnic groups,commonly divided into three major categories.

1) Lao Loun, who occupy the lowland plains andconstitute some 55 percent of the population. Thosepeople are usually Buddhists. The Lao Loum popula-tion is mainly made of Thai-Lao ethnic group popula-tion and therefore speak the national Lao language.

2) Lao Theung, who occupy the mountain slopes(200-800 metres) and comprise about 27 percent ofthe population. The Lao Theung were the firstinhabitants of Laos and usually practiced slash andburn cultivation. There are mainly animists. The LaoTheung population is mainly made of Mon-Khmerethnic group population. Each group has his ownlanguage.

3) Lao Soung, who occupy the high mountain tops(over 800 metres) and constitute about 18 percent ofthe population. The Lao Soung are only living in thecentre and the north of Laos. They are usuallychamanists. The Lao Soung population is made ofHmong-Yao, and Tibeto-Butnese ethnic groups.

A part from the common identification of theethnic groups based on the location (altitude) of theirhabitat, there is a scientific approach based on culturaland linguistic analysis.

Ethnic Group Populations in the Lao PDR by Lan-guage Group in 1985

Language Group Ethnic Groups Population %Total

Lao-Thai 6 2,387.504 66.84Mon-Khmer 31 827,773 23.18Hmong-Yao 2 249,259 6.98Tibeto-Bumese 7 100,898 2.82Haw 1 6,361 0.18

The Thai-Lao groups/ The Lao is of course the maingroup of the 6 different Lao-Thai groups. Accordingto the definition of UNESCO, these 6 groups are notconsidered as minority peoples since they all shareLao language as their mother tongue. Nevertheless,we can find some strong particularisms among thesegroups such as:

language: Thai Leu, Thai Neua are very differentfrom Lao (same linguist" ':..mily)

writing: Thai Leu and Thai Dam have developeddifferent writing system from Lao

religion: Thai Dam are not Buddhists but animists.

The Mon- Khnier groups/ The ethnic. groups belong-ings to this linguistic family are very numerous (31groups) and have developed very different standard oflife. As the first inhabitants of Lao3. they have beencredited to production of the famous jars in the plainof jars (Xieng Khouang province). The principalgroup is the Khammu for whom a dictionary Lao/Khammu is under preparation. Nevertheless, much ofthe Mon-Khmer groups such as Khammu and Katangare in a process of acculturation to the Lao society.These groups have usually a low standard of lifemainly due to a lack of skills in wet land cultivationand illiteracy. Another group known as Youmbrielives in family groups in less than ten persons in thedeep forest of Laos. Their way of life is close tostone-aged civilization.

The Hmong-Yao groups/ The Institute indicates 2groups which should be divided into 3 more groupsfor the Hmong (Green Hmong, White Hmong, stripedHmong) and 2 for the Yao (Lu-Miien and Len Ten).

The Tibeto-Bumese groups! The Institute indicates 7groups but in fact a lot of sub-groups composes thispopulation notably for the Kaw group (Akha). TheMusso, Sila and Lobo are the main groups of thislinguistic family.

Both the Hmong-Yao and Tibeto-Burmese groups arestrongly culturally centered and usually live in self-sufficiency. Nevertheless, they more and more openthemselves to the rest of the Lao society.

The Haw/ the Haw is a sub-group of Chinese Han.They are mainly living in Phongsaly province on theChinese border and are quite adapted to the LaoSociety.

As a national policy of the Government of the LaoPDR, a particular emphasis is being placed on findingsways to more fully integrate all ethnic groups into theeconomic and social life of the country.

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2. Educational profile of minority peoples

a) General information

Although estimates of adult literacy vary, rangingfrom 45 to 76 percent, reasonable estimates are 50percent for all adults, 55 percent for males and 45percent for females. Significant efforts were made tobuild primary education after 195. but although theratio of schools to students increased markedly,particularly at the primary school level, the quality ofeducation did not keep pace with the expansion of thesystem. Efforts to improve education and health arebeing made and, for education, it is recognized thatmore public resources must be devoted to teachers'straining, their salaries, and teaching materials.

b) Specific information

There is no accurate data of the ethnic groupsliteracy rate but just some cases samples from differ-ent places within the country. Here are three ex-amples:

1) Sekong province/Dakchung districtThis district is made of 95 percent of LaoThung ethnic group population (Tallang,Katou, Al lak, Lawe '") and 5 percent of LaoLoum. 89 percent of the total adult populationof this district is illiterate.

2) Xieng Khouang province/Nong Het districtNon Het district is made of the 3 main groupsof Lao PDR. They are Lao Loum (Thai Puane/18% of the total population), Lao Soung(Htnong/62%) a.v! Lao Theung (Khammu andPhoung/20%). 1990 illiteracy survey indicatesthat:

21% of the Lao Loum are illiterate69% of the Lao soung are illiterate51% of the Lao Theung are illiterate

3) Vientiane province/Hom district/. survey was carried out in 1991 in 9 Hmongvillages about illiteracy. Here are the figuresfor the adult population over 14 years old:

Rate of illiteracy for men/57 percentRate of illiteracy for women/88 percent

3. Present situation of literacy programmes andbasic literacy reading materials for minoritypeoples

a) Literacy programmes

There are several programmes addressing theproblems of basic literacy for minority peoples.Two programmes are worthily to mention for theirexpected impact nation-wide.

"Education for Ethnic minorities". Thisproject, just starting this year, aims to enhancethe capacities of the National Non-FormalEducation centre in order to implement educa-tion for Ethnic minorities in 2 remote provinces(Oudotnxay and Sekong). The duration of this

project is 4 years and is partly supported by theUNDP.

"Literacy and Post-literacy Training forWomen of Ethnic Minorities". This project isthe extension of a project pilot implemented 2years ago in Luang Nam Tha with the supportof UNESCO. The extension phase, juststarting this yea too, will cover 7 provinces.

In addition, there are other programmes carried outwith the support of Non-Governmental Organiza-tions such as Ecoles Sans Frontiers (Luang NamTha), World Education (Xieng Khouang) andNorvegian Church Aid (Bokeo).

b) Reading materials for Ethnic Minorities

Included in the frame work of the projects men-tioned above is the production of reading materialsrelevant to ethnic minorities. Materials are mainlyproduced at ale National Non-formal EducationCenter and some at provincial centers. In addition,a joint project of the Non-formal EducationDepartment and Ecoles Sans Frontier is the"Educative Cartoon Project" as a mean to improveliteracy among Laotian multi-ethnic communitiesliving.in remote areas. (find attached the evalua-tion report of this project which is running up to1995).

4. Main problems/obstacles of the basic literacyreading materials for minority peoples

There are 2 main problems concerning basicliteracy reading materials for minority peoples.

a) There is in general few interest in reading in theLao society mainly due to the poor quality andquantity of materials available. Along with theimplementation of literacy projects, workshops onmaterials production are planned. Beside, theeducative cartoons project aims to create a newinterest in reading by the creation of relevant andattractive reading materials. (find attached a set ofthese materials).

b) Ethnic minorities usually live in remote areas inwhich basic infrastructures are not availablenotably education and health. This has 2 conse-quences: (1) the literacy rate remains very low dueto the lack of facilities (2) Educative readingmaterials do not reach those remote areas.

5. Future scope of literacy for minorities

The 2 very important projects implemented by theDepartment of Non-formal Education mentionedabove are considered as pilot projects for the futurescope of literacy for minority peoples.

With regards to the development of readingmaterials for ethnic people, a new project of"Educative cartoons specifically for EthnicMinorities" should start next year. The objectivesof this project are to develop reading materials

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with a great participation of the Ethnic peoplethemselves. This will be done through the creationof "Ethnic groups committees" composed ofpersonalities from the group. The reading materi-als will address cultural as well as socio-economicstrengths and weaknesses of each particular groupand will try to suggest ideas to help these peoples.The format will be cartoon and the language Laosince none of the Ethnic groups in Lao PDR hasdeveloped a genuine writing language.

MALAYSIA

by Zainal bin HamzahAbdul Halil Ismail

Federal Community Development Dept.

Malaysia is a multi racial country and the popula-+ctices many types of religions. Malaysia

of 14 States in which two of the States that isSaba', and Sarawak are situated in Borneo Island.However, in Malaysia, only these two States have theProgram of Functional Literacy Programme. This isdue to the very high illiterate groups. The AnnualStatistical Bulletin of Sarawak indicates about 42% ofthe population are illiterate. 3% are semi-literate and55% are literate. The population consists of 33% maleand 51% female. There are a lot of differencesbetween the population living in the urban and ruralareas.

For the urban areas, there are about 18% illiter-ate, 5% are semi-literate and 77% are literate. Whilethose who live in rural areas, 48% are illiterate, 2%are semi-literate and 50%, are literate. In terms of thedifferences between men and women in the urbanareas, there are 11% illiterate, 5% are semi-literate and84% literate for men. While the women, 25% areilliterate, 6% are semi-literate and 69% are literate.For those who live in the rural areas, the comparison isthat 38% are illiterate, 3% are semi-literate and 59%are literate for men, while the women, 57% areilliterate, 2% are semi-literate and 41% are literate.Due to this, it shows that there are more illiterate inrural areas than in urban areas, more women areilliterate than men, and an illiterate prevalent amongminority ethnic groups than ethnic majority.

Due to this factors, we provide the programs forthe Functional Literacy programs under the Ministryof Rural Development of Malaysia. We try and madeour best to eradicate illiteracy so that illiterates willbecome semi-literate and literate as well. The targetindividuals of the adult literacy program are youth andadults, generally along 15 years of age and those wholive in rural areas where they have no chance oropportunity to go for a formal education due to thecommunication and the distance of the village.

Because of the illiteracy is quite high and thecommunity lives in scattered areas, we therefore needmore workers and volunteers. What we found out isthat before we would he able to produce our programs

to the illiterate groups, we must make sure that wehave a place for the group and the participants to meetand to discuss, apart from ensuring that teachingmaterials are in save custody. Other than that, ifpossible we do supply them or the villagers withtelevision and video player so as to attract theirattention. This type of teaching materials is verymuch in need, because most of the villagers where weproduce the Functional Literacy Program is quite poorand the community will be exposed by watching videoof Health Development, Economic Development,Political Development and other sources of positivefactors. By doing this, they will be easier, faster andmore interesting in following our program of Func-tional Literacy.

Although at the present moment, we have morethan 148 classes in the State of Sarawak where thereare more than 3,000 participants and 112 communityworkers, but the need for basic education for minoritypopulation is in the high need and demand. Before weproduce the curriculum and the literacy materials tothe villagers, our supervisors and our communityworkers will make sure that they are using the 3approaches i.e.. Objective-Oriented, Problem-Oriented and Investigation approaches, which isdepending on the community of difference ethnicgroups.

Other than that we have to consider these factorswe have yet to consider their personal profiles of thetarget learners: age, marital status, ethnicity, economicsituation, education attainment, social and politicalorientation as well as their believing system.

As so, or worker's role is to facilitate, to encour-age learner to consider the problems and their poten-tial solution in light of their own situation and that oftheir community and the best technical knowledgeavailable. Special concern are being directed toindividual and community.

MONGOLIA

by M. BatjargalMinistry of Science and Education

Until the recent time Mongolia has maintainededucational system dominated by the formal educa-tion, only through schools children and people of allages were able to get education and literacy. Thepresent market economy transformation demands tochange this system and introduce flexible system thatmeets educational needs of the population Thereforewe now in Mongolia search ways and means toestablish a continuing educational system of which acomponent part is non-formal education.

There is a trend for increasing the share of the non-formal education in the educational system under thetransition to market economy. The non-formal

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education proved to be effective method of educatingpeople and eliminating illiteracy in the Mongoliancondition where the population is scattered all over thevast territory and engaged in animal husbandry, in acountry where transportation and communication arenot, adequately developed. There is also anotherreason for that. During the last three years out of allschool-age children 108 thousand have not beencovered by schooling. That means one in four is outof school.

There are 16832 un-educated persons among thepeople of 18-44 ages, out of these 6928 are said to beilliterate.

The Ministry of Sciences and Education aware ofthis serious situation has taken decision to introduce anon-formal education and started implementing thismeasure. This can be considered as a follow-upmeasure taken in implementing the recommenoationsof the "National workshop on the preparation ofliteracy follow-up materials" organized jointly byACCU and the Mongolian Ethretion Ministry in June1992.

't is gratifying to note that not only the centralgovernment but also local administrations and thepublic are getting aware of the importance of the non-formal education and taking various initiatives for itsintroduction. For instance. in some places educationalcentres, non-formal education departments are beingset up. These organizations and people in town andrural areas conduct training of illiterate adults andschool dropouts and teach then how to survive andlearn to live in the market economy conditions. Inpreparing educational materials they adapt them to thelocal conditions which prove to be effective.

In preparing literacy materials we try to make themattractive, simple easy to understand and learn, closeto the life and need of the people as re.comMended byACCU.

The materials of the national seirriiiiir held inJanuary in Bayankhangor aimag in the framework ofthe "Gobi Women's Education" 1,1oject were preparedin accordance with those recommendations.

If until now a text-book compiled by a certainperson and recommended from the centre served asthe only material, now the situation has completelychanged.

However, teaching literacy to adults is veryspecific in our country. We face today a problem ofhaving bi-script. In the period of the "socialist"system we had to drop the beautiful old Mongolianscript which the people have been using for a thousandyears. Now we take measure to restore the old scriptand prepare it for a official use and for this purposework out training programmes.

