Bahá’í World/Volume 33/Profile, The Nosrat Foundation, Mali

←Previous

The Bahá’í World Volume 33

Next→

[Page 247]

PROFILE:

The Nosrat Foundation, Mali

are decreasing in performance and effectiveness—and failing the

increasing numbers of children they are meant to serve. In Mali, for example, UNICEF estimates that between 1996 and 2003 primary school enrolment and attendance comprised 39 percent of the eligible population, with the total adult literacy rate in 2000 standing at 26 percent. And while there are about 12,000 towns and villages in the country, there are only some 2,000 public schools. Clearly, children in Mali are at a great disadvantage.

To help meet the high demand for schooling and to fill the gap in the many villages without government—run schools, the national government decreed in 1994 that schools established in communi- ties with more than 60 children would be officially recognized. In response, USAID and other donors mounted a program to establish community—based schools, which succeeded in more than doubling the number of schools in the country. Still, the need for many more remained.

In countries all around the world, national educational systems

In 2000, working within the parameters of the government-en— dorsed, community—based school program, Chahine and Donush Rassekh established the Nosrat Foundation. Mrs. Rassekh, who serves

247

[Page 248]248 THE BAHA’I’ WORLD 2004—2005

Students, parents, and teachers gather at t/ae inauguration of a community

56/1001 in Mali, established with the help of the Nomzt Foundation.

as co—director of the Foundation with her husband, had previously worked for the USAID program and had seen first—hand that although the initiative was supported by the national government, there was initially some resistance at the level of the local school system—in part, because the concept was new in Mali and most of these schools relied on foreign pedagogical and teacher training methods. She saw an opportunity to work with eight villages where there are strong Baha’i communities. The goal was to establish schools that would use a participatory approach to develop human resources and capac- ity. They would also adopt a universal approach to the development of capabilities and would emphasize moral education. Inclusion of Baha’i principles such as the education ofgirls and the participation of women on the school boards, Baha’i procedures for the election of school boards, and the practice of consultation would be other features of the schools. As an outgrowth of that initial effort, Nosrat has helped to establish five more schools in villages where there is no Baha’i community—but regardless of whether or not there is a Baha’i population, the schools are open to all Children.

[Page 249]NOSRAT FOUNDATION 249

One ofz‘he teachers welcomes those attending t/ae inauguration of a community-based 56/700! established by t/ae Nomn‘ Foundation.

Although the Nosrat Foundation is small, run only by the co— directors and three trainers, the story of this Baha’f-inspired agency’s evolution is encouraging. Within four years of its establishment, and with funding from the government of Luxembourg, the Foundation had set up 13 schools in villages in the Koulikoro, Kayes, and Sikasso regions of Mali, where there were no primary schools. By the start of the 2004—2005 school year, 339 girls and 587 boys—a total of 926 students—wete enrolled in the community schools’ kindergarten and grades 1—3. Another 126 were involved in literacy programs aimed at junior youth, aged 12 to 15.

Nosrat’s founders attribute the organization’s ability to reach so many students in just four years to the approach that it has ad— opted. Rather than putting all its energy into running one school that would reach no more than a few hundred children and parents a year, the Foundation wants to help develop the capacity of others to run their own schools. Thus, Nosrat is currently developing and assessing a series of classroom materials and training manuals that can be adapted locally as each community builds its capacity.

[Page 250]250 THE BAHA’I’ WORLD 2004—2005

an,

é?

V V

First grade students line up to enter their classroom in (me oft/Je community-based school; established by the Nomzt Foundation.

With this vision and approach, the Nosrat Foundation has fo— cused on work at three levels. First, it develops materials for teacher training, for parent awareness, for the management of commu- nity—based schools, and for the use of students and teachers in the Classroom. Second, Nosrat conducts training of trainers, of parents and of teachers. And third, it conducts testing of the materials it has developed in the field at community—based schools.

