A Wise Decision ENG

7/31/2019 A Wise Decision ENG

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A Wise Decision-Giving Education to Our Daughtersfor a Brighter Future-


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To Instructors:

You should first narrate the text of the whole story from beginning to end withoutstopping. Then, you should go back to each illustration and generatediscussions among the learners on the important messages in the illustration byreferring to the following 'Points for Discussion'.

-Points for Discussion-

* Ask the learners how many children (boys or girls) they

have, and if they send their children to school. Why orwhy not?

* In this story, Tara's school is very far away from home.

Ask the learners how far the nearest school to their village

is. Discuss problems and their possible solutions.

STORY TEXT

There is a family in a mountain village.The mother's name is Shanti, and the father's Deepak.

They have two lovely daughters, named Tara and Rita.

Tara is the elder daughter. She is 9 years old.She is now in grade 3 in a primary school in the next village.The school is far away from home.It takes one and half hours to get there on her tiny feet.

Rita, the younger daughter, just turned 6 years old.Next year, she should start going to school.

The family has only just enough money to live on.But the two girls are living happily with their parents.

There is no boy in the family.


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Ask the learners:

* How do you feel about having only daughters?

* How are the families without male children looked at in

you village?

* If your were Shanti, how would you react to such

villagers' mocking?

Wherever the mother, Shanti, goes, other village women

mock her behind her back.

"Poor Shanti... She has no son to help her earn money.

She and her husband will be in serious trouble when they get

old," says one woman.

"Poor family...The two girls will leave the parents after they

get married.

There will be no one to look after Shanti and Deepak," says

another.

One day, Shanti complains to her husband about themocking of other women. She is deeply hurt.

"I'm sick and tired of other women gossiping about me not

having a son. They even say that I am a bad wife because of

that..."


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Ask the learners:

* What is family planning? Why is it important?

* What are the obstacles to sending girls to school?

(e.g. only male teachers available, lack of awareness...)

* If teachers are all men, do you also hesitate to send your

daugher(s) to school? If yes, why?

* What do you think of Deepak's word," we should not limit

their opportunities just because of our old way of thinking"?

"My dear Shanti, don't let such gossip trouble you," says Deepak gently.

"You and I decided to practise family planning and have no more children.

We should be always thankful for what we have been given - our two

beautiful daughters."

"But Deepak, do you think that our daughters can take care of us

when we get old? They will soon get married , and they will leave home and

leave us...," Shanti sighs.

"Don't worry about that,"says Deepak.

"Even though the school is far away, we will let Tara continue her schooling.

I am also thinking of sending Rita to school from next year.With the education they receive, Tara and Rita will give us valuable

information to make our lives better even after they get married."

Combing Tara's hair gently, Shanti says anxiously,

"Since all teachers are men, I am worried about her. I want her to quit

school.

Besides, education may not be necessary for girls..."

"Oh, Shanti," says Deepak.

"Please think of the future ahead of these young girls!

We should not limit their opportunities just because of our old way of

thinking."

"That's right, Deepak. I agree," Shanti nods.


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Ask the learners:

* What do you see in this illustration?

(sharing of work)

* Is the housework shared in your family?"

Everyday, Shanti and Deepak work very hard in the field.

From sunrise to sunset, they work very hard to earn enough money for their

daughters' education.

They also share housework.

While Shanti cooks, Deepak takes care of Tara and Rita.


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Ask learners:

* How would other men in your village react to/think of men

(fathers) doing housework?

* Do you also think that there is no point in giving education to

girls? Why, or why not?

Deepak is also laughed at by other men in the village, because he shares

the housework with his wife.

A man shouts pointing at Deepak,"Hey, look at Deepak!

He's collecting fire-wood and taking it to his wife!

That's women's work. What a wimp! Ha! Ha! Ha! Poor guy..."

"Oh, but he can't go on like this. He needs to have a son,"

says another man.

"That's right!" the first man says.

"Girls are useless and sometimes a burden.

They are born just to leave their homes.

There is no point in giving education to girls."

No matter what others say, Shanti and Deepak do not care.

Their minds are firmly set on letting Tara continue school and

getting Rita started at school.


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Ask learners:

*Should Tara continue schooling? And should Rita be sent

to school as well?

*Do you treat your daughter(s) and son(s) equally?

*What kind of opportunities do you think education can bring

to these girls?

The day for Rita to start school has come.

The father says,

"Rita, this is such a happy day for us.

Always remember that you are no different from boys.

We both care for you."

The mother says,

"Yes, we love you very much, our dearest Tara and Rita.

Be good at school and learn a lot.

It will open up many opportunities for you."


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Ask learners:

* How can literacy help to improve farm work?

* Is there an agriculture extension centre in your village?

If so, have you visited the centre to learn new agricultural

techniques?

* What are some other ways to reap a better harvest?

* Do you use compost? How do you make the compost for

your field?

Five years have passed.

Tara is now in junior high school.

Rita is in grade 5 in primary school.

Every day after school, they help their parents in the vegetable field.

Their skills in literacy and numeracy learned at school are very useful

and helpful to the family.

Tara and Rita help their parents by suggesting ways to get a bigger harvest

by selecting the right kind of seeds to be planted at the right reason.

They also help the parents to make better compost more efficiently.

"Father, I read in a book at the agriculture extension centre that

we can use our kitchen waste to make compost!" says Tara.


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Ask learners:

* Do you sell your crops to middlemen or sell them by

yourself at the market?

* How do you get information on market rates?

* Have you ever faced problems when negotiating

with middlemen?