MYANMAR

by U Than HtutInstitute of Education

1. Situation of minority population

It was in the 1990s that development of borderareas and remote areas was given the emphasis thatthey deserve. Two major milestones can be discerned

one was the establishment of the Academy forDevelopment of National Groups which was laterupgraded to a university in May 1991. The Universityfor Development of National Races turns outgraduates who have been trained as teachers-cum-community leaders. The languages of the minoritygroups are studied and taught in that university.

The other milestone is the establishment of theMinistry for Progress of Border Areas and NationalRaces and Development Affairs. The Ministry was re-organized in 1 April 1993. These milestones augurwell for the further development of the national racesof the Union.

In order to ensure the greater development of theborder areas and other under served areas, theGovernment has established an additional 178 primaryschools and 12 middle schools and 585 teachers havebeen appointed during the last three years. Thepresent, 11.525 children from these disadvantagedregions are enjoying the benefits of education for thefirst time. As of August 1992, the state has spentabout 70 million kyats provision of school buildings,furniture and staff salaries in these border areas.Teachers serving in these areas receive double salary.

skills. The Ministry of Information has also set up anetwork of information centers at the township level.All these ministries and departments may be regardedas an informal network which partly meets the non-formal education needs of the country. The activitiesof these organizations are co-ordinated by the NationalCo-ordination Committee for EFA/APPEAL. Thiscommittee which was established over a year ago isheaded by the Minister of Education as chairman andrepresentatives from various Ministries, departmentsand NGOs serve as members.

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2. Situation of minority population

It is becoming more and more apparent that moreand more women are illiterate. This is more so in theborder areas. The national figure for illiteracy standsat 78 percent (male - 84 percent and female - 72percent).

3. Looking ahead

The EFA 2000 goal which has been set up is toreduce the adult illiteracy rate from 22 percent to 11Percent among those aged between 15 and 45 years.

Certain strategies have been worked out in orderto achieve these goals. These are:

11 2

to achieve these goals. These are:

consider establishment of non-formal educationinvolve NGOs /private sector in literacyrapid sample survey of literacy among selectpopulation groupsliteracy committees and activities at townshipand village levelsfunctional literacy materials distributed nation-wideaccelerate institution building

The constraints which exist are varied. But mostimportant of an., there is no coherent literacy policy(since 1988), there is a weak institutional base andliteracy rates are declining.

4. Materials development

Literacy activities and materials development areundertaken by a net-work of community-basedorganization under the general policy direction andguidance of Myanmar Naing-ngan EFA/APPEAL Co-ordinating Committee under which the followingworking committees have been formed:

(1) Committee for Eradication of illiteracy;(2) Committee for Continuing Education; and(3) Committee for Universalization of Primary

Education

The outreach is to the village communities.Along with literacy programmes, other programmessuch as vocational skills training, income generation,quality of life improvement among others will beinitiated. A multi-media approach will be used andsustainable activities will be carried out with theactive involvement of government and non-governmental organizations, the various interestedgroups, the private sector and, most important of all.the communities.

5. Materials for minority population

Since the Myanmar language has served as alingua franca for centuries dating back to the Paganera (11th century), it has been adopted as the languagefor developing literacy reading material. Anotherpoint which must be borne in mind is that though thereare eight major ethnic groupings, as many as 135linguistic groupings have been identified. However,in keeping with the language policy of the countrywhich encourages the teaching of the indigenouslanguages (as the mother tongue) up to the lowerprimary level (i.e., KG, Standards 1 and 2), primersand readers in these indigenous languages have beenprepared. Some of the languages of the ethnic groupshave been Romanised and so work has beenundertaken to convert hack to the Myanmar Script. It

is but a logical step to translate the basic literacy(learning) packages into the languages of theminorities. It is foreseen that the graduates of theUniversity of the Development of National Races willplay a leading role in the literacy activities of theminorities in Myanmar.

PHILIPPINES

by Martin S. EminNFE Supervisor

Introduction

The indigenous tribal communities in thePhilippines is about 11 million. The 20.4% of thenation's 64 million 6.5 million or 59% are members ofthe indigenous Tribal Communities namely: Ibalois,Kankanais, Itnegs, Bontocs ang Tingguians of Region1, the Bungkalots, Kalingas, Apayaos, Higaonons,Manobos, Matnan was, Dutnagats, Tibalis, Tirurays,Bagobos, Bukidnons, Mansakas, Sangils, Mandayas,Tasadays and rviatigsalog of Region IX, X and XII. Asizeabie number of the indigenous TribalCommunities are distributed in Regions III, IV, V, VI,and VII.

A little over 4.5 million are muslims like theMaguindanaons, the lranons, and the Mat,...1:tws ofRegion XII, the Tausogs, the Yakans and the Samalsof Region IX, a mixture of all these muslims tribes areobserved in significant proportions inhabiting thevarious Luzon and Visayas provinces includingPalawan. A considerable number of these mixturegroups of muslims are also found in the provinces ofRegions X and XII.

Statistic shows that in the Philippines today thereare 2.8 million illiterates and 11.7 million arefunctionally illiterate Filipinos and majority aremembers of the cultural communities.

Because of this very big numbers of illiterates thatare found in the country today. His ExcellencyPresident Fidel V. Ramos issued memorandumCircular No. 71 dated September 7, 1993. TitledStrengthening The Resolve to Eradicate Illiteracy bythe Year 2000.

This Memorandum Circular 71 is Mandating thedifferent line agencies of the government, includingnon-government and private sectors to collaborate inorder to eradicate illiteracy in the Philippines asenvisioned by the National Leadership.

The medium term Philippine Development Plan(MTPDP), 1993-1998 has for its development goal theimprovement of the quality of life of every Filipinosthrough the people empowerment. The only way toachieve this goals is through the development ofhuman resources. The government should investmore, in education both formal and non-formal. Thetraining and improved basic services in health andnutrition must he given emphasis by the agenciesconcerned if we want to improve the quality of life ofthe poorest of the poor.

Functional illiteracy is a formidable barrier to theempowerment of individuals. Without literacy, one isunable to fully reach his potentials, limited in hiscapacity to engage in gainful work, and inhibited fromparticipating in the social, economic and civic

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decision making processes in the community.

Functional illiteracy is also a serious road block todevelopment. In communities where illiteracy rate ishigh, social development trends to be low. In suchplaces are found the social characteristics associatedwith poverty such as high population rates, highincidence of malnutrition, maternal and infantmortality rates, and high unemployment rates.

To respond to this, situation, the Department ofEducation Culture and Sports developed the non-formal Education Project under a loan assistance fromthe Asian Development Bank which is scheduled forimplementation this year 1994 and will end by 1998.

The project will contribute towards the country'spoverty alleviation by (1) raising the literacy andnumeracy skills of the poor (2) enhancing theircapacity to engage in self-help and communitydevelopment activities, and by (3) expanding access tobasic education by (4) establishing NFE equivalencyand accreditation system and alternate learningprogram to serve the poor communities with largenumber of school drop outs and low schoolparticipation rates.

By 1998 the project shall have: raised the basicliteracy rate to 98% and the functional literacy rate to85% in the target barangays established an alternativelearning system, including equivalency testing andaccreditation program up to secondary level;developed a broad range of locally-adapted learningmaterials for functional literacy; evaluated the cost-efficiency and cost effectiveness of strategies; andestablished an institutional structure and managementsystem in DECS-NFE.

The project components are: functional educationand literacy program (FELP). This component aims toprovide illiterate and functionally illiterate adults andOSYS from the poorest baragays.

This component will strengthen the institutionaland staff capacity of DECS to design, manage,monitor and evaluate new strategies beingimplemented through the project. Likewise staffdevelopment, special services and training workshopwill be provided to strengthen the effectiveness ofDECS staff and field implementors. To undertakeFELP and CEP.

PHILIPPINES

by Amina Rasul-BernardoMagbassa Kite Foundation

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I. Rationale for Basic Education and Literacy inthe Philippines

The Philippines is steadily gearing up for the year2000 when it envisions itself to have reached thestatus and standing of a newly industrialized country,one of the Economic Tigers of Southeast Asia. Abasic pre-condition is a large pool of skilledmanpower. Thus, the government has includedmanpower development as a major part of its mediumterm development plan.

As of today, illiteracy is still a major hindrance tothe empowerment of the people. Pre-literates aremore unlikely to be able to participate fully andmeaningfully in the socio-economic and politicalprocesses that surround their everyday lives. They arenot able to increase their productivity through themaximum utilization of opportunities that scientificand technological advances afford them. Moreimportantly, illiteracy can stand in the way of attainingnational consciousness through the full understandingof cultural values and traditions.

The 1990 survey of the National Statistics Office(NSO) places the basic literacy rate of the Philippinesat 93.54% among the ten years and above age group.While being statistically high, the absolute number ofpre-literates in the country come to a staggering 2.85million. The industrialized urban centers account forthe largest number of literates while the rural areas,especially the areas predominantly peopled bymembers of the cultural communities, have the biggestnumber of pre-literates. Tawai-Tawi, one of the fourprovinces that comprise the Autonomous Region inMusli Mindanao, registers the highest number of pre-literates at 63.!:%.

While the Philippines is known to put a premiumon education, 52% or 1.5 mill of the total number ofout of school youths are children below thirteen yearsof age who are supposed to be in elementary school.For some, there are just no schools to go to. One outof every four barangays do not have elementaryschools while 4% of municipalities do not have highschools. One out of three existing public elementaryschools are incomplete, with offered grade levels fromGrade 1 to Grave V'.

For most, the opportunity cost of going to school istoo high. The urgent requirement to satisfy basichuman needs of food, clothing and shelter compelsmembers of most families to he at the workplace or tostay at home and save the money which will otherwisego to cover the cost of education. This state of affairsserves to highlight the high correlation betweenpoverty and illiteracy. It is generally the case that one

Department of Education, Culture and Sports

is illiterate because one is poor and one is poorbecause one is illiterate. The vicious cycle of miseryis most evident among the cultural communities of thePhilippines.

The Philippines government estimates that alone, itwould take 31 years to combat the present state ofilliteracy; with help, the length of time can be reducedby 50%. Consequently, President Ramos has issuedMemorandum Circular 71 titled Strengthening theResolve to Eradicate Illiteracy by the Year 2000 toattend the fight against illiteracy.

The passage of Republic Act No. 7165 whichcreated the Literacy Coordinating Council addedimpetus to the literacy efforts of the country.Authorized by Senator Santanina Tillah Rasul, the lawmandates the creation of an inter-agency body thatwould act as an overall advisory and coordinatingbody, providing policy and program directions for allliteracy endeavors in the country.

Indeed, the Philippines has succeeded in makingilliteracy an issue which needs to be addressedurgently. Today, non-government organizations suchas the Magbassa Kita Foundation, Summer Institute ofLinguistics, Translators Association of thePhilippines., and the Mercy Corps find themselves inthe forefront of the struggle against illiteracy, togetherwith the Bureau of Non-Formal Education of theDECS.

Annex C shows the location of the differenteducation and literacy programs presently beingimplemented in the Philippines and theirimplementing agencies.

II. Present Basic Education and Literacy Efforts inthe Philippines.

It is worthwhile to note that while the differententities involved in the literacy effort in thePhilippines have different specific objectives/thrustsand target beneficiaries, each have identified commonhigh impact interventions and have chosen to directtheir major activities towards the indigenous culturalcommunities. Identified were seven common keyfeatures of literacy programs presently implemented inthe country. The teaching methods as well as theliteracy materials are tailored according to thesefeatures:

I. Education as a value. Education as a vitalprerequisite to participation in the socio-economic andpolitical activities of the comity is a major thrust of alleducation/literacy programs in the Philippines..However, there is weak motivation and little on thepart of the pre-literates. Thus, education isconsistently marketed as a value.

2. Functional Literacy as a Factor in Child Survival.Most non-formal education programs in the countryintegrate health education as one of their components.Basically done to supplement the health servicesoffered by the national government, the projects aim

to check the high relation between illiteracy of motherand child mortality.

3. Rnctional Literacy as an Entry Point forLivelihood. Training modules on livelihood are eitherintegrated into literacy training or offered as a separatepost-literacy training for neo-literates. This aspect ofthe non-formal education system is doublyadvantageous in that it does not only equip thebeneficiaries with the skills to supplement theirincomes built it also serves as an incentive for adultpre-literates to acquire functional literacy skills.

4. Community Involvement. Community supportensures the success of any education/literacy project.Thus, prior to project implementation, consultationswith the local government units and the tribalhierarchy are undergone to ensure cooperation andacceptance of the project.

5. Indigenous People as Para-Teachers. Where it isapplicable, newly literate members of the targetindigenous communities are tapped as literacyfacilitators. They are trained on the delivery of non-formal education and encouraged to draw up their ownclass lists. Trainers who come from the targetcommunities can better assess the needs of thebeneficiaries and are better equipped to address them.Also, they are the best recruiters of participants to theliteracy classes.

6. The Vernacular as the Medium of Instruction. Theuse of the mother tongue as a medium of instructionand for literature (learning materials) has been provenmore effective for the following reasons.

* learning materials in the vernacular serve tomotivate the target communities more into learningto read and write;

* it is easier for the adult learner to relate writtensymbols to sounds and concepts of a language thathe has knowledge of than to those of an unknownor partially known language;

* the usage of the mother tongue promotes individualand ethnic identity;

* self-esteem is bolstered through the use of themother tongue: and

* language is preserved for the future generations andfor anthropological researchers.

