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Primary schooling

Goals for the Program

The first question that must be asked in education planning is: “What do we want to accomplish?” There are different groups of people involved in education and they may have different perspectives on the goals of education.

Student Learning Outcomes

The goals of the various stakeholders in the education program are made specific through Learning Outcomes.  There should be a set of Learning Outcomes for each grade level that are based on students’ prior knowledge, parent and community goals, established government educational outcomes, and appropriate grade level expectations. 

Instructional Plans and Learning Activities

The list of Learning Outcomes and Indicators of Progress forms the basis of preparing weekly instructional plans.  Teachers and curriculum developers can prepare a timetable chart of the school days and weeks to plan how and when individual lessons will be taught.  Teachers can then use this chart to prepare individual lessons; collecting needed materials and preparing themselves each day and week for upcoming lessons.

Training community teachers in Cambodia

The Highland Children's Education Project trained a cadre of teachers in Ratanakiri Province in Cambodia drawn from the local community in order to better serve children through mother tongue instruction. The project is described in Highland children’s education project: Good lessons learned in basic education (Middleborg, 2005). The project addressed the needs of the community for mother tongue instruction in part by building a teacher base from local community members, none of the initial group of community teachers had completed a primary education themselves.

Mother tongue as bridge language of instruction: policies and experiences in Southeast Asia

This publication presents a compendium of language policies, case studies, and general recommendations for mother tongue-based education in Southeast Asian Ministers of Education Organization (SEAMEO) member countries. It provides insights that may further strengthen each country’s policies concerning language of instruction as a way to achieve education for all.

Resources for multilingual education in India

This document offers detailed examples of teaching and learning materials that have been developed in multiple languages in four provinces of India: Andhra Pradesh, Orissa, Jharkand, and Chhattisgarh. These examples include the subject areas of language arts, mathematics, and environmental science. The different provinces have produced different types of materials, illustrating a good variety of teaching and learning materials, including teachers' guides.

Language Education Outcomes to Indicators to Activities to Resources

This curriculum planning chart for MTB-MLE language education maps learning outcomes to indicators of student progress.  It then offers examples of learning activities which will help achieve those learning outcomes.  Finally, it lists classroom materials (resources) that are needed to teach the learning activities.

How to plan and start an MTB-MLE program

Investing the time and effort to properly plan is absolutely essential for a good MTB-MLE program. Good planning often starts a year or more before implementation and continues even as the program develops.

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