4th International MLE Conference Policy Manifestations and Pedagogical Practices in Nepal Lava D Awasthi, PhD 7 November 2013 Bangkok, Thailand

Presentation Outlines Philosophical Foundations: Multilingual Construct Importation of Ideologies: Monolingual Mind Sets Policy Manifestations Plans and Programmes Institutional Arrangements and Delivery System MLE Interventions and Achievements MLE Implementation – Concerted Efforts Needs and Issues Opportunities and Options The Way Forward Further Actions – Immediate and Long-term

Philosophical Foundations: Multilingual Construct in Nepal Nepal’s Multilingual Construct Local cosmologies – pluralism and diversity More than 123 languages in use People have been living in harmony for centuries Tolerance, realization, peaceful co-existence Unique systems developed -diversity thrived Blessed with a wealth of language and ecology

Importation of Ideologies: Monolingual Mind Sets Importation of monolingual ideologies in Nepal Deviation and distortion in linguistic diversity One language construct: Misconceptions, myths and perils to effective learning & achievements Globalization and spread of English Threat to language ecology and harmony Policy manifestations and state commitments Policy – practice gaps Need for reorientation, reinforcement, capacity

Policy Manifestations Nepal’s Constitution (2006) – Basic Education through Mother Tongues (recognizing all languages as national languages) Education Act (1971) - Provision for operating primary schools through mother tongues Local Self Governance Act (1988) and Regulations (1999) – VDCs and Municipalities given mandate to introduce mother tongue medium education in primary schools Multilingual Education Implementation Guidelines (2009) – Framework for promoting local systems and school-level initiatives

Policy Manifestations (cont.) ILO Convention 169 (1989) - Provisions for MTME in early grades CRC (1989) – Children’s Right to education through mother tongues (article 29) National and International Instruments MLE Road Map: (a) ECD and G1-3: MT based MoI (MLE approach) (b) G 4-8: Consolidation of MT and Nepali © G 6-8: Consolidation of Nepali and transition to English MoI (d) G 9-12: continuation of MT and Nepali, and introduction to Eng MoI (science, Maths, computer science as a MoI) (e) University Education in English Medium (except for languages) (e) Non-formal education: MLE based literacy

Plans and Programmes Three Year Plan (13th) - Emphasis on Mother Tongue Medium Education School Sector Reform Programme – MLE programmes targeted in 7,500 schools across Nepal Prioritized Minimum Enabling Conditions (PMEC) Continuous Assessment System (CAS) and Students’ Learning Competencies PCF framework for MLE implementation (value add) Rs 10,000 ($100) per school/ per year as enabling input SIP, VEC, DEP: VDCs/ Municipalities Harmonizing plans with NGOs, CBOs

Institutional Arrangements and Delivery System Ministry of Education: policy guidelines, planning and resourcing, coordination Department of Ed: creating enabling environment for programme implementation MLE Steering Committee: policy guidelines, support mechanism, reviewing, recommendation REDs: ensuring programme delivery DEOs/ RCs: support and supervision for MLE implementation in schools VDC/ Municipality: planning, resourcing, capacity Schools/ SMCs: MLE implementation and ensuring sts learning Community/ Parents/ PTAs: coordination and rapport building

MLE Interventions & Achievements MLE piloting in 6 districts: Experiences gained from MLE (6 districts): Jhapa; Dhankuta; Sunsari; Rasuwa; Palpa; Kanchanpur (indigenized materials) NGOs, MLE partners, local grps – testing, piloting Encouraging results - high attendance and participation; students engaged in cognitive processes; raised self esteems LINSON Initiatives and Multi-Sectoral Engagement MLE Resource Centre at CERID with UNESCO support Focus on Early Grades Reading for MLE Documentation and feed in mechanisms Good practices in the Region: India (Assam, Andhra, Orisa); Bangladesh (Chitagong Hills); Thailand, China (Yunnan Province - Zero Barrier Bilingual Education Project), Philippines; PNG etc

Implementation: Concerted Efforts Curricula and Medium of Instruction Curriculum Framework and Guidelines – Primary education through Mother Tongue Medium CDC has developed primary education materials in 22 Languages and NFE materials in 14 Languages CDC guidelines for developing local materials CAS guidelines and continuous evaluation in schools Provision for Local Language/ Mother Tongues with 100 Full Marks (4 Credit Hours) – Making it mandatory

Implementation: Concerted Efforts Provisions for 20% local content in primary education Indigenized approach to MLE in Nepal Multiple sets of materials and Reading Competencies MT as Medium of Evaluation (testing) at early grades Use of IT and digitized materials in schools Teacher development and classroom delivery NCED offering MLE teacher training in 15 languages 6000 plus 4000 teachers trained for MLE in schools Partnerships and support structures at local and national levels DoE/ REDs – Dedicated MLE Unit and Support Group

Agenda Setting: Needs and Issues 1 How to make Governments own MLE? Replicating knowledge generated by piloting partners (local Initiatives) How to set agenda for major (funding) partners How to generate knowledge and how to institutionalize efforts? Networking for policy debates and pedagogical support Setting indicators and targets for MLE implementation

Implementation: Needs and Issues 2 Teachers Capacity and workload (in schools) Attitudes and behaviours (reorientations) Multi-sectoral engagement and coordinated efforts Resource requirements Model building and replication of good practices Building trust in public schools – growth of private schools Quality concerns: NASA results and worth of investment Early grades reading and learning competencies IT application and digitization of materials Research and innovation – evidence and documentations Net-working and support system

Opportunities and Options State commitment for creating enabling environment Utilizing local resources: community, sts, Ts Local level initiatives and partnerships IT and open-distance learning for formal and NFE Engaging multi-sectoral agencies and actors Model building and documentation – greater effrots Research, innovation and informed decision making EFA Goals and MDGs by 2015 and beyond Collaboration and Networking at local and regional levels Agenda setting at regional and global forums

The Way Forward Focus on cognitive development (schooling without learning) Developing local strategies and oral approaches Proving support for MLE Teachers Materials development, resource kits Linguistic mapping, data base and HRD plan Cultivating T’s & Children’s interest in language Empowering SMCs, local Governments Engaging parents and local communities

Further Actions Immediate tasks: Long-term tasks Full implementation of MLE Guidelines Teacher preparation and empowerment Indigenized materials and IT application Focus on learning, cognition, multiple competence Building capacity of parents, SMCs and HTs Knowledge sharing and networking Long-term tasks Setting policy priorities at regional and global levels Multiple materials, IT expansion Linguistic mapping and data base HRD plan and capacity building Collaboration at national, regional and global levels

धन्यवाद Thank You