7. Relevant Non-formal Education Programs. Whilethere arc commonalities between the differentprograms existing in the country especially in terms ofvalue formation and general orientation, each strivesto he flexible in order to respond to the diversity of thecultural communities they serve. Accordingly,program materials are fashioned after the unique needsof the committees.

III. Case Study: The Magbassa Kita Foundation

A. Background

Dialed of the Tausug Tribe. one of the five major Muslim tribesof the Philippines.

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Project Magbassa Kita which means Let Us Readin Tausoe was developed and initially implementedby Senator Santanina T. Rusul in 1966 in response tothe challenge of then Executive Secretary Rafael Salasto address the issue of high illiteracy in the provinceof Sulu. The literacy rate among Muslims generallytend to be the lowest registered in the country. Atpresent, the trend has not been reversed. In 1990, theAutonomous Region in Muslim Mindanao had thelargest number of pre-literates in the whole country at406,415. Its literacy rate was at a dismal 71.97%,21.57 percentage points less than the national averageof 93.54%. The region accounted for 14.28% of thetotal number of illiterates in the whole country. Thus,the need for a literacy program was and still is verysevere.

The project "Magbassa Kita" (PMK) started usingthe technique employed in the primer "MagbassaKita" which was originally intended for the Tausogsof Sulu who wished to learn how to read and write.PMK has been pretested for its effectiveness totransform pre-literates into functionally literateindividuals in 2-3 months" time. The project alsoprovides the new literates with marketable skills.

The project consists of two phases. Phase 1teachers non-literates to read and write by using thephonosysllabic method piloted by Senator Rusul.Lessons include market-accounting or basicarithmetic. Lectures on different topics such as healthcare, laws, and government are also included.Students are encouraged to suggest topics fordiscussion which they think are important.

Phase 2 is programmed to provide the new literateswith marketable skills or training in income-generati, projects. This module is designed to focuson the objective of the donor institution. In the past,Phase 2 has been developed not just for skills trainingbut also for maternal and child care.

The immediate objectives of PMK are thefollowing:

* To raise the level of literacy of adults and out-of-school youths

* To help augment family income through theintegration of livelihood training and skillsdevelopment into the project

* To promote moral recovery through the integrationof values formation into the projeci.

The long-range objectives of the project, on theother hand, are as follows:

* To help remove the illiteracy barriers to economicdevelopment and nation-building by the year 2000,in line with UNESCO's Education For All (EFAO

* To improve the quality of life of the non-literatepopulation and involve them in nationaldevelopment

B. Lessons and Experiences

I. Learning Areas

Literacy. PMK has never looked back since itsfirst class in 1966. In effect, that first class was thebaptism of fire for the project. Initial participationwas limited to the wives of the local officials of Sulu.Since then, participation has expanded to cover abroad spectrum of the society in the whole of RegionIX. The project's success can be attributed to thesuccess of its participants who have been observed asmore able to contribute to the economic, political andsocial life of their communities. These outwardmanifestations of the project's effectiveness haveenticed other illiterates to enroll and reap the rewardsof participation.

For the firs t half of 1993, the Magbassa KitaFoundation, Inc. was able to graduate a total of 990neo-literates. Participants' Profiles of the variousclasses of MKFI for the first half of 1993 containingaverage age, status, family size, religion, sources ofincome, languages spoken, level of schooling andliteracy rates are shown in Annex D.

Livelihood. The local community's response to thesecond phase of the project which aims to providethem with livelihood skills have been slow. Althoughraw materials, equipment, a center, shuttle service anda compensation scheme have been provided by PMK,resistance has been evidenced by a low participationrate. In contrast, the agri-business component of theproject is experiencing good patronage from thecitizens. This may be taken to mean that there are stillcultural/traditional barriers to non-agricultural sourcesof livelihood. An investigation has revealed that theintended beneficiaries of the project are prepared toparticipate given they will be afforded salaries and/oraccess to loans.

2. Delivery Scheme

The biggest challenge to PMK has come from theaspect of delivery. In terms of manpower, difficultieswere experienced and are continuing to beexperienced in trying to harness enough qualifiedtrainers/teachers to service the project's clientele. TheMagbassa Kita Foundation, Inc., the implementingarm of the project has been approached countlesstimes by various entities requesting for a 1:1 ratio ofPMK classes to barangays. Unfortunately, thefoundation has had difficulty recruiting qualified, localtrainers. Although there are a number of qualifiedteachers, most of them are already working with theDepartment of Education, Culture and Sports. MKFIfeels that tapping these same teachers wouldoverextend them to the detriment of either PMK orDECS.

However. MKFI's only option to date has been tohatless teachers who are actively involved with theDECS and some who have retired. The foundationtrains them to impart basic literacy and functionalliteracy to the target clientele. The foundation hasalso started to train the more outstanding graduates of

1(18

1.16

its programs to deliver its services to the clientele.

Teaching facilities and equipment are sadlyinadequate. In the absence of classrooms, classes arebeing held underneath trees and in private homes or inbarangay halls. At times when the latter are neededfor town meetings or other official functions, classesare called off. The use of private homes, althoughappreciated, are open to distraction from familymembers who walk in and out of the teaching area.Trees are inadvisable for obvious reasons whichinclude the difficulty in holding the participants'attention.

PMK provides the participants with pencils, paperand books. The primers are in several versions andtribe-specific. The language, illustrations andexamples reflect the cultural traditions of the targetbeneficiaries; thus, no primer is the same. However,the prompt delivery of these materials to theparticipants is hampered by the lack in transportfacilities and project personnel. The province of Suland Tawi-Tawi are archipelagic with inadequatetransport systems.

The unstable peace and order situation somelocations have also caused description of the classes.

For effective instruction and monitoring, classesare limited to 25 participants per.

3. Local G. vernment and CommunityParticipation

PMK has been sigularly fortunate in gathering thesupport of the various local officials in the areas itserves. The mayors, barangay captains and thereligious leaders have all been project. These officialshave also recruited the participants as well as providedfor the venues and equipment such as chairs andblackboards. DECS, too, has offered the use of itsclassrooms after school ours.

4. Impact Indicators

PMK has initiated a set of performance indicatorswhich are determined by written examinations andinterviews aside from tracing the changes in thenumber of enrollees and graduates.

Written examinations are given periodical andbefore graduation to the participants. They are testedon their reading and writing skills and numerously.

THAILAND

by Suvit PichayasthitNorthern Regional NFE Center

Education for the Hil !tribes in ThailandBackground

Until the last decade, the issues of education andsocial development of hill peoples were notadequately emphasized in development milieu. In thepast, the policy regarding these peoples wasfundamentally concentrated on national security. Thegovernment policy regarding hilltribe peoples wasexplicitly stated in the fifth National Economic andSocial Development Plan (1982-1987). The mainissues were concerned with administration; reductionor elimination of poppy growing and other habit-forming plants; and economic and social developmentof the tribe peoples.

Originally, these hilltribe peoples migrated fromsouthern China hundreds of years ago, and settledsouthwards in Burma, Vietnam, Laos, and NorthernThailand. The 1985-1988 survey conducted by theDepartment of Public Welfare (cited in CET, 1991,p.2) found that theiz. were 554,172 hilltribe peoplesliving in 3.553 villages in 21 provinces. The majorityof them live along the western boundary of Thailand.The greatest numbers live in Chiangmai, Chiangrai,Maehongsorn, Nan, Lampun, Prae, Lampang, andPhayao respectively. Although there are several tribesliving in Thailand, the 6 main ones are the Karen(comprising approximately 55% of all hilltribes inThailand), Meo (13%, Lahu (8.9%), Yao (6.7%),Akha (5.4%), and Lisu (4%) (HAE, 1986). Thesetribal peoples fundamentally earn a living throughbasic farming. Each tribe has its own beliefs,traditions, language, and dress.

Initially, the government did not have a specificpolicy regarding the education of hill people.Different organizations dealing with hill peopleprovided education for these people with differentobjectives. The Division of Tribal Public Welfareprovided education for hill people so that they couldunderstand and communicate with them in Thailanguage; whereas border patrol police and militaryunits provided education for tribal peoples as a part ofpsychological operation and national security.

Until 1963, the educational policy concerninghilltribe peoples was formulated. Since then, theeducational policy for tribal peoples was scatteredlymentioned in several places, such as in a e agreementof the Tribal Welfare Committee (1966); the TribalSub-Committee on Education (1969 and 1979);National Education Plan 1977; and the 5th and 6thNESD plans. By and large, the policy regarding theeducation of hill people was a part of other policiesrather than a specific policy on education. The currentpolicy on hill peoples was based on the 1976declaration which called for "the integration of the hillpeoples into the Thai nation, with Thai citizenship andfull rights to practice their religions and maintain their

cultures" (HAE, 1986, p.15). The policy aims toimprove economic and social conditions of hillpeoples as well as provide equitable participation inThai society. This, of course, means they will berecu;red to perform all duties of a Thai citizen and besubject to Thai law which forbids cultivation ofopium.

At the operational stage, the policy facednumerous difficulties. The problems ofimplementation included: geographical difficulties:security of development workers; economicconstraints of the highlanders; differences inlanguages and cultures between development workersand hill peoples; and unavailability of educationalapproach that would suit the living conditions of thesepeoples (CET, 1991, p.28).

During the early 1970s, a country-wide functionalliteracy project was iniplemented in rural areas in thelowland. The approach was introduced to highlandersin 1974, adopting the same curriculum, but withlearning contents related to hilltribe peoples (DNFE,1988). The functional literacy program for hilltribepeoples was implemented for a few years before theHAE model replaced it due to difficulties inmanagement.

It was the 1979 Tribal Sub-Committee onEducation that placed more emphasis on education oftribal peoples. As a result, the Hill Areas EducationProject (HAE) was initiated, and later this modelreplaced the functional literacy program. This projecthas led to a more concrete approach of education forthe tribal peoples.

The Hill Areas Education Project (HAE)

The Hill Areas Education Project was an effort tosystematize an educational approach that would suitthe living conditions of the hill peoples. The projectwas a cooperation of four main agencies: USAID, theDepartment of Technical and Economic Cooperation,the Department of Public Welfare, and the Departmentof Non-formal Education. After approval ofconcerned organizations, the project commenced inJune 1980. The implementation of the project wasundertaken by a HAE secretariat staff stationed at theNorthern Regional Non-formal Education Center,Lampang.

HAE was a 5-year experimental project attemptingto develop and experiment an educational model thatwould be compatible with the educational needs andthe way of life of the hill peoples. The educationalmodel was the integration between formal and non-formal education, with learning methods and contentsflexible and harmonious with the tribal cultures. Thatis, education has to be provided with health care,agriculture, and other areas of social developmenttargeted in the tribal communities. The project wasexperimented in 45 communities in Maehongsorn,Chiangmai, Lampang, and Chiangrai provinces.

Objectives of the Project

1. To develop an educational model which thefollowing characteristics (NRNFEC. 1984, p.7-8):

I) The curriculum, learning schedules, methodsand media which are flexible and responsible tothe community needs.

2) The emphasis is on personnel development ofthe group or the community.

3) The community must be involved and has thedecision-making power in the project planning,administrating and evaluating the projectactivities.

4) Education is integrated with development inhealth, agriculture, community development,and other services organized by governmentalorganizations or NGOs.

5) It promotes cooperation and group work amongHAE teacher, the peoples, and agents of otherorganizations working in the community.

2. To develop curriculum and learning materials thatwould respond to the needs and be harmonious withtribal cultures and can be used for both adults andchildren.

3. To develop a supervisory approach that would beacademically and administratively effective.

4. To develop a teacher training model both pre-service and in-service training, with an emphasis onworking skills in the tribal community andenvironment.

5. To develop an efficient cooperative system amongrelated agencies from the national down to the locallevels.

6. To develop monitoring and evaluation systems toensure the utilization of village data for planningand implementation of activities in thecommunities.

Principles of HAE

I. Education and development have to be providedtogether and in an integrated approach.

2. Education for hill peoples has to be community-based. for the development of the overallcommunity and the people.

3. The people themselves have to be involved inplanning and implementing education in theircommunity.

4. The teacher has to take the role that would facilitateoverall development of the society.

5. Education has to be flexible according theconditions of each community.

6. Educational activities nave to he compatible withthe life cycles of the people.

7. Education has to help promote cultural identity ofeach tribe.

The Curriculum

The 1981 curriculum requires approximately 6years, 6,000 hours of study time. There are twoparts of the curriculum: core curriculum (80%) andlocally constructed curriculum (20%). The subjectsin the core curriculum are categorized as (1) skillssubject Thai (2,100 hours) and arithmetic (700hours) comprising 35% of the total curriculum, and(2) promotion of social and life experience (3,900hours) comprising 65 %. The content areas of thepromotion of social and life experience comprise19 units covering such topics as family, thecommunity, food, sickness, mother and children,cash crops, land, forest, opium, animals, merchants,occupations, local handicrafts, local technology,natural phenomena, good things of our tribe, Thaicitizen, receiving information, and contactingorganizations. The local curriculum is developedby the teacher and learners based upon problemsand conditions of each community. Thiscurriculum constitutes 20% of the total curriculumand requires 780 hours of study.

