In 2004, UNESCO hosted a Regional Workshop on Mother Tongue/Bilingual Literacy Programmes for Ethnic Minorities in Kunming, China. Participants from China, India, Bangladesh, the Philippines and Thailand discussed the progress of their MTB and bilingual education pilot projects as well as lessons learned with four other Asian countries interested in starting similar pilot projects in their own context.
The next group meeting for the Multilingual Education Working Group will be held on Monday, November 12 from 3:00pm - 4:30pm. The meeting will take place at the UNESCO Bangkok Office, 2nd floor. Please see the attached agenda for more information.
Questions? Please contact Kyungah Bang at email@example.com
Although Vietnam's basic education system has seen great success in recent years, ethnic minority groups continue to show poor educational achievement. With high dropout and low enrollment rates, accelerating the academic performance of ethnic minorities has been an ongoing challenge. As speakers of local languages, ethnic minority children have struggled to learn in a language that is not their own.
In 2008, the Ministry of Education and Training (MOET) partnered with UNICEF to create Mother Tongue-Based Bilingual Education programs. Implemented through Action Research in schools in the Lao Cai, Gia Lai and Tra Vinh provinces, the MOET has saught to improve the quality of education for speakers of the Mong, Jrai and Khmer languages and their respective ethnic minorities.
Dr. Rebecca Paulson Stone, who recently completed her PhD at the University of Massachusetts, Amherst presented her dissertation research to the MTB-MLE Network on July 23, 2012 at the Save the Children offices in Washington, DC. The purpose of her research was to help program designers develop professional development initiatives that successfully address some of the major identified challenges teachers face when implementing MTB-MLE. The research project was implemented in Southern Mindanao, Philippines over a 3-month period in the Summer 2010.
This book contains administrative and curriculum materials that can be used to establish and operate playschool programmes for indigenous communities. Carefully sequenced steps, covering pre-planning to evaluation, outline the process of setting up a local playschool with the aid of community involvement. The content covers pre-reading, pre-writing and readiness skills and provides an abundance of practical advice, forms and ideas based on sound educational theory.