The guidelines focus on two major areas. The first relates to the effectiveness of the program and the results provide input into programme design and implementation. The second relates to reading outcomes. The purpose is to identify students’ learning gaps, issues and concerns. Assessments in Grades 1 to 3 focused on students’ ability to read words and sentences correctly and to read with understanding. The results from these assessments are used for strengthening training programmes for teachers, principals, and education supervisors.
What results have you seen to this point?
The three year pilot programme served 4,621 children( 2,373 boys and 2,248 girls) from preschool through Grade 3 in twenty-eight learning centres and ten elementary schools. This was an increase of between 10-20 percent over participation before the programme began.
By the end of the three-year pilot, the assessments showed a gain of 35 percent( Hiligaynon), 65 percent( Maguindanaoan) and 39 percent( Tboli) among Grade 3 pupils in speaking and reading their MT. Also, 51 percent of the Grade 3 pupils who were assessed exhibited reading abilities in Filipino.
Eighty teachers improved teaching skills, through training.
Parents and community members have a better understanding of the relationship between mother tongue instruction and improved education.
Five regional and municipal Language Advisory Committees were organized.
Implementation guidelines for MTB MLE implementation in the region were approved and disseminated by the Department of Education.
MTB MLE RESOURCE KIT Including the Excluded: Promoting Multilingual Education
Other languages in the region such as Obo Manobo, Teduray and Blaan, have adopted the MTB MLE model developed in this programme. Also, the Department of Education and other organizations in the Philippines are promoting this model.
What are your plans for the future?
The pilot experience provided information that will help to strengthen the use of children’ s MT in Save the Children’ s regular programming for early childhood and basic education.
MTB MLE is already implemented on a nation-wide scale but programme leaders need to advocate further with the regional Department of Education to use the model developed in this programme.
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