Literacy and Livelihoods for 445 Women in Nepal

The Limbu Language Development Association (LiLDA) is supporting local schools and the Limbu communities in Pachathar to promote Multilingual Education (MLE). It supports the use of Limbu language and culture in basic education. Mother tongue based MLE program seeks to improve the learning process in a natural way and create a classroom environment that is enjoyable to the students

LiLDA is also supporting activities that preserve and use indigenous skills to improve Limbu speaker's economic situation. LiLDA is coordinating with different government and non-government agencies. Language Development Centre - Nepal (LDC-Nepal) regularly providing its assistant to LiLDA to implement Limbu Project effectively.

 Activity 1: Limbu Material Development Workshop (8-10 July 2014)

This workshop was conducted in Panchakanya Lower Secondary School, Aangarang-2 and Subjani Primary School, Yasok-4. Participants were teachers, students, School Management Committee members, parents and local Indigenous Knowledge (IK) holders. The objective was to prepare contextual reference reading materials in Limbu language for grades one to three.

Objectives:

• Promote and expand MLE activities in local primary schools
• Promote preserve and use Limbu language and culture
• Produce contextual reference reading materials for grade one to three
• Train teachers and local IK holders to collect and edit the oral literature
• Create positive thinking and environment among the local stakeholders to implement MLE in basic education

Themes of materials: Social science, biography, Limbu culture and customs, Poems, Stories, Songs, Festivals and Foods.

Achievements:

• Thirteen different texts are collected and edited in Limbu language.
• Twenty-five participants are trained to collect and edit oral literature
• Participants are motivated to make continue advocacy of MLE in their respective community and schools
• Help to produce numbers of local literature in Limbu language

Suggestions:

• School Sector Reform Plan 2009-2015 must be implemented to promote MLE program in basic education
• Local school and government agencies must be honest to follow Multilingual Education Implementation Guideline (2010)
• Develop strong network among the stakeholders to promote and implement Multilingual Education
• Schoolteachers need more support and training to produce contextual materials and its use in classroom  

Activity 2: Limbu Indigenous Skill (Khes) development Training (Nov-Dec 2014)

The Training was conducted in Gadhi, Phidim for five young women.

Objectives: To preserve Limbu indigenous skills and promote this skills as business.

• To train five young women how to weaving Khes and start their own business using this training skills

 Achievements:

• Five young women participated the training and one of them is selected as a trainer for other workshops

Suggestions:

• Indigenous science and skill must be preserved and promoted to improve their economic status and help them to providing financial support at the beginning of their business
• Manage more financial resources to train more participants from different communities

Activity 3: Limbu Literacy classes and School Support Program to implement Multilingual Education (Jul -Dec 2014)

The project is running regularly and local people are committed to continue the activities. The project is empowering the Limbu community to learn read and write in Limbu language and increasing their awareness for their linguistic rights. It is helping to promote MLE programs in two schools; Panchakanya Lower Secondary School, Aangarang-2 and Subjani Primary School, Yasok-4. Eighty-four students (Boys: 36 & Girls: 48) are getting benefits from this project.

Objectives: To promote MLE programs in Yasok and Aangsarang Village Development Committees, Panchthar.

• Train teachers and school management committee members from both schools
• Raise awareness for the linguistics, educational and cultural issues among the communities through education

Achievements:

• Teachers, School Management Committee Members and other local stakeholders are regularly getting coaching and support to continue MLE activities.
• One literacy classes with 20 participants (Male: 7 and Female: 13) is running with minor support (reference reading materials, technical support to facilitator) from the project

Suggestions: Advanced literacy class need to run to literate participants in Nepali and English languages, which help them to support their children education. MLE awareness activities must be continued. 

We are grateful for your support. Thank you.