To summarize: Monitoring and evaluation at all stages of an MTB MLE programme are essential for identifying and building on the programme’ s strengths and identifying problems that need to be solved. Monitoring and evaluation also provide information for reporting to government authorities and other partners. Most importantly, regular monitoring and evaluation help to ensure that the programme meets the goals and expectations of the minority language communities and of education officials.
Supportive partnerships. Minority language communities, even with help from nongovernment organizations( NGOs), cannot sustain their programmes without governmental support at all levels. Governments alone cannot plan and implement strong and sustained MTB MLE programmes without participation and support from local communities. At national and international levels, governments need input from international agencies and non-government organizations and sometimes from other governments.
Strong and sustainable MLE programmes require cooperation and support from multiple agencies – government, universities, research institutes, NGOs and others – working with language communities to plan, implement, evaluate and support their programmes. Building supportive partnerships— locally, sub-nationally, nationally and internationally— makes the best use of resources and helps to ensure that MTB MLE programmes are strong, successful and sustained.
Q4
What about parents and other people in the minority language communities? Will they support MTB MLE?
The best people to answer this question are government and community leaders, teachers and parents of children in MTB MLE schools. Here is what they say:
From the Director of the Gawri MTB MLE Programme, Pakistan: Shakir Ali is a 6-year-old child from one of the MLE schools. He never attended any school before. In 2010 he had completed two years of preschool. One day, he was sitting with his elder brother and father and started to read the headlines of the Urdu newspaper that his father was reading. This surprised the father because Shakir Ali’ s older brother was a Grade 7 student at a government school. The older boy had begun his education in Urdu was still unable to read an Urdu headline. Shakir Ali had gained confidence and understanding from the mother tongue-based school, to read the Urdu words.( Information provided by Muhammad Zaman Sagar, Executive Director of Gawri Project and Language Development Consultant for FLI, Pakistan.)
Booklet for Programme Implementers
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