* Do you think that numeracy skills (being able to calculate)

are important and useful in your daily life?

The family's field is full of healthy and delicious vegetables.

Their harvest has doubled since last year.

Now, the family can get more income by selling their vegetables.So Tara and Rita both are able to continue their schooling.

In the market, they can bargain better with the middle man because,

from reading newspapers, they know the current market rate.

Since Tara and Rita learned how to calculate, no middleman

can cheat these young ladies.


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Ask learners:

* Do you like reading news papers?

* What useful information can you get from reading

newspapers?

* Have you had your children immunized? If so, do you

know what diseases can be prevented by immunization?

* Is there a health post in your village? If so, do you go to

the health post when ill?

In the community, Tara and Rita help other villagers get information

delivered by various reading materials such as books and wall newspapers.

Rita reads the headline of the wall newspaper out loudfor the villagers who are not able to read.

"Let me see...

Yes, everybody, the date for free immunization for your babies is next

Monday!

Please go to the Health Post at 10 o'clock on Monday morning."

"It also says that when immunizing, you must make sure that your baby does

not have any fever."


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Ask learners:

* Is there any female teacher in your village?

* Have you felt scared of going to town? If so, why?

* Have you felt any changes in yourself by attending literacy

class? If so, how?

Another five years passed.

Supported by the faith and love of their parents,

Tara and Rita studied hard and both completed high school.

Tara became the first female teacher in the village.

In the daytime, she teaches children at a primary school.

At night, she joins a literacy class as an instructor.

Tara asks the learners,

"Everyone, please tell me the benefits you get from literacy."

One lady replies proudly,

"Now, I am not afraid of going to the town by myself.

I can read all the sign boards in the street."

Tara feels very happy to know that the learners are gradually changing

as they gain confidence by being able to read and write.


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Ask learners:

* To what kind of person would you like your daughter to get

married?

* Why is the provision of education for girls a great

investment for the future?

* How did the two daughters help family life and improve the

community?

* Do you agree with the priest that Shanti and Deepak have

made a wise decision? Why?

A few years later . . . .

Today is the wedding day of the elder daughter, Tara.

The groom is also a teacher in the same primary school Tara teaches.

Their common dream is to give education to all the children in the village.

Singing and dancing, many villagers have gathered to celebrate

the wedding of the happy loving couple.

The village priest also came to attend the wedding.

He is talking with Shanti - the mother of the beautiful bride.

"Congratulations to you all!

Your family made me realize that providing education for girls

is a great investment for the future.

Now I know that education for girls helps family life, improves the

community,

and most importantly, brings happiness to everybody!

Shanti, you and Deepak have made such a wise decision."

(END)


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Guide for UtilizationTitle: A Wise Decision

- Giving Education to Our Daughters for a Brighter Future -

Format: Flip-chart(13 charts with illustrations in front and texts on back)

Target: Illiterates and neo-literates at beginning level

Objectives:

1. To raise awareness among learners that girls' education

is as valuable and beneficial for the family and community

as that of boys.

2. To stimulate discussion among learners on the advantages

and disadvantages of traditional values in the role of girls

and women in the family and the community, as well as in

the provision of education for girls.

3. To help learners realize that careful decisions independent

of traditional values will open up more opportunities for girlsfor education and social participation, which are highly

related to the productivity and prosperity of the family and

the community.

Application:

1. Before showing the flip-chart, start discussion on the

opportunities of education for girls in the village.

2. Show the flip-chart page by page and narrate the text of the

story written on the back of each illustration.

3. After narrating the story, the instructor may go back to each

illustration and lead discussions on the content of the story

by referring to 'Points for Discussion', which are included on

back side of each illustration.

4. Ask why it is important to provide education for children,especially for girls. Let learners share their own experiences

and opinions on the story of the flip-chart.

5. Lead discussion among learners on what benefits education

may bring to themselves, their family and community.

What are AJP Materials?

AJP Materials are learning materials produced under the Asian/Pacific Joint

Production Programme of Materials for Neo-literates in Rural Areas. The AJP

Materials are produced with aim of sustaining the literacy skills of neo-literates in the

region, and at the same time, providing the learners with useful

knowledge/informaiton and new insights to improve their quality of life.

The AJP Materials are first developed in English as prototypes (master versions)

through the co-operative efforts of experts in the participating countries and the

UNESCO Principal Regional Office for Asia and the Pacific (PROAP).

By using locally available resources, you are welcome to adapt any AJP prototype

into your local version(s) by translating the texts and modifying/changing the

illustrations and formats to make the local version(s) more suitable and relevant to

the actual life situation and learning environment of the target audience. The AJP

Materials can be freely adapted and reproduced for non-commercial purposes with

due acknowledgement.

When mass-producing the local version(s) of this particular flip-chart, kindly include

the credit line below in English and send some sample copies to ACCU, with a brief

plan on distribution/utilization of the material.

Adapted from "A Wise Decision: Giving Education to Our Daughters for a

Brighter Future," produced by the Asia/Pacific Cultural Centre for

UNESCO (ACCU).

Asia/Pacific Cultural Centre for UNESCO (ACCU) 19976 Fukuromachi, Shinjuku-ku, Tokyo 162-8484 Japane-mail: [email protected] URL: http://www.accu.or.jp/litdbase

Planned and produced under the Asian/Pacific Joint ProductionProgramme of Materials for Neo-Literates in Rural Areas (AJP) inco-operation with UNESCO Bangkok

C

Illustrated by Sharad Ranjit and Sunil Ranjit (Nepal)

A Wise Decision ENG

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