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Kolorob Literacy Model — a Dream Comes True!

by Tarafder Rafiqul Islam
f XY OLD ROB Literacy Mo de), the once-a-week
A a^ education programme for the urban deprived children is not only the fulfilment of a drcam. but also the pursuance of the same In full vigour The model started in early 1990 by Shamlma Is lam, the veteran non-formal education researcher In Bangladesh who worked In the pioneering research team for non-formal education under Michigan State University (USA) In 1971-72, Since then, she has participated in major non-forma) education publications in Bangladesh. In this process, she gradually formed her own dream: can a new model for learning be developed for poor children which will break the vicious circle of poverty and where the school will go to the children and not the children to the school? The dream also spelled out. can a school be such that will not Interrupt poor children's daily life and work schedule and children can learn In the work site Just by spreading some mats in the open cen ter?’ Can a model be such which would offer a programme for learning where both the opportunity cost and the incidental cost would be negligible?
Planning and Implementing such a programme resulted In a learning experience where time needed is minimum — only an hour a week — and neither the parents, nor the employers (not to speak of the self-employed children) mind sending children to the cen-
tre? The long-wished drcam got its momentum In late January in 1990 and 'Kolorob Model germinated as the first programme tn Bangladesh which offers an educational environment to the working children who. spend only one hour a week at the centre. The innovativeness of the model Is not only its timing — but the whole approach of handling the poor children with Its ro tattng mobile teacher, new kind of reading material for teaching the basic 3Rs (reading, writing and arithmetic). Children gradually learn values like, punctuality, discipline and obedience si multaneously with respect for elders and teachers and the whole atmosphere offers vital tty in the midst of Joy, laugh and fun where children are encouraged to demonstrate qualities of leadership.
In 'Kolorob' Mode), the planners do not stay away from the field — they are on their feet with the teachers and children enjoy the presence of nana' sir (Shantima's retired Magistrate father) and their 'khalamma — the two vital figures' constant presence in the programme. The adult figure in Kolorob' plan together, teach together, evaluate together. learn together in this model. The model started giving shape to a dream with
Redda Ba men s modest help and has spread to three different locations to test Its replicability and bears potentiality for further replication.
The specialty of the model lies in the fact that It not only takes too little time, it ts a complete open air school primarily for working children and operates on holidays specified in the area Starting with few working and street children, the programme now encompasses about 250 children in three locations covering deprived slum children, working children, street children, domestic servants, irregular formal school students and drop-outs.
There is no restriction, no rigidity no compulsion in attendance and here any poor child who is Interested in Joining can sit and practice the lessons for the day. An open-air class for 5-15 year old children. the smiling faces voluntarily attend the school. It is fun to watch children running for the class, cleaning their space, arranging their own class, practising their lessons for the day and merrily returning back to their own places after closing down the boxes at the end. They enjoy murmuring Indigenous rhymes or numbers which their fellow peers make them practice. These funs are encouraged to
build confidence and leadership qualities among poor children who come to learn at these centres. According to Shamlma Islam, they are her future literacy teachers and these funs are for training them up.
The teachers are like childrens friends — no scolding, no beating and children are not scared. The teachers, all higher education students rotate from centre to centre and work on part-time basis. Their training Is on their job’ and the policy is earn while you learn from work In the effort to help deprived children learn.
The children, after learning the alphabets, read the innovative reading material which has been specially prepared for the programme. The material is very ’life-oriented" and that encourages children to practice. The children are interested in coming to the centres and reading the materials — and the programme-now feels pressure from advanced children for more material. Here lies the success, the demand is coming from childrenl The school is never closed, except on Eid holidays, when teachers go home. In hartal', in curfew, on national holidays, — the policy stands — If children arc there, we. will teach them. And, students really attend
even on these days tn varied intensity.
Il is the dream that comes true — the availability of an open-air class where poor children can attend without any bar or cost. Whenever they feel like attending. It ts their participation from beginning to end which seems to be one of the fondest times in their difficult life-situation. This Ht-tle break In their dally ached ule seems to be really breaking monotony in their life. This Is the time for their Kolorob' class, time to practice their lessons tn numbers, pronunciations, reading, writing, with new kinds of Hashi-Khusht, Ananda and Ullas h sections of their school!
The children's non-attendance Is not their unwillingness to attend but their inability to come due to their uncertainty in life, and charges in their adults' life-pattern with whom they are associated either. for living, or for residence. These little children are scared of employers, unhappy faces at the prospect of their regular attendance. Many of them send messages through other children, "tell 'khalamma' I cannot attend for coming days." Khalamma invariably reassures them by sending message back, 'no problem, whenever you can
manage, Join the class". So, old faces re appear after long gap and belief is strengthened that children can never be permanent dropouts, If availability of a centre Is In the immediate vicinity with welcoming hands.
The Kolorob' Model la gaining strength and the lead ers and managers gain rich experience. Currently, it is operating at three spots — at Eastern Housing, Sidheswari for domestic servants, at Gulshan South Market primarily for market children and nearby groups and at New Market for business and Job-oriented children. The programme is attracting many visitors from both home and abroad. Many curious watchers ask, "what do you offer these children to come to the class?"
The grandfather adviser replies — we have no building, no furniture, except our affection and commitment which brings school to the children and not children to the school. “The newness in approach has Impressed many concerned individuals and they ask,"Mrs Islam, what can we do for you? Shamlma Islam replies, "my need never ends but try to help my children first before you help me." And in many difficult days, such small help counts for Kolorob and ease her struggle at least temporarily.
The writer is a columnist tn the Chronic, g student-newspaper at Saint Cloud University. Minnesota. USA.