Community involvement

The schools that Nosrat has established are owned by the community. The villagers themselves provide many of the construction materials for the buildings, which generally consist of three classrooms and latrines. Parents make mud bricks and do the actual construction, while Nosrat provides what is difficult to find or provide locally, such as cement and iron to cover and protect the walls and sustain the long—term roofing; specialized labor; tables and benches; didactic materials such as maps, books, and notebooks; and training, moni— toring, and evaluation.

[Page 251]NOSRAT FOUNDATION 251

Each village has an Association of Parents, which manages the project at the community level. The Association’s responsibilities include requesting official status from regional and communal au— thorities and choosing teachers and paying them regularly. School fees and recurring costs are covered mostly through monthly dues, with the amount decided by the parents themselves. Schooling is in high demand in Mali, and so commitment on the part of parents is deep. Another factor contributing to the sustainability of the schools is that regional school authorities have begun to take greater owner— ship of them by providing additional books and paying some of the teachers’ salaries.

Because most parents are illiterate and have no experience in managing a school, Nosrat conducts training for the community and its school board members. The goal is to build human resources at the grassroots, increasing the capacity of the board to manage the school and make it grow in a spirit of unity and service.

This training takes place at the local level, with a zo—session pro— gram. Twelve sessions are held before the school opens the first year and the remaining 8 occur during the first year, to help the board solve operational problems that may arise, to improve the quality of the school, and to plan for its growth.

All of the training modules rest on a spiritual foundation. For example, the module on conducting a school board meeting is based on the Bahé’i’ concept of consultation; the module on managing school finances is based on the quality of trustworthiness; and the module on equality in schooling is based on the Bahé’f concept of equality of the sexes, the advancement of women, and the impor- tance of girls’ education. Parents discuss the role of women on the school board and the importance of seeking female teachers, Who are rare in rural settings. Teachers discuss how not to discriminate against girls and how to encourage them in the Classroom.

Teacher training

Generally, teachers hired by the community—based schools established with the help of the Nosrat Foundation have a one—year renewable contract with their community. Most come from the Village or the area near the school and are youth Who have not finished high

[Page 252]252 THE BAHA’I’ WORLD 2004—2005

school and who would otherwise go to town looking for work in the dry season.

Like the training at the community level, the teacher training conducted by the Nosrat Foundation is morally and spiritually oriented, attempting to instill an attitude of teaching as an act of service to the community. Training sessions, intended to develop the capabilities of the teachers, are participatory and equip teachers with exercises to assist the children with comprehension. Sessions also instruct the teachers in how to tell stories. After the initial training, which is conducted from July to September, teachers go into the classroom. They then participate in two-week “refresher/reflection sessions” held each year during the December and March school breaks.

Although few of the teachers in the community—based schools are Baha’is themselves, all receive training in two books of the Ruhi curriculum, which is being used by Baha’i communities all over the world. The first book in the series, entitled Reflections 0n the Life 0f the Spirit, looks at the spiritual nature of human beings and covers topics such as the nature of the soul, our relationship to our Creator, and life after death. The third book in the Ruhi curriculum provides practical training for teachers of first—level children’s classes. These two books are supplemented by Concepts for a Positive 56/9001 En- vironment and Qualities and Attitudes of 7246/1673, developed by the Uganda Baha’i Institute for Development. Teachers are also trained in grade-specific texts that they will use with their students, as well as the materials from all previous grades, so they know what the pupils have learned prior to coming into their class.

To monitor the schools, Nosrat’s staff members visit each one at least once a month, observing in classrooms and holding consultative meetings with teachers and discussions with parents. This process helps the staff identify strengths, concerns, and the parents’ degree of involvement in their community’s school, and enables teacher training to continue in the field on an evolving and applied basis.

Pedagogy and curriculum development

The classrooms inside the mud brick schools are by no means elabo— rate. Aside from benches and tables, materials are limited to a few notebooks. Most of the walls are covered with black paint so that

[Page 253]NOSRAT FOUNDATION 253

In tbe claysroom, xtudents consult about tbe text of tbe story tbey are learning. thxflom previous stories ‘bwned” by tbe pupils can be 56872 071

5beets of paper on tbe walls.

they can be used as blackboards. Although classroom materials may be scarce, it is clear that the students are eager to learn.

