a form that provides quantitative and qualitative information with details about teachers’ and students’ performance in the classroom. On each visit the school supervisor also meets with leaders of the village committee to learn about the school’ s strengths and weaknesses.
Each village school committee is expected to visit their school on a regular basis to ensure that the teacher is coming regularly and on time and that the children are present and doing well in school.
When possible, SIL literacy specialists and consultants visit the schools, both to share their insights in how the programme can be improved and to give encouragement to the literacy teams.
How do you evaluate students’ progress?
Students are evaluated by regular tests administered by teachers, internal exams from the MLE school supervisors and external government exams administered by MLE or government school supervisors.
In 2007, at the request of CIDA, international literacy consultants from SIL International carried out a final evaluation of the PCDP and KCDA pilot projects. Starting in 2009 NORAD has sent representatives to carry out a biennial evaluation of PCDP and KCDA and their literacy programmes.
MTB MLE RESOURCE KIT Including the Excluded: Promoting Multilingual Education
What results have you seen to this point?
One indication of the success and positive response to the programme is that many students who have completed the MTB MLE programme have gone on to complete high school and then returned as teachers. Here is a story from one of the villages with an MTB MLE school.
In the beginning, only boys attended the MTB MLE school. Then the village leader encouraged people to send their girls and he also sent his daughter. As a result, seven girls began to attend the school even though many parents still kept their girls at home. When these seven girls were in primary school, they promised one another that since their parents had given them this opportunity, they would now take responsibility for bringing change to their village. So after they completed primary school they registered in the government high school. They were not regular students but the village teachers helped them study the government lessons and prepare to write the government exams. After high school they were accepted into college. During this time they started a campaign to bring awareness to parents of the importance of girls’ education. Four girls were appointed as teachers in the MLE school and two of them trained as adult education teachers and were teaching the women in the newly opened adult education centre in their village. Currently there are 48 girls enrolled in the MLE school. There has been a significant change in the girls’ village and it has become an example to parents in surrounding villages who have begun to see the importance of education, especially for girls.
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