The HAE Model

HAE is an educational model that integratesformal and non-formal education in the system. Itis a community-centered model which places anemphasis on community participation. Villages inthe nearby areas (normally within the range of 1/2-5 hours walking distance) are categorized into a"cluster of villages" comprising a "core village" and"satellite villages." Each cluster comprises 4-10villages. The core village, where the clustersupervisor is functioned, serve as the center forcoordination and administration within the cluster.Each village has 1-2 HAE teacher(s). At the corevillage is the cluster supervisor who acts like aheadmaster rest- )nsible for cooperation amongHAE teacher within the cluster.

atelitevillage

aemvillage

Sate litevillage

Satelitevillage

Satelitevillage

In each village, the teacher would cooperate withthe village committee to organize and set up a"Community Education Center." The Center is theresidence of the teacher as well as the place whereall types of education take place. In fact, the IIAE.model of education is so flexible that educationalactivities can be conducted any place and time.Each learner can learn according to his own pace

and convenience. Progress of each learner orpassing each content area is determined by thelearner's ability to complete educational objectives.

The teacher not only provides educationalactivities for adults and children but also performthe function of a development worker organizingother development activities in the community.The teacher encourages the people to take part incommunity-development activities. He worksclosely with the village committee as well ascooperates with representatives of otherorganizations dealing with health, nutrition, andagricultural development. The HAE curriculum isequivalent to grade 6 in formal school system.

During the experimental phrase (1981-1986), theHAE model was experimented in 45 villages (6clusters) in 4 provinces. Detail of the figures isillustrated in Table 1.

The experiment of the HAE project resulted in amore concrete and practical model of education forhill peoples. The education approach whichintegrates learning with the way of life of hillpeoples, their living conditions and cultures.

education curriculum for hilltribe peoples. Lampang:

In the past, when the lowlanders visited a tribalcommunity, they had a hard time communicatingwith the hill peoples. Not only did the peopleunable to speak Thai, they also avoided contactingoutsiders. Currently, such phenomena havebecome a legend in several communities. TN,pioneer of HAE teachers has also resulted in somenew primary schools in place of the HAE teachers:whereas these teachers are transferred to deeper andfurther remote communities.

After the conclusion of the experiment of the HAEproject in 1986, the model has been expanded toother provinces in the north and central areas. Themodel and learning materials were also adopted byother organizations including NGOs concerningeducation for the hill peoples.

By 1991, the HAE model was implemented in 8provinces in the north, comprising 163 HAEteachers reaching 7,920 hilltribe learners. Themodel was also adopted by provinces in the centralarea. Currently, the HAE model has beenimplemented in 14 provinces in northern andcentral areas (Table 2).

Although the HAE model has been expanded andadopted in several places and by both governmentand NGOs, the 1990 statistics shows that 40.67% ofhill peoples (5 years and older) were not able tospeak Thai, and 78.94% were illiterate (NRNFEC,1991). In fact, the implementation of the functionalliteracy since 1974 and the HAF, model can stillprovide educational services for approximately10(!4 of the hilltribe population. According to theHighland Development Project Plan (1992-1996),all hilltribe population 60 years of age and youngershould he able to communicate in Thai i,t their

daily-life activities. To achieve this goal, as well asto increase the literacy rate among hill peoples, thenation literacy campaign for hill peoples has beenlaunched since 1991 in parallel with the HAEmodel. Today, these educational approaches arestill being implemented.

These approaches and attempts from thegovernment and NGOs, to some extent, haveenabled a handful of hilltribe to be able tocommunicate in Thai. By and large, more than tenpercent of them have become literally Thai-literate.The figure of each tribe is illustrated in Table 3.

Considering the number of hilltribe peoples as awhole, this figure is still minimal. Since there aresome difficulties in contacting and reaching thetribal communities, particularly those in remote andrough terrains, it may not be practically feasible to

educate these peoples within a short time. Budgetconstraints and limitations of personnel to work inthese areas are additional factors that slow downthe educational services for these minority groups.Nonetheless, it cannot be denied that Thailand hasachieved moderate progress within the past decadeto enable these peoples to communicate, read andwrite in Thai. Other development activities havealso been organized in combination with education.It may not be in the very near future that we canprovide basic minimum education for all hi people.With the cooperation and strong intention of relatedagencies, however, it can be optimistic that we will,someday, be able to provide education, at least atthe literacy level, for all hilltribe peoples. And that,they would be more integrated in our society,perceiving themselves as Thai citizens who cancommunicate with others in the national language.

Table I The number of HAE centers implemented at the experimental period

Pro.. inces # HAEteachers

Chiangmat 17

Chiangrai 24Nlaehongsom 13

Lampang 7

Total 61

Supervisorteachers

221

1

6

Total(teachers)

# ofsilts

# ofIrnrs

Population

19 15 521 3.97526 16 675 4.97614 9 324 2.385

8 5 195 1.250

17 45 1,706 12,586

Source NRNFEC (1993). An evaluation report on the experiment of the use of learning media for of the primaryory,antzations including NGOs concerning education for the hill peoples.

Table 2 HAE Model Implemented in the North and Central Region

Pro N ince.; # HA Eteachers

Supervisorteachers

Total(teachers)

# ofvills

# ofIrnrs

Population

Chiangmai 147 20 167 122 4.720 28.300Chiangrai 98 14 112 91 3.500 14.450

Maehongsorn 77 13 90 77 2.310 20.636Lampang 16 2 18 16 464 3.680Prae 7 1 8 6 192 2.100Nan 48 10 58 39 4.500 25.562Tak 22 3 25 22 792 4.510Kampaengpetch 4 I 5 I 147 612Phay ao 10 3 13 10 280 3.600L impoon 5 6 5 5 105 1.510K.anchanaburi 17 2 19 17 476 4.352

Rachaburi 2 - 2 2 58 682Petchabun 2 2 2 62 718

Prachuabkinkhan 2 2 2 50 688

Total 457 70 527 412 17.656 111.338

Source: NRNFEC (1993) An evaluation report on the experiment of the use of learning media for the primaryeducation curriculum for hilltnbe peoples. Lampang: NRNFEC

Table 3 Percentage of hilltribe literate according to tribal category

Tribes # or population Literate & of(as of 1992) 3f 1999) literate

Karen I 260.864 46.535 17.83

Mao 90.921 11.676 12.84

Lahu 57.144 5.210 9.11\ Liu 32.041 1.794 5 60

I)

ao

tin27.54525.613

7.4616.009

27.0823 46

I isti 22,743 2.856 12.56Khantu 8.392 3.124 37.22Lau 8.066 2.741 33.98

Total: 533.329 87,406 1639

urce Data from NRNFEC's 1993 statistics.

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THAILAND

by Rujjee BoonleoySouthern Regional NFE Center

Southern Thai Muslim Education: What have theylearned?

Most People in five southernmost provinces areMuslims, Narathivas has the most 78%, Satun 66%,Yala 63% and Songkhla 33%.

Thai Muslims in Southern Thailand has its uniquecustom and culture which is different from otherThais: dressing, dinning, characteristic of houses,language and folk-lays. Specially, the language theyuse is "Yawai" (Malay language) in daily-life. They,undoubtedly, have lest opportunity to speak Thai.Their ability in listening, speaking, reading andwriting Thai language is less. Some cannot speakThai language.

Level of people education in rural areas of1,163,584 people (results from 1988 survey) are:

1.4.03% (46,849 people) cannot listen, speak, readand write Thai language

2.6.31% (73,399 people) cannot read and writeThai language

3.77.9% (905,968 people) have primary educationor higher

4.6.9% (80,603 people) have lower secondaryeducation

5.3.0% (35,384 people) have upper secondaryeducation

6.1.9 .4) (21,384 people) have higher educationthan upp( r secondary education

Literacy rate

Number of illiterates is one of the most importantindicators that shows the quality of nation education.Data from National Literacy Campaign (collectedfrom September 1986-1987) indicate that illiterate rateof Southern people is one of the most importantnational problems. Comparing to national literacy ratethat is only 1.75% of total population, Southernmostprovinces have higher rates, they are:

Narathivas 6.46%Pattani 5.51%Yala4 .22%Satul 3.79%Songkhla 2.06%

Non-formal Education Department, later, consid-ered this problem and conducted national literacycampaign, the project, UNESCO awarded, was verysuccessful in campaigning illiterates to get educationservice. Most of the provinces can eradicate illiterates(numbers from the figure lists). However, the resultsof the campaign were not satisfy.

Narathivas

Pattani

Yala

Satul

Songkhla

38.99% (get service)15.93% (graduate)20.16% (get service)7.13% (graduate)100% (get service)100% (graduate)100% (get service)100% (graduate)100% (get service)100% jaduate )

The figures showed indicate some people attitudestowards learning Thai language. These people mostlyare Muslims, and use "Yawi" dialect (Malay lan-guage) in daily life. Besides, it shows the attitudestowards education. The Thai Government has putvery much effort to educate these people in manyprojects and activities.

Literacy and Basic Education: Present State

Due to the illiterate of people in Southernmostprovinces creates understanding problems, communi-cating and getting service from government agencies,these problems have effected on national security, too.

The government, therefore, set up the policy inpromoting the Thai language for Southernmost peoplewho are Muslims. Non-formal Education Department,Ministry of Education is one of the agencies that putmuch effort or this policy, by conducting manyprojects on promoting Thai language. Some are:

1. Functional Literacy Program. The program aimsto promote people in literacy, tea ng, writing andnumerously, which can be tools in searching forknowledge, finding out problems and making decisionthat is fit to hisfher'own needs and concerningsurrounding and also knowing how to get servicesfrom government agencies. The program learningcourse is 224 hours at least 5 times a weak, eachlearning time is 2-3 hours.

2. Village reading center. The totals are 1,424 villagereading center.

3. Nation Literacy Campaign. The project aims toreduce the illiteracy rate of people between 14-50years of age, not finished prathom 4 (grade 4), andilliterates to be able to read and write basic Thai. It isa fundamental education course. The learningstategies are only simply and convenient to students inlearning places, strategies and time. It also useteaching one to one method.

Three sets of texts, prepared by NFE Departmentare:

IrMari Mnggi" a preparation text to students2)National Literacy Campaign text (book 1)3)National Literacy Campaign text (book 2)

Students can choose only om. text to learn, aftercomplete the text, students can set for the test.Criteria of passing are: reading 50% and writing 505.The project services 15,350 people.

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4. Teaching Thai by mean of radio. The project is toget people to have skills on listening and speakingThai. The 30-minute-program has 3 models,dialogues, drama and law cases. The procedures are:

1)preparation to title2)case presentation3)word practice: 4 words/and 4 sentences4)drills5)conclusions

Presentation is done by program masters ofceremony both Thai and Malay. The program isbroadcasted on local radio stations in each province.However, the time broadcasting is considered by thestations and provincial NEE centers.

5. Promoting Thai language by mean of television.The project's objectives are to develop the people'sknowledge and attitudes towards Thai language. Itfocuses on listening and speaking. Moreover, it alsoaims that they car use Thai in daily-life tocommunicate, search for more knowledge and developthe quality of life.

The 30-minite program has procedures:

1) master of ceremony opening program (1 min.)2) entertainment series: movie/drama/feature series

,10 min.)3) master of ceremony conclusion the entertainment

presented and introduces next series.4) word teaching situations/or feature series (5 min.)5) teaching, words (10 min.)

a. new words: 4 words are presented with sentencesb. revisionc. topics for thinking

6) master of ceremony closes program.

The program is broadcasted on channel 11, HatYai Monday through Friday, 16:00 16:30 p.m.

6. Promoting Thai language under harb BanburuProject. The project aims to develop the peoplelistening and speaking skills. It is an interested group,within 3 stages, each 30 hours. Local resources act asteachers. The project funded by interior securityoffice, Ministry of defence. The project has started in1992 with 11,400 students.

VIET NAM

by Nguyen Khac BinhContinuing Education Department

Status and Orientations for EducationDevelopment (In ethnic minority areas in Vietnam)

1. Background on Ethnic Minority Areas inVietnam

Vietnam has 53 ethnic minority groups such asMuong, Tay, Nung, H'Mong, Cham, Khmer, etc. with

a population of 12,000,000, accounting for 17% of thetotal population of the country.

Ethnic minority groups live scatterly in the midland and mountain provinces where economy is under-developed, climate is harsh, transport and informationare poor.

Most of the ethnic minority people live on farmingand frosty. A few of them are still used to nomadiclife.

On languages, all ethnic minority groups have theirown languages and some of them have differentwriting characters such as Bana, Ede, Tay, Thai,Khmer and Cham. In Vietnam, Vietnamese is theofficial national language. All administrativecommunication uses the national language. Ethnicminority languages are used only among their groupsin their own locations. However, those ethnicminority groups want to learn their own language isassisted and helped by the government to developtheir languages.

II. Education Development in Ethnic MinorityAreas

1. Due to living in remote areas with under-developed economy, ethnic minority people'seducation has been greatly affected. Although theState has paid great attention to investing indeveloping education in ethnic minority areas, it hasnot met social needs. The rate of children aging from6 to 14 go to school is very low. Only 70% of schoolage children go to school every year.

Besides, due to economic difficulties, the schooldrop out rate is high with the annual average of 2.0%.In some special localities, this rate is even higher.Therefore, universalization of primary education itthose areas have not yet been completed, is evenhigher. Therefore, universalization of primaryeducation in those areas have not yet been completed.

This situation leads to the increasing number ofilliterates in the mountain areas (ethnic minorityareas).

According to the statics released by the NationalLiteracy Committee in 1990, there are 747,300 peoplein mountain province!, aged from 15 to 35 areilliterates, accounting for 40% of the total illiterates inthe country. In Ha Giang and Tuyen Quang provincesalone, there are 143,000 ethnic minority illiterates(accounting for 34% of the population in the 15-35age group).

