Kukna Field Visit
Report on visit to Kukna field during 13- 16 October, 2003Objectives:
To Collect information regarding literacy programs of Kukna and Vasava
To Finalise the list of villages of Kukna and Vasava
To conduct second level appraisals for the junior level staff
To discuss about the future of Vasava project
To look at field Administration issues
1. Information regarding Literacy Project:
UNESCO defines literate person as "one who can with understanding both read and write a short simple statement on his (her) everyday fife". A person is "functionally literate when he (she) can engage in all these activities in which literacy is required for effective functioning of his (her) group and community".
Literacy is one of the entry point activities of Kukna field. As on date literacy programs are conducted in 100 villages benefiting 4000 learners. The following books are used for literacy programs:
Pre Primer (L1)
Primer 1(L1)
Primer 2(L1)
Primer 3(L1)
Post literacy(L1)
Bridge Material(L2)
Post literacy(L2)
The Kukna project follows the camp method of instruction. In this method, the L1 classes are conducted for 30 days and with a break of 2 months, the L2 classes are conducted for 15 days. In this, they will ensure the continuity of the learning.
But this method is not practical in Vasava, since their culture will not allow them to stay to gather for a long time. For them the class method is more effective, which they are following.
The following table shows the progress of literacy activities in Kukna and Vasava.
People Group
Language
Script
Literacy Primers
Additional Reading Materials
Remarks
Kukna
Kukna(Dangi)
Gujarati
L1, L2
Available
Varli
Varli
Gujarati
L1, L2
Available
For people residing in Gujarat
Varli
Marathi
L1, L2
Not Available
For people residing in Maharashtra
Bhil
Bhil
Not Available
Only 5% of Population
Vasava
Vasavi
Gujarati
L1
Not available
EFICOR’s role in promoting mother tongue instruction is commendable. I have interviewed several people from the community regarding the advantages and challenges of mother tongue education. The findings are:
Advantages of Mother Tongue:
The people understand better in their own mother tongue
They can learn the script of the state language through their own language easily
They learn fast, since it is the language they speak
It is easy to understand and they have more confidence of what they have understood.
They can easily identify themselves with their language, which in turn motivates them for further learning.
Challenges of Mother Tongue education:
Script, primers, reading material not available and the production of the same is time consuming.
Scientific production of script and language, including grammar requires high technical expertise.
Experts intervention is very necessary to ensure fool proof language development.
Wrong perception by the development workers that mother tongue education slows down development process.
Case Study 1:
Government of India set up National Literacy Mission Authority in 1988 for eradication of illiteracy through district level literacy campaign that is area specific, time bound, volunteer based, cost effective and outcome oriented in the target group of 15-35 years. The aim of the campaign is to ensure functional literacy for all by 2000 AD.
One such village is Chikkar, 12 KM from Waghai, where the TLC (Total Literacy Campaign) started off during late 80’s. The government started the literacy project with a school teacher which continued for one year. There used to be classes every night for one hour for 3 months with a group of men and women of 12-15 people. At the end of the classes, at least 10 people could write their names. The project continued for one year and then stopped due to lack of interest by both the people and the government. One of the reasons are the classes used Gujarati language.
Mr. Budhiya Bhai was 8 years old when this campaign started, studying 3rd standard. He studied till 10th. He started studying Gujarati, the state language since he joined school. Since his mother tongue is Kukna, he found it difficult to cope up with. It took a long time for him to learn the state language and the alphabets. He feels that it is better to introduce Kukna for starting and then move to a state language. Because there is no further education is available in Kukna, he wants to learn state language Gujarati in the later stages.
Case study 2:
In 2000, the Vasavi literacy project was started in 5 villages of Vyara district, Gujarat. The program continued for 6 months and then stopped in between due to lack of interest from the community. The reason for the failure is that the project used Gujarati language as medium of instruction.
In 2002, again the program started in 5 villages, 20 learners from each centre. This time, it is through The classes are running for 2 hours a day for 6 months. They felt easy to learn in their on language, after that Post literacy.
At present they are using only two books. During year 2002-03, they took 5 villages and completed 2 books. During 2003-04 they took another 5 villages and started the same two books. The previous people did not complete literacy course completely. This is a serious concern. The reason is that the materials are not prepared before starting literacy program. They should not start
2. The list of villages for Kukna and Vasava are finalised.
3. Second level appraisals were conducted for Prashant, Samson and Pradeep. They are performing according to expectations.
4. Discussions were held with the project incharge Asir Selvaraj regarding future plans for Vasava Project. FMPB are not in a position to release their staff for this project who can work for full time. The project is progressing according to revised schedule. Some financial matters are resolved with EFICOR accountant.
5. Administration issues are not looked into.
Thanks
Salathiel R. Nalli
posted by SALATHIEL R NALLI @ 5:05 AM
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