In 1991, 1992 and 1993, the State continued tofund literacy work in ethnic minority areas and gavepriority to those areas. This effort has led to more andmore people become literates in those years.

In 1993, according to statistics released by theNational Literacy Committee, some 40,000 people ofdifferent ethnic minority groups are attending literacyclasses. In some locations, post literacy classes havebeen opened.

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2. To standardize guidance of literacy work in thewhole country, the Ministry of Educe alizi Traininghas enacted a national literacy program.

Along side with literacy program, the Ministry hascompiled and published a set of three books forliteracy classes. This is a basic material for literacyactivities in the whole country.

However, to be suited to the characteristics of theethnic minority areas, the Ministry of Education andtraining has compiled teaching materials inVietnamese for ethnic minority people as a secondlanguage. In recent years, the Ministry of Educationand Training has organized many training workshopsfor teachers of literacy classes in mountain areas onteaching methods and the use of national literacymaterials in literacy classes in ethnic minority areas.It has piloted the training of primary school teacherswho are teaching both primary classes and literacyclasses for adult and children.

In some areas where ethnic minority groups havingtheir own writing characters, the Ministry ofEducation and Training has supported the localeducation and training services in compiling andprinting teaching materials in their mother tonguestogether with teaching materials in Vietnamese suchas Gia Lai and Kon Turn provinces. Despite greateffort, literacy work in the ethnic minority areas is stillmeeting with difficulties. The compilation of separateliteracy textbooks and syllabus have been carried outslowly. Up to now, a set of literacy textb000ks forethnic minority people has not yet been compiled andpublished.

Therefore, the Ministry of Education and Trainingis now trying to solve this problem step by stepincluding the teaching in their own languages to ethnicminority people and teaching in the Vietnameselanguage.

VIET NAM

by Nghiem LuongResearch Centre for Adult General Education,National Institute for Educational Science

Eradication of Illiteracy for Minority People inVietnam

Over the past half a century, Eradication ofIlliteracy (EOI) and Complementary Education inVietnam have made a considerat to contribution to ourstruggles for national independer,T and to nationalreconstruction and development.

However, many cid ficulties confront us inimplementing E01 for disadvantaged population.

On the Vietnamese territory, there are nearly sixtynations who are living together, among tlm the Kinh

people accounts for 86.71 percent, rest other peopleaccounts for 13.29 percent. Each nation has owncultural tradition and speaking language.

According to the data "Population investigationcensus of Vietnam in 1989" status of illiteracy inVietnam is as follows:

PopulationTotal

No. of Rateilliterates (%)

Whole country 54,247,014 8,936,932 16.4Kinh people 47,276,666 6,086,865 12.8Minority people 6,970,348 2,850,067 40.8

So well, the minority people's rate of illiteracytriples in comparison v,ith the Kinh people's this rate.

Causes of minority people's serious illiteracy are asfollows.

,Difficulty and distends in geography (Midland andhighland areas) is relative to drawbacks andshortcomings which reveal some weaknesses inorganization and implementation E0I. There are notyet enough books and materials developed andproduced for minority people. Learning content andmethodology are still far from relevant to minorityadult learners. Educators have not closed combinationwith specialized organizations of linguistic andethnology with purpose in order to teach themVietnamese and other languages. Many adults areilliterated by their family's difficult economical living.Investment expenses for literating in mountain andethnic areas are too low. Teachers are mainly Kinhpeople, but they rarely are trained to teach in languagebarrier situation. Their lives are too hard and poor.Nations in Vietnam are living alternately together, fora long time history process within the inter-flow, sothey have bilingual ability: use national language andVietnamese language.

Besides of E01 by teaching/learning Vietnamese inthe whole country the eradication of illiteracy forminority people was carried out in some mountain andethnic areas by learning own their national language.

Now, State of Vietnam allows local ethnic areaswhich carry out to eradicate illiteracy by learningnational language. But in fact, many nations have notgot any own national languages and scripts. So that,E01 and universalization of primary education is donemainly by Vietnamese language. This makes allnations to fall in line with common community of ourcountry.

To solve this problem in implementing E01 forminority people, we set up a rule of selection of letterto learn language as follows.

Firstly, minority people must learn letter in mothertongue, and then they use that reading reached skills totransit gradually to learn the second language(Vietnamese). And if anybody can be in contact toother people by Vietnamese, they will learn directlyVietnamese letter.

'2a

Thus, we ensured the rule of learning letter basedon that we have known word (this completely suitswith S.C. Gudschinski's View point). Learning lettermust be selected by own learners voluntarily and theyhave really demands - this is a motive of study.

Therefore it is important to develop better contentsand methods to facilitate learning for minority adultstudents. This in how to develop good materialswhich suit with their requirements and conditions.

To meet the demands of literacy by Vietnameselanguage for minority learners at first, we must studycarefully method of teaching Vietnamesescientifically, it suits adults with different initialVietnamese knowledge. Its very necessary that wemust count fully similarity and difference in structurebetween each national minority's mother tongue anddifference in structure between each nationalminority's mother tongue Vietnamese. At the sametime, we must organize to develop learning materialswhich relevant to each target group of the learners.

The Vietnamese language is the common languageof the variosis nationalities inhabiting the Vietnameseterritory.

The Vietnamese language subject has an importantplace in the primary school as well as in literacyprogramme for adult in ethnic minorities area: itprovides to the students alanguage medium forreflection, learning and inter-course at school and indaily life. And on that basis, they have the conditionto study various subjects, broaden their knowledge,raise their cultural and scientific standards, take part incommunity and family activities.

, L

The principles governing the teaching ofVietnamese to ethnic minority students include theprinciple of practice intercourse, the principle ofmutual influence between the mother tongue andVietnamese. Therefore the direct methodology isapplied. It is a methodology of teaching the studentsto acquire directly the Vietnamese words, theVietnamese sentence patterns, through practiceintercourse. Besides, it is necessary to use thecomparison methodology, confronting word meaningand grammar in Vietnamese and in other mothertongues of the learners.

According to that trend, we have written andexperimented some studying documents in order toeradicate illiteracy by learning Vietnamese forminority adult leaners in some provinces (for example:Muong people in Nih Binh province, Dao people inYen Bai province....).

Production of literacy materials for adults is ofpractical and long-term significance. It is verynecessary to sum up the whole process of developingliteracy materials for adults, especially for minoritypeople in our country, studying in all seriousness theexperiences of our friendly countries in this respect.

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116 12.1

Chapter 5: National Follow-up Plans

Prospectus for National Follow -up Activities

1. Background

In order to contribute to theimprovement of the quality of basic literacylearning materials in the region, the Asia/Pacific Cultural Centre for UNESCO(ACCU) and UNESCO Principal RegionalOffice for Asia and the Pacific (PROAP)organized the Second Sub-RegionalWorkshop on the Development of BasicLiteracy Learning Materials for MinorityPeoples in Chiang Rai, Thailand from 22February to 5 March 1994, inviting ninecountries in the South-east Asian region.

Recognizing that most of the illiteratesare minorities such as women, cultural andethnic minorities, rural and urban poor, andpeople living under difficult geographicalsituations, and that indigenous/tribalcommunities in particular need separatematerials to cater to their cultural and socialconditions and needs, the Workshopfocused on the development of learningmaterials for minority peoples in respectivecountries whose mother langl'9ge is notnational language of the country.

The Workshop developed the guidelinesfor conducting a survey, developinglearning materials for minority peoples andutilizing them effectively. The basicprinciples and considerations in developingmaterials which suit to the minority peopleswere identified which are useful to therespective countries in promoting educationfor minority peoples.

To maximize the results of theWorkshop, ACCU and UNESCO PROAPhave planned a follow-up programme forthe Workshop with financial assistancefrom the Japanese Funds-in-Trust for thePromotion of Literacy in Asia and thePacific Region.

2. Objectives

This Follow-up Programme aims toassist the participating countries of theSecond Sub-Regional Workshop in ChiangRai to train personnel for developingeffective learning materials for minoritypeoples by organizing National Follow-upWorkshop(s), to produce new basic literacymaterials specifically for the minoritypeoples the draft materials of which are to

I

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be developed during the said NationalWorkshop, and to distribute and utilizethem effectively.

3. Participating Countries (9 countries)

China, Indonesia, Laos, Malaysia,Mongolia, Myanmar, Philippines, Thailand,Viet Nam(participating countries of the Second Sub-Regional Workshop)

4. Content of Follow-up Activities byrespective countries

a) organization of the National Follow-up Workshop on the Development ofBasic Literacy Materials for MinorityPeoples

b) production of learning materials forminority peoples developed throughthe above-mentioned National Follow-upWorkshop.

5. Content of Assistance:

ACCU subsidizes part of theorganization cost of the National Follow-upWorkshop and production cost of basicliteracy materials which were drafted in theNational Follow-up Workshop. Amountof assistance is around US$3,000 4,000per country. At least 50% (or more) oftotal assistance should be used for theproduction of learning materials such asprinting cost, etc. The amount of assistancewill be decided in consultation withUNESCO PROAP upon receipt of the"Plan of National Follow-up Activities"(Annex-I).

6. Responsibilities of the ExecutiveOrganization:

Each National Commission forUNESCO in the above nine participatingcountries designates an executiveorganization to assume the responsibility oforganizing the National Follow-upWorkshop and of producing innovativebasic literacy materials for the minoritypeoples. It is desirable that theorganization has participated in the SmondSub Regional Workshop and, preferably, isa central organization capable of nation-wide distribution and utilization (refer to"List of Participants").

125

7. Outline of the National Follow-upActivities:

a. The participating countries (throughNational Commissions for UNESCO)submit the filled out Plan of NationalFollow-up Activities (Annex-1) to ACCUby 30 May 1994.

b. The executive organizations ofparticipating countries are:

(1) to organize the National Follow-upWorkshop on the Development of BasicLiteracy Materials for Minority Peoplesreferring to the Guidelines prepared duringthe Second Sub-Regional Workshop andthe New Guidebook for Development andProduction of Literacy Materialspublished by ACCU;

(2) to develop leaming materials for theminority peoples through carrying outfield-testing on the draft materials whichare to be developed during the NationalFollow-up Workshop before finaiizingthem for mass-production, and

(3) to print and distribute them to thebodies concerned which are engaged ineducation for minority peoples.

c. The participating countries are tosubmit to ACCU: (1) Final Report of theNational Follow-up Workshop and List ofParticipants and Faculty Members; (2) 5copies of the learning materials produced(with English translation); and (3) theassessment report with financial statementon the follow-up activity.

8. Tentative Schedule:

April 1994 ACCU informs both theNational Commissions forUNESCO of the participatingcountries and the participatingorganizations of the Workshopabout detailed assistancescheme for follow-upactivities.

The National Commissions forUNESCO designate theExecutive Organizations.

by 30 May 1994The executive organizationsdesignated by the NationalCommissions submit the Plan

of National Follow-upActivities to ACCU.

early June 1994ACCU and UNESCO PROAPexamine the Plan and informthe executive organizations ofthe results.

ACCU sends a Contract on theassistance scheme to theExecutive Organizations

early August 1994Upon receiving the dulysigned contract, ACCU remitsthe first installment (80% offinancial assistance).

by July 1995The participating countriesorganize the National Follow-up Workshop and preparedraft materials and submit toACCU the Final Report of theworkshop.

by October 1995The participating countriesfinalize the learning materialsfor minority peoples which areto be developed during theWorkshop, and print,distribute and utilize themmost effectively.

by December 1995The participating countriessend five copies of thedeveloped learning materialsas well as an assessment reporton the follow-up activities toACCU.

ACCU remits final installment(20% of financial assistance)to the executive organizationsupon receipt of the finalreport.

9. Correspondence

The Executive DirectorAsia/Pacific Cultural Centre for UNESCO(ACCU) 6 Fukuromachi, Shinjuku-kuTokyo, 162 JAPANTelephone: (813) 3269-4445, 3269-4435Facsimile: (813) 3269-4510

118 126

Plans of National Follow-up ActivitiesSubmitted by the Participating Countries(as of 25 July 1994)

1. CHINA

1) Executive OrganizationState Education Commission(Mr. Shama Jiajia, Section Chief, Div. ofTeaching Materials, Dept. of MinorityEducation)

2) Target Minority PeoplesYi zu They live in the southwest part ofChina. Their population in 1990 is 6.5million. Most of them are farmers. Theystay in the high mountainous areas.Transportation is not easy. They havescript of their own which has a longhistory.

3) National Follow-up Workshop

title: Nationzi Workshop on theDevelopment of Basic LiteracyReading Materials for Minority Peoplein China

participants:20 participants who are editors oradministrators for minority literacymaterial development

schedule: 25 August 5 September 1994venue:

Xichang Municipality of LiangshanPrefecture, Sichuan Province

4) Production of Learning Materials

type of materials to be produced:One booklet for basic literacy and somecharts or play cards

production schedule: November 1994distribution plans:

Because there are 55 minoritynationalities in China, we could onlydistribute and utilize the above-mentioned materials for learners of Yinationality. However, they are used asmodels among other minority groups asmost of them have their own script.

5) (A) Requested assistance and(B) Total budget:

for workshop: (A)(B)

for materials: (A)(B)

US$200035,000 yuan (US$3500)US$20(X)40,(x0 yuan (US$4000)

2. INDONESIts

1) Executive OrganizationProvincial Office of Education and Culture,Special Province of Aceh(Drs. Hasyem Daud, Head, Division ofCommunity Education)

2) Target Minority PeoplesMadumpang, South AcehBulusuma, South AcehGunong Kong (Blang Tripa) West Aceh


title: First National Workshop on theDevelopment of Learning Materialsfor Minority People

participants:20 participants from related agencieswho are concerned with developmentsof materials for minority peoples

schedule: 15-30 April 1995venue: Tapaktuan, South Aceh


type of materials to be produced:leaflets and posters on health,education, agriculture and environment

production schedule: May 1995distribution plans: June 1995

I') (A) Requested assistance and(B) Total budget:

for workshop: (A) US$2000for materials: (A) US$1987.5

3. LAOS

1) Executive OrganizationNon-Formal Education Department,Ministry of EducationVientiane, Lao PDR(Mr. Phansy Abhay, Director)

2) Target Minority PeoplesKhammu (Lao Theung), Ban Houi Tong,

Xay District, Oudomxay ProvinceHmong (Lao Soung), Ban Chai,

La District, Oudomxay ProvinceHoui (Lao Loum Group), Ban Ko Noi,

Xay District, Oudomxay Province

In these minority peoples' daily life, previsionssuch as health, education and main occupationcannot be separated into neat compartmentsbecause of suffering from various sources ofdifficulties, i.e. illness, inefficiency and medicalcare becomes unaffordable, poor families'difficulty of sending their children to school anddisadvantaged of continuing their study regularly.


title: National Workshop on theDevelopment of Basic LearningMaterials for Ethnic Minority

participants:16 participants from NFE Dept., NFECentre, Vientiane, Provincial & districteducation service, representatives ofeach minority group


type of materials to be produced:a) Booklets for learning/readingpromotion either on vocational skills orquality of life improvementb) Posters for minority peoples onnatural resources and environmentprotection

production schedule: October 1995distribution plans: by December 1995


for workshop: (A) US$2500for materials: (A) US$3200

4. MALAYSIA

1) Executive OrganizationFederal Community DevelopmentDepartment of Sarawak(Mr. Zainal Hamzah, Assistant Director)

2) Target Minority Peoples25 minority groups in Sarawak


title: Workshop on the Development ofLearning Materials for MinorityPeoples

participants:48 community workers

schedule: September 1994venue: Santubong


type of materials to be produced:booklets, posters, flip charts, etc.

production schedule: November 1994distribution plans:


for workshop: (A)(B)

for materials: (A)(B)

l2() 128

5. PHILIPPINES

1) Executive OrganizationDivision NFE Training CenterKidapawan, Cotabato(Mr. Martin S. Emin, Non-formalEducation Supervisor)

2) Target Minority PeoplesTiruray, Manobo, Bagobo, Tausog, Ibaloi,Bontoc, Maranaws, Maguindanaons, Blaan


title: First National Workshop on theDevelopment of Indigenous LiteracyReading Materials for Adults in thePhilippines

participants:18 participants who belong to theindigenous tribal communities and areinvolved in literacy work

schedule: 3-11 October 1994venue:

University of Southern Mindanao(USM) Kabacan, Cotabato


type of materials to be produced:a) Guides for developing effectivelearning materials for indigenousminorityb) various learning materials

production schedule: October 1994distribution plans: October 1994


for workshop: (A) US$4000(B) US$9000

for materials: (A) US$500(B) US$1500

6. THAILAND

1) Executive OrganizationNorthern Regional Nonformal EducationCenter(The Director)

2) Target Minority PeoplesHill tribe peoples in the north and centralregions


title: Workshop on Production of BasicLiteracy Materials by NFE TeachersWho work in Tribal Communities

participants:20-25 NFE teachers who work in tribalcommunitiesNFE workers from other regional NFEcenters organizing basic literacy forminorities

schedule: July 1995venue: Chiang Rai or Chiang Mai


type of materials to be produced:booklets with pictures: for contentspertaining to tales and legends of thetribesfolded book with illustration: forcontents concerning tribal environmentand living conditions. Each foldedbook comprise 2-3 paragraphs of keyconcepts, together with a question tostimulate discussion.literacy cards with pictures illustrating asituation. A sentence/dialogue of one ortwo sentences is provided to describethe situation.Practical handbook for production ofbasic literacy materials for hill peoples

production schedule: Sept.-Oct. 1995distribution plans:

November 1995 and henceforththrough NFE channels (from regionalcenter to provincial, district servicecenters and to NFE teachersrespectively.)


for workshop: (A) US$4000(B) US$8000

for materials: (A) US$2000(B) US$4000

It 29

7. VIET NAM

1) Executive OrganizationResearch Centre for Adult Education(Dr. Nghiem Luong)

2) Target Minority PeoplesH'mong people, Dao peopleThe minority people's rate of illiteracytriples in comparison with the Kinhpeople's illiteracy rate and it is about 60%for H'mong and Dao in Laocai province.


title: Workshop on the Development ofBasic Literacy Reading Materials forMinority Peoples in North Viet Nam

participants:20 participants in various aspects ofliteracy education

schedule: 22-27 August 1994venue:

Lao Cai Province or Yen Bai Province


type of materials to be produced:book, poster, flipchart, cards

production schedule: October 1994distribution plans: November 1994


for workshop: (A) US$2000for materials: (A) US$2000

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122 '1

Appendix:1) General Information of the Workshop

1. Background

Asia and the Pacific region is rich in culture,peoples and languages. This character is what makesthis region diverse and full of aspirations. However,this region is also facing a problem of populationincrease at faster rate. Consequently, the number ofilliterate adults is also growing.

The World Conference on Education for All(Jomtien 1990) has stressed the need for developmentof basic literacy reading materials to achieve 'Educa-tion for All'. The people who mostly in need of thebasic literacy reading materials are in disadvantagedpopulation such as women, street children, schooldrop-outs, slum dwellers, and minority people.

With this as a background, ACCU is organizingjointly with the Non-formal Education Department,Ministry of Education, Thailand and UNESCOPrincipal Regional Office for Asia and the Pacific(PROAP) , the Second Sub-Regional Workshop on theDevelopment of Basic Literacy Learning Materials forMinority Peoples in Asia and the Pacific funded by theJapanese Funds-in-Trust for the Promotion of Literacyin Asia and the Pacific Region of the UNESCOPROAP under APPEAL. The First Sub-RegionalWorkshop on the Development of Basic LiteracyReading Materials for Adults in Asia and the Pacificwas successfully organized in Calcutta, India in 1992with the participants from seven south-west Asiancountries. The Second Sub-Regional Workshop willinvite participants from nine south-east Asian coun-tries.

The Workshop aims to improve and develop basicliteracy materials for people whose mother language isnot of the national language(s). Since 1993 has beenproclaimed as "International Year for the World'sIndigenous Peoples" by the United Nations, thisWorkshop will be in line with the proclamation.

2. Objectives

(a) To discuss needs for effective basic literacylearning materials for minority population whosemother tongue is not the national language.

(b) To develop guidelines (guides) for preparingeffective basic literacy learning materials forminority population.

(c) To suggest ways and means for their effective use.

3. Organization

Organized by:Asia/Pacific Cultural Centre for UNESCO (ACCU)

- Department of Non-formal Education, Ministry ofEducation, ThailandUNESCO Principal Regional office for Asia and thePacific (PROAP)

In co-operation with:Thailand National Commission for UNESCOJapanese National Commission for UNESCO

4. Dates

22 February (Tuesday) 5 March (Saturday) 1994(12 days)

5. Place

Rimkok Resort Hotel, Chiang Rai, Thailandaddress: 6 Moo 4 Chiang Rai - Tathorn Road, MuangDistrict, Chiang Rai 57000, Thailandtelephone:(053) 716445-60fax: (053) 715859(room rate, Single Baht 700/day, including breakfast)

6. Participants (9 countries)

(a) Two persons each will be invited from followingnine countries:

China, Indonesia, Laos, Malaysia, *Mongolia,*Myanmar, Philippines, Thailand and Vietnam(*From Mongolia and Myanmar, one participant eachwill be invited.)

(h) A few resource persons will be invited.

(c)Observers from non-governmental organizationsare welcomed.Observers from international organizations arewelcomed.

7. Qualification of the participants:

The participant(s) from each participating countriesshould satisfy the following qualifications:

As much as possible, the participants should be fromminority communities themselves.

(1)One who is working for the education of theminority. Working as team leader, director foradult literacy project.

and/or

131.

(2) One who is working as a trainer/supervisor foradult literacy programme; or

person who is a materials developer such asillustrator, designer, etc.

8. Expected Outcomes

- Identification of needs for effective basic literacyreading materials for minority population whosemother tongue is not the national language.

Improvement/development of guidelines foreffective basic literacy reading materials for minoritypeople and of the basic literacy reading materials forthem.

Formulation of ways and means for the effectiveuse of basic literacy reading materials. (including forteachers)

9. Programmes of the Workshop

Exchange of information especially on basicliteracy reading materials for minority people amongparticipants.

Evaluation and identification of problems anddeficiencies in the existing basic literacy readingmaterials

Development of methods of developing andimproving basic literacy reading materials in relationto the curriculum

- Preparation of effective basic literacy learningmaterials.

Preparation of National Follow-up Activities

10. Working Language

The working language will be English.

11. Financial Arrangements

ACCU will provide each participant and resourceperson with a return air ticket (economy class) be-tween the international airport nearest his/her resi-dence and Chiang Rai and with daily subsistenceallowance from 21 February to 5 March 1994.

12. Country Report and Samples of LearningMaterials

The participants are requested to preparecountry reports on the following topics and bring 30copies of them to the Workshop.

(1) present situation and needs for basic education andliteracy for minority population in the country(2) development of basic learning learning materialsfor minority population in your country

** Examples of Learning Materials for MinorityPopulation produced in your country(Please collect the primers and supplementary learningmaterials produced for minority population in yourcountry, for display and information exchange amongthe participants.)

13. Correspondence

All inquiries/correspondence concerning the Work-shop should be addressed to ACCU:

ACCU Mr. Shigeo MiyamotoExecutive DirectorAsia/Pacific Cultural Centre for UNESCO(ACCU)No.6, Fukuromachi, Shinjuku-ku, Tokyo.162, Japanphone: (81) - (3) 3269-4435, 4445fax: (81) (3) - 3269-4510cable: ASCULCENTRE TOKYO

Department of Non-formal Education, Ministry ofEducation, Thailand

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Dr. Rung KaewdangDirector General,Non-formal Education DepartmentMinistry of EducationBangkok, 10300, THAILAND(phone) (66)-2-281-6364(fax) (66)-2-282-9718, 280-1688

Mr. Utit WilaikaeoDirector,Chiang Rai Non-Formal Education Centre421 Singhaclai Road, Muang District,Chiang Rai 57000, Thailand(phone) (66)-53-711944(fax) (66)-53-717761

1 3 2

2) List of Participants and Organizers

China Mr. Shama JiajiaSection Chief, Division ofTeaching Materials, Department ofEducation for Minorities,State Education Commission37, Damucanghutong, Xidan,Beijing 100816Phone: 609-6640, 602-0532Fax: 601-7912

Ms. Lan JianResearcherDivision of ComparativeEducation, Central Institute ofEducational ResearchBei-Huan-Zhong-Lu 46, Beijing100088Phone: 201-1177 (ext.321)Fax: 203-3132

Indonesia Mr. Hasyim DaudHead, Division of CommunityEducationThe Provincial Office of Educationand Culture, Special District ofAceh Kanwil Dep. Pend. & Kebud.Bid. Pendidikan Masyarakat,11. H. Dimurtala, 9, Banda AcehPhone: 22935, 33709

Mr. M. Ma'ruf AbdullahHead, Division of CommunityEducationThe Provincial Office of Educationand Culture, South KalimantanProvince, Kan, Wil DepartemenPendidikan dan Kobudayaan,31. S. Pannan 16, Banjarmasin,Propinsi Kalimantan SelatanPhone: 0511-50902Fax: 0511-52602

Laos Mr. Chanhome ThepkhamvongSenior Official,Department of Non-FormalEducation, Ministry of Education,Lanexang Road, P.O.Box 67,VientiannePhone: 216019, 213870, 213980Fax: 856-21-6006

Mr. Thongvanh BounsavanhOfficer-in-charge of EthnicMinority EducationEducation Service of OudomxayProvincec/o Ministry of Education,P.O.Box 67, Vientianne

Malaysia Mr. Zainal bin HamzahDeputy DirectorFederal Community DevelopmentDepartment6th floor, Sultan Iskandar Building3rd Junction Street, P.O.Box 1370,93728, Kuching, SarawakPhone: 240636, 251420, 256227Fax: 082-244460

Mr. Abdul Halil bin IsmailAssistant DirectorFederal Community DevelopmentDepartment of Selangor3rd Floor, Podium SouthSultan Abdul Aziz Shah Building,40517 Shah Alam, Selangor Darul,EhsanPhone: 03-559-3044Fax: 03-559-3145

Mongolia Dr. Majigiin BatjargalSenior Officer, Non-FormalEducation,Ministry of Science and EducationUlaanbaatar 210644Phone: 320-409Fax: 976-1-323158

Mynmar Mr. Than HtutAssociate Professor, MethodologyDepartment, Institute of Education,c/o Myanmar NationalCommission for UNESCO,Ministry of EducationTheinbyu Street, YangonPhone: 31922

Philippines

12133

Mr. Martin S. Em nNFE Supervisor, ProvincialSchools Division of NorthCotabato, Kidapawan, Cotabato,Central MindanaoPhone: 244

Mrs. Amina Rasul-BernardoExecutive DirectorMagbassa Kita Foundation,Rm. 401, Delegate Bldg., PICCBldg., CCP Complex, Roxas Blvd,Pasay City, ManilaPhone: 834-0030, 834-0031Fax: 831-1561

Thailand Dr. Suvit PichayasathitEducator, Northern Regional Non-formal Ed9cation CenterMuang, Lampang 52100Phone: 054-224-862, 221-024Fax: 054-221-127

Mrs. Rujee BoonleoyEducator, Head, Literacy PromotionProgrammeSouthern Regional Non-formalEducation Center,Maung, SongkhlaPhone: 074-311-898Fax: 074-324-818

Vietnam Mr. Nguyen Khac BinhExpert on Education, ContinuingEducation Department, Ministry ofEducation and Training,49 Dai Co Viet Street, HanoiPhone: 264986, 256364, 694986Fax: 84-4-264085, 694085

Dr. Nghiem Duc LuongExpert on Education, NationalInstitute for Educational Science(NIES), Ministry of Education &TrainingNo.4 Trinh Hoai Duc Street, HanoiPhone: 232562

Resource Persons

India Dr. Varsha DasEditor, National Book Trust, India,A-5 Green Park, New Delhi-110016Phone: 668052, 664020

New Mrs. Patricia TauroaZealand Te Runanga o Whatngaroa

P.O. Box 88, KaeoPhone: 09-405-0340Fax: 09-405-0705

Thailand Mrs. Tuenjai DeetesSecretary GeneralHillarea Development Foundation2 M 16 Phangiew Road Soi 3,Tambol Robwiang, Amphur Muang,Chiangrai Province 57000Phone/Fax: 053-715696

Observers Dr. Somsri TargmongkollertSpecialist, Institute for thePromotion of Teaching Science andTechnology (IPST) ThailandPhone:392-4020Fax:381-0750

Ms. Prasarn SoydhurumPrimary Science SpecialistInstitute of Teaching Science andTechnology (IPST) ThailandPhone:392-4021Fax:381-0750

Mr. Pohgthon ChayatulachatVice DirectorAssociation for Akha Education andCulture,370 Moo 4, Rimkok Sub-district,Muang District, Chiang Rai 57000Phone/Fax:053-714250

Organizers

UNESCO Mr. T. M. SakyaEducational AdvisiorCoordinator APPEALUNESCO Principal Regional Officefor Asia and the Pacific (PROAP)P.O.Box 967, Prakanong Post OfficeBangkok, 10110, ThailandPhone: (66-2) 391-0880, 391-0686Fax: (66-2) 391-0866

Mr. Toku HirasawaAssociate Expert,UNESCO PROAP, Bangkok

ACCU Mr. Shigeo MiyamotoExecutive Director,Asia/Pacific Cultural Centre forUNESCO (ACCU)6, Fukuromachi, Shinjuku-ku,Tokyo, 162, JapanPhone: (81-3) 3269-4435Fax: (81-3) 3269-4510

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Mr. Shinji TajimaDirector,Book Development and LiteracyDivision

Mr. Shigeru AoyagiAssistant Director,Book Development & LiteracyDivision

Ms. Taeko KurokawaHead, Book Development Section,Book Development & LiteracyDivision

131

Non-formal Education Department,Ministry of Education, Thailand

Dr. Rung KaewdangDirector-GeneralNon-formal Education Department,Ministry of EducationBangkok 10300Phone: (66-2) 281-6364Fax: (66-2) 282-9718, 280-1688

Dr. Tongyoo KaewsaihaDeputy Director-GeneralNon-formal Education Department,Ministry of EducationBangkok 10300Phone: (66-2) 282-5514, 281-6364Fax: (66-2) 280-1688

Ms. Sumal KusolsaratulDirectorNorthern Region Non-formalEducation Center, Muang,Lampang 52100Phone: 054-221024Fax: 054-221127

Mr. Sommit ChoatkaewDeputy DirectorNorthern Region Non-formalEducation Center , Lampang

Mr. Utit WilaikaeoDirectorChiang Rai Provincial Non-formalEducation Center421 Singhaklai Road, MuangDistrict, Chaing Rai 57000Phone: (66)-53-711-944Fax: (66)-53-717-761

SecretariatMrs. Wilaipan SomtrakoolPlanning Division, NFE DepartmentBangkok

Ms. Vachiraporn AmaritananPlanning Division, NFE DepartmentBangkok

Ms. Wisanee SiltragoolNFE Division, NFE DepartmentBangkok

* Mr. Damri JanapiraganitChiang Rai Provincial NFE CenterChiang Rai

Dr. Suchin PetcharugsaNorthern Region NFE CentreLampang

Ms. Tosaporn SariyanLampoon NFE CenterLampoon

Mr. Amnart ChoosuwanNorthern Region NFE CenterLampang

Ms. Kannika LeephaibulChiang Rai NFE CenterChiang Rai

Mr. Rachan Saenapan(Illustrator)Mae Hongson NFE ProvincialCenterMae Hongson

Mr. Chumpol Tanavan (Illustrator)Nan NFE Provincial CenterNan

Mr. Sanong Thangchu (Illustrator)Chiang Rai NFE CenterChiang Rai

Mr. Rattaket ChuermahawanChiang Rai NFE CenterChiang Rai

Mr. Pratompong Mata (Illustrator)Chiang Rai NFE CenterChiang Rai

Ms. Pormpimol ChumlueNorthern Region NFE CenterLampang

M. Abigail PetersenChiang Rai NFE CenterChiang Rai

co-operated by:

127 135

Mr. Jagor Airtae (a Lahu communityleader)

Mr. S-mu-ye (Hey Go Village)Mr. Or-Or (Hey Go Village)Mr. Seri Mayer

(Akha Association of Education & Culture)

and many others concerned

3) Schedule of the Workshop

22 February 1994 (Tue.)

8:30 - 9:00 Registration9:00 - 10:00 Opening Ceremony10:00 - 10:30 Tea/Coffee Break10:30 11:30 ACCU Report11:30 12:30 UNESCO Report12:30 14:00 Lunch14:00 15:30 Presentation and Sharing of

Country Reports15:30 15:45 Teal Coffee Break15:45 17:00 Presentation and Sharing of

Country Reports (continued)17:15 . Leave for Reception by Bus17:30 20:00 "Khantoke" Dinner invited jointly

by NFE Dept., Thailand andACCU at Sabun-Nga Khantoke

23 February (Wed.)

8:30 9:45 Presentation and Sharing ofCountry Reports (continued)

9:45 10:00 Tea/Coffee Break10:00 11:00 Resource Person's Presentation(1)

"Basic education and literacy ofhill tribe peoples in Thailand"by Ms. Tuenjai Deetes (Thailand)

11:30- 19:30 Leave for field visit(1) Paka Sukjai Village (Akha )(2)Jakorna Village (Lahu)(lunch at the village - lunch box)(dinner at Lahu village)

24 February (Thu.)

8:30 10:20 Resource Persons Presentation(2)"Effective ways to promoteliteracy for minority population"

by Ms. Patricia Tauroa(New Zealand)

10:20 - 10:40 Tea/Coffee Break10:40 12:30 Resource Person's Presentation(3)

"Development of basic literacymaterials for minority people"

by Dr. Varsiza Das (India)12:30 14:00 Lunch14:00 18:00 Group Work:

Identification of needs andproblems in literacy education ofminority peoples in respectivecountriesGroup Work:Preparation of "Guidelines for de-veloping effective learning mate-rials for minority peoples"

128

25 February (Fri.)

8:30 16:00 Group Work Continued:"Preparation of guidelines fordeveloping effective learningmaterials for minroity peoples"

26 February (Sat.)

8:30 - 14:4015:00 18:00

Group Work ContinuedPleanary Session:Presentation of "guidelines"prepared by the groups

27 February (Sun.)Cultural Observation to theGolden Triangle

28 Febrdary

8:30 9:309:30 20:00

(Mon.)

1 March (Tue.)

8:30 18:00

Preparation for Field SurveyField Survey at hill tribe villagesin three groups

Group Work:Development of learningmaterials for hill tribe peoples

2 March (Wed.)

8:30 18:00 Group Work Continued

3 March (Thu.)

8:30 14:4014:40 15:0015:00 18:00

4 March (Fri.)

8:30 - 14:00

16:00 18:00

5 March (Sat.)

10:00 - 11:30

11:30 - 12:00

136

Group Work ContinuedTea/Coffee Break

Plenary Session:Presentation of materialsdeveloped by three groupsOrientation for preparation offollow-up activity plans

Field Testing of materials in thevillagesAnalysis of the results of theField Testing by groups(preparation of group reports andrecommendations)

Plenary Seesion:Final Discussion,RecommendationsClosing Ceremony

4) General Information on Hilltribe Villages . Northern Thailand

The Villages

A hill tribe village is generally populated byonly one tribe (although this is not always thecase). Communities are usually located inmount inous areas 500-1000 meters above sealevel (with the Keren sometimes lower), near ayear-round water source, and surrounded by jungleand sufficient land for cultivation. Homes areconstructed of bamboo, mud and straw, and haveleaf or grass thatched roofs. Some have house ofhand-hewn lumber and roofs of corrugated sheetmetal.

Health and Education

Standards of sanitation, nutrition, health, andeducation are lower than those in the lowlands.The number of those being able to read and write inThai are still very minimal in relation to the size ofthe tribal population.

Transportation and Communications

Contacting with the outside world is oftendifficult, with few roads and mass media.However, this is slowly changing due to increasingcontacts with the lowland Thai, literacy skills,radio possession, and road construction. Daily lifeis similar to that of the rural Thai farmer elsewhere,though rather more difficult because of the terrainand communications, insufficiency of governmentservices, and other hardships.

Economy and Occupations

The hill tribes are predominantly farmers,using slash-and-bum methods of cultivation. TheKeren and Lua, however, are very conservationminded and rotate their field, returning after aperiod of several years. Their major crop is uplandrice, with paddy second. Other crops, both forconsumption and sale, include: corn, sesame, chilipepper, opium poppy, soybeans, peanuts, tobacco,coffee, tea, and some fruit trees. Access to roadsand markets is a major consideration in thecultivation of cash crops.

Opium is grown both as a cash crop and forlocal consumption. It is the favorite cash crop ofthe Meo, Lahu, Lisu, and Yao. Very few AkhaKaren grow opium. Contrary to popularmisconception, this crop is cultivated by only aminority of hill tribe villages.

All hill tribes raise pigs and chickens for

sacrifices and rituals and also as a source ofprotein. Dogs and cats are kept as pets and buffalo,oxen, ponies, and occasional elephants (Kerenonly) are raised to serve as beds is of burden.

Hunting, fishing, and gathering help tosupplement the regular diet, which often consistsof only rice, a chili pepper sauce, and a vegetable.All hill tribe villages have their local craftsmen toproduce necessary local commodities. Productsmight include baskets, iron work, woodwork,tools, weapons, and jewelry.

Recently, wage work has become anincreasingly important source of income forfamilies and, in some cases, nearly entire villages.This generally consists of labor in the fields offellow villagers or neighboring villages. ManyKaren and Akha work in the opium fields of othertribes (and are frequently paid in opium).Government and private agencies also employtribal peoples in reforestation, road construction,agricultural and other projects.

Culture

Each of the 6 major tribes (Karen, Meo, Lahu,Yao, Akha, and Lisu) has its own distinctivelanguage, dress, beliefs and traditions. Yao is theonly tribe with a written language (using Chinesecharacters). Very few members of these tribes areliterate in the Burmese or Roman character, thewritten languages developed for them bymissionaries. Thus, except for the Yao, rituals andcustoms have been handed down orally.

Religion and beliefs (and, therefore,traditions) are often dominated by spirits and theirpropitiation. Much of this has resulted fromChinese influence, including ancestor worshipand, particularly, Taoism (of the Yao). Buddhismand Christianity have also made inroads.Nevertheless, the hill peoples are chiefly animists.

Social Structure

The family is the basic social unit, composingfrom two to three generations. Except for theKaren and Lahu, the clan is the next mostimportant unit. Marriage is normally within thesame ethnic group, with the Karen strictlymonogamous and the other tribe: allowing somepolygyny. Within the context of ethnicity, eachvillage is more or less autonomous, with nomultiple-village or tribal organizations. Kinship,however, is more important than the community.

21 3 7

The village has a certain amount ofsurrounding lands that it claims as its own and isself-governing. The village headman, who isresponsible for governing the village, is eitherselected by the villagers or appointed by Thaiofficials. He may also function as village priest,but the Akha, Karen, and Lisu prefer to selectanother individual for this position.

Tribal Characteristics

With each of the major tribes individualrecurrent themes are apparent. These are, however,only general themes and should not be seen asstereotypes.

Karen: Harmony to be in harmony withtheir environment and the spirits of the world. Tolive harmoniously in the community, avoidingconflicts.

Meo: Independence the desire to followtheir own life-style and economic independencethrough hard work.

Yao: Propriety - to maintain dignity and doall things in the "correct" manner. To avoiddisagreement and promote order.

Lahu: Blessing - to seek and pray forblessing, such as stability, health, and wealth. Toconduct themselves and their affairs so as toincrease blessings.

Akha: Continuity - to maintain continuity ofancestral relationships. To continue the link in thegreat continuum of Akha history.

Lisu: Primacy - to consider one's own family,clan, village, or tribal as the very best. To competewith others to show that one or one's group isbetter.

Contacts with the outside

Due to improved communications, such asroads and mass media, and increasing literacyskills in recent years, the tribal peoples'understanding about the outside world has beenrapidly expanding. Unfortunately, this is notmatched by knowledge of the hill tribes on the partof the Thai public or government officials.Personal contacts between the hill peoples and thelarger Thai society are increasing, with bothfavorable and, sometimes, unfavorable results.Such contacts may be from learning together inlowland schools, the curricula of which often takelittle note of tribal peoples; commercial activitieswith traders and merchants, wherein hill peoplesare often taken advantage of; and use ofgovernment services, where some officials lookdown on the hill tribes. All in all, mutualunderstanding is improving, but its's rather timeconsuming.

From HAE. (1986). The hill areas educationmodel: the "Ashram" approach to communityeducation development (p.10-14). Dept. ofNonfonnal Education.

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133

5) Inaugural Addresses

Inaugural Address

by Dr. Rung KaewdangDirector-General,Non-Formal Education DepartmentMinistry of Education, Thailand

Mr. Miyamoto, ACCU Executive Director.Mr. Sakya, UNESCO Educational Advisor,Mr. Riab Naradisorn, Deputy Governor of Chiang Rai,Distinguished Guests and ParticipantsLadies and Gentlemen,

It is indeed an honour and privilege for me to havethe opportunity to address this Second Sub-Regionalworkshop. May I extend a cordial welcome to all ofthe participants who join in this important event.

This Workshop marks another significant contribu-tion of ACCU to the promotion of literacy and thedevelopment of reading materials that are relevant andmeaningful to the rural readers. The Department ofNon- Formal Education, deeply honoured that Thai-land has been selected as the site of this workshop.We are most happy to render out cooperation andservices to ACCU, to UNESCO and to the membercountries in the Region. Since Jomtien Conference oneducation for All held in 1990, Thailand has placed theutmost importance to working closely to improve allforms of literacy and basic education programmes.While the Ministry of Education has always main-tained a number of literacy-related programmes, wehave presently achieved satisfactory goal in theuniversalization of basic education for primary schoolage and adult population.

Thailand is fortunate in that the majority of thepopulation speak on common language with a uniformwriting system. There are, however, minority groupsliving in Thailand that have their own languagestotally different from the Thai national language,These are: the hilltribes of the North, the KhmerSpeakers of the border areas and the Malay Speakersof the Southern Provinces, The hilltribes group whichyou are going to observe during your field visit isnomadic in their life style. They live in small settle-ments among the hills of Northern Thailand, mostlyinaccessible by road. Some of them can speak Thainational langauge, but almost all are illiterate.

Ladies and gentlemen, while Thailand is satisfiedwith the progress of the National Literacy Campaign todate, we still have to strengthen the ability of ourpeople to acquire information needed to improve theirlivelihood. It is equally important, therefore, topromote good reading habits among people. Toachieve these goals we need materials that are simpleand interesting to the new literates...materials thatstrike their imagination, at the same time, contain

131

information directly applicable to the improvement oftheir lives.

Ladies and gentlemen, it is my duty and pleasure toexpress our thanks, on behalf of the Ministry ofEducation of the Royal Thai Government, to theACCU and the UNESCO Regional Office Workshop. Ialso wish to thank the Honourable Deputy Governor ofChiang Rai for his generous help in coordinating theWorkshop. I wish all of participants a very pleasantstay in Chiang Rai, and I am sure the villagers you aregoing to visit will join me in this wish.

May I, at this auspicious moment, declare theWorkshop officially open and wish all of you everysuccess in your deliberations. Thank you.

**********

Opening Address

by Mr. Shigeo MiyamotoExecutive Director,Asia/Pacific Cultural Centre for UNESCO(ACCU)

Dr.Rung, Director General, Non-formal EducationDepartment, Ministry of Education, ThailandMr. Sakya, Educational Advisor, UNESCO PrincipalRegional Office for Asia and the PacificMr. Riab,Deputy Governor, Chiang Rai ProvinceDistinguished participants and resource persons,Ladies and Gentlemen:

It is a great honour and pleasure to say a fewwords. on behalf of the Asia/Pacific Cultural Centrefor UNESCO (ACCU), on the occasion of the openingof the Second Sub-Regional Workshop on the Devel-opment of Basic Literacy Reading Materials ofMinority Peoples in Asia and the Pacific, which isbeing held in.the beautiful town of Chiang Rai,Thailand

First of all, I would like to extend my sincereappreciation to all the distinguished participants andresource persons who have come all the way to ChiangRai from nine countries in Asia and the Pacific. I

would also like to express my heartfelt gratitude to theNon-formal Education Department, Ministry ofEducation, Thailand, the Northern Region Non-FormalEducation Centre and Chiang Rai NFE ProvincialCentre for their most kind and thoughtful arrange-ments for the workshop.

My appreciation also goes out to UNESCOPrincipal Regional Office for Asia and the Pacific andthe Japanese National Commission for UNESCO for

139

their invaluable assistance in making this sub-regionalworkshop possible with financial assistance from theJapanese Funds-in-Trust for the Promotion of Literacyin Asia and the Pacific.

I am particularly grateful to Mr.Sakya andMr.Hirasawa of UNESCO Pacific who have so fondlyagreed to attend this workshop to give us valuableguidance and advice.

Now ACCU has been carrying out various jointregional programmes in Asia and the Pacific in thefields of literacy, book development and culture in linewith UNESCO's principles. Among these programmes,literacy programmes have become programmes withthe highest priority in recent years.

With a view to contributing to the cause of Educa-tion for all in the region, ACCU has been undertakingthree series of literacy projects. The first series is theorganization of regional workshops on the preparationof literacy follow-up materials. Since 1983, 11 re-gional workshops have been organized in 11 counties.

The second series is the sending of internationalteams of experts to national workshops for the prepara-tion of literacy follow-up materials. Since 1986, eightteams have been sent to eight national workshops.

The third series is the joint production of variousmaterials for new-literates in rural areas. Throughregional workshops 46 prototype materials have beendeveloped and a great many national versions havebeen developed on the basis of adaptation and modifi-cation of the prototype materials.

Based on these experiences, ACCU was asked byUNESCO to launch a new project on the developmentof basic literacy materials. In July 1992 the first sub-regional workshop on the development of basicliteracy materials was held in Calcutta, India. Twenty-one participants and three resource persons attendedthis workshop from seven South-West Asian Coun-tries.

The present workshop is the second sub-regionalworkshop on basic literacy materials. This workshopis focused on the development of basic literacymaterials for minority peoples. In the Declaration onEducation For All adopted at the Jomtian Conferencein 1990, emphasis was placed on the need for promot-ing literacy among disadvantaged groups. Ethnic andcultural minority people are a very important part ofdisadvantaged groups. For this reason, the develop-ment of literacy materials for minority people is a verymeaningful task. It is surely very challenging work forACCU. During this workshop we would like to tacklethis new task by sharing the invaluable experiences ofThailand and eight other countries, as well as theprecious wisdom and expertise of the resource persons.

In this connection, on behalf of the Asia/PacificCultural Centre for UNESCO, I would like to drawyour attention to the importance of incorporating

cultural aspects into the development of literacymaterials for minority people. I believe that, if we areto develop effective and useful literacy materials forminority people we should pay high regard to thecultural values of these people. It will be of greatimportance to secure an integration of cultural aspectsinto educational endeavours.

I would expect that certain definite, innovative andcreative materials will be produced through your jointwork during the two-week workshop.

In addition, 1 do hope that on the basis of thematerials developed through this workshop, definitefollow-up activities will be carried out in the respec-tive countries.

ACCU has sent a group of three staff members tothis workshop. On behalf of the group, would youallow we to assure you that they will make all possibleefforts to help ensure a successful conduct of theworkshop with the cooperation of the distinguishedstaff of the joint organizers of the workshop. Inclosing my address, I would like to wish a greatsuccess for this workshop thanks to the kind coopera-tion of all the distinguished participants and resourcepersons. Thank you very much.

**********

Address

by Mr. T.M.SakyaEducational Advisor, Coordinator APPEALUNESCO PROAP

Honourable Deputy Governor of Chiang RaiDr. Rung Kaewdang, Director General, DNFEMr. Miyamoto, Executive Director, ACCUDr. Tongyoo, Mr. Tajima, and other officials ofDNFE, ACCU,and Resource PersonsDistinguished participants from the different countries

It is a great pleasure and honour for me to have thisopportunity to say a few words on behalf of theDirector General of UNESCO on the occasion of theinauguration of the Second Regional Workshop onDevelopment of Basic Literary Reading Materials forAdults in Asia and the Pacific.

First of all, I would like to welcome all the partici-pants who have come all the way from differentcountries to participate in this workshop on behalf ofUNESCO. Second, I would like to expressUNESCO's heartfelt thanks to the Department of Non-Formal Education, government of Thailand, andACCU for organizing the Second Regional Workshopon the Development of Basic Literacy ReadingMaterials, especially for minorities in this beautiful

1:t2

14 0

city of Chiang Rai.

As you all know, Asia and the Pacific is a vastregion with diverse culture and languages. At present,41 countries of the region are members of UNESCO.representing 63% percent of the world's population.Since the 1960's, primary education and other levels ofeducation have made tremendous progress, but in spiteof that, this region still has about a 700 millionilliterate population and an equal number of neo-literates. There is a serious dearth of appropriatelearning materials for illiterates and new literates.Learning facilities are equally lacking for them.Therefore, everywhere the gaps between the "haves"and the "have-nots" are widening. Most of the illiter-ates are minorities such as women, cultural and ethnicminorities, rui al and urban poor, and people livingunder difficult geographical situations.

UNESCO has been undertaking a number ofprojects:

1. to promote access to education. especially forgirls, women. and the disadvantaged population.

2. to improve the quality of primary education,literacy programmes, and continuing education.

3. to develop training materials for literacy andcontinuing education personnel through ATLP andATLP-CE.

4.Training of literacy and continuing educationpersonnel through Regional and National trainingcourses.

Realizing the gravity of the problem of illiteracy.the Government of Japan very kindly provided US$700,000 per year since 1990 for the project "Promo-tion of Literacy in Asia and the Pacific." I would liketo express our thank you to the government of Japanfor this generous help. Under this project there aremany activities. One of the activities is assisting in thedevelopment of Basic Literacy Reading Materials forilliterates. This activity has been entrusted to ACCUbecause of its very excellent background in the field.Under this program, the first workshop was organizedin Calcutta. India in 1992. Now this is the secondworkshop.

The UN General Assembly decided to celebrate1993 as the International Year of Indigenous People.Therefore, it is very appropriate to organize a Sub-Regional Workshop on "Development of BasicLiteracy Materials for indigenous people and minori-ties."

According to the statistics and other reports, theliteracy situation among linguistic and cultural minori-ties is very serious. One of the problems is that theeducational materials prepared for them are made byothers without their active participation, sometimeswithout being sensitive to their culture, tradition, andlanguage.

I hope the workshop will finally develop a guide,"How to Develop Basic Literacy Materials for them."Secondly, it will develop a sample curriculum for thebasic literacy programme for minorities. Finally, itwill develop some sample learning materials forminorities with active participation of the target groupsso that they can improve the quality of their lives.

In the end, I wish every success of the workshop.Thank you.

**********

Welcome Speech

by Mr. Riab NaradisornDeputy Governor of Chiang Rai

On behalf of the Department of Non-FormalEducation, the residents of Chiang Rai. and myself, Iwould like to extend a hearty welcome to you. theparticipants of the Second Sub-Regional Workshop onthe Development of Basic Literacy Reading Materialsfor Minority Peoples in Asia and the Pacific. We arepleased and honored to have the opportunity to act ashost for so many distinguished visitors at such animportant event.

Please allow me now to share with you a little bitabout the province of Chiang Rai and its colorfulcultural heritage. As you already know, Chiang Rai isthe northernmost province in Thailand. It is home toabout 1.3 million people of which the various, localhilltribe groups contribute a signifcant percentage.Formerly, about 700 years ago. Chiang Rai was amajor city of the Lanna Kingdom, and today thepeople of Chiang Rai are very interested in preservingthey unique Lanna culture. The people of Chiang Raiuse nine different slogans which describe the mostdistinguishing characteristics of the province. Now. Iwill share these slogans with you.

Chiang Rai is the northernmost province in Thai-land. Doi Tung Temple (one of the mos: beautifultemples in Thailand!) is recognized by both Myamnarand Thailand. Chiang Rai citizens care very muchabout preserving their Lanna culture. Mae Chandistrict of Chiang Rai grows the best rice in the world.Chiang Rai is famous for growing lychee fruit. Thewomen of Chiang Rai are quite beautiful. Chiang Raiboasts wonderful tasting tea! Chiang Rai grows afamous type of pineapple, "ming lae." Chiang Khongdistrict on the Laos border boasts the biggest freshwa-ter fish in Thailand.

Once again, I would like to welcome each andeveryone to Chiang Rai. If there is anything that willmake your here more comfOrtable, the stall ofNon-Formal Education will he more than happy tooblige. It is my most sincere wish that you all have amost enjoyable and productive couple of weeks.

Thank you.

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Participating Countries:

ChinaIndonesiaLaosMalaysiaMongoliaMyanmarPhilippinesThailandViet NamIndia*New Zealand*

Documents

print. MFO1 /PCO6 Plus Postage. - ERIC - Education Resources … · 2014. 5. 7. · We should like to express our deep gi,:.itude to all those involved in the Workshop, particularly,