The pedagogical approach used by the Nosrat Foundation is simple but effective. Each Monday morning, the teacher gathers his or her first—graders and, using pictures, tells them a new story, either in their local language or in Bambara, Mali’s national lan- guage. Then he or she asks them some basic questions about it, to check comprehension. The next morning, the Children discuss the moral theme of the story, and in the afternoon, they prepare group role—plays of it. On Wednesday, the children dictate a summary of the story to the teacher, who helps them to decide collaboratively about the chronology of events and the best wording. Through consultation, the class comes to an agreement about the text and takes full ownership of the story, which the teacher transcribes on the classroom blackboard or on sheets of paper on the walls. As the weeks pass, the new text of each story is added to the previous one, until all of the blackboards are full or the walls are covered. At that point, the teacher writes the text in a notebook or a few notebooks, which slowly begin to constitute the class’s reading corner.

[Page 254]254 THE BAHA’I’ WORLD 2004—2005

Through this process, the children also begin to read—a new letter each week—and identify each new letter in all previous texts on the blackboard. They learn to write the letters, first by tracing them in the air, then by writing outside in the dirt, then with chalk on the classroom blackboards, and finally with pencils in their notebooks. They progress rapidly, and within five or six weeks they are able to read simple words. At the same time, they have become familiar with the texts of the stories they’ve heard and understand their meaning because they have taken ownership of them through a consultative process.

In addition to learning the alphabet, the children study about parts of the body, colors, numbers, about the world around them (such as the usefulness ofwater), and moral qualities such as humil— ity and politeness. Other topics covered in the stories are shapes, work (professions and trades), the diversity of people’s homes, and cultural diversity, such as various kinds of dress and ornaments that people wear in different parts of the world. Projects have children ask elders about the origins of their Village or other topics, and col— laborative projects develop skills of consultation and problem solving. All of this is accomplished through a child-centered, participative methodology. And since people have no access to written materials or posters, teachers are trained to use objects at hand, such as those found in the natural world outside the classroom, to teach subjects such as mathematics.

Using a team approach and working with the new curriculum being developed by Mali’s Ministry of Education as a basis, the Nos— rat Foundation has developed materials that expand on the moral aspects of the curriculum, that are relevant to the Children’s lives, and that are based on the development ofspecific capabilities. While the curriculum is certainly Baha’f—inspired and Baha’i principles are included, there is no direct mention of the Faith. All materials have been shared with, and evaluated by, the Ministry.

In the first grade, spiritual qualities such as courage, sacrifice, politeness, humility, and kindness to animals are emphasized in the stories that form the heart of the curricular materials. For example, a boy named Moussa has a dream that he is making fun of his friends who are all different, but then a magician comes along and makes them all the same. When Moussa wakes up, he has a greater

[Page 255]NOSRAT FOUNDATION 255

appreciation of the diversity of his friends. In another story, Ali goes to school but also helps his father, who is blind, to make beautiful baskets. Simple fables are also used. One that illustrates the power of people working together features an old man who tries to pull up a big yam plant, but he can’t do it alone. He asks an old woman to help him, but the two of them are still not strong enough. She asks her granddaughter for help, and the granddaughter asks the goat, who asks the cat, who asks the mouse for assistance. Together, with everybody’s help, they are finally able to pull up the yam. Other fables in the curriculum include the commonly known ones about the lion and the mouse and the tortoise and the hate.

In grade two, the students study the same stories and qualities that they learned in grade one, but this time in French, Mali’s inter- national language. Familiarity with the stories helps them pick up the new language more quickly and easily. Vocabulary and grammar from the stories make up the French lessons, while math, sciences, and humanities are more advanced than the previous year.

By grade three, the children know enough French to work di- rectly from their workbooks. At this level, for the first time, all texts are included in the student workbook, and activities for all subjects are integrated. The story of two children runs throughout the entire workbook. Through their story, which includes details about what the children eat, where they live, and their cousins who are refugees from ethnic conflict, students learn sciences, including the digestive system, mouth, and teeth; about healthy foods and various fruits, trees, and plants—including medicinal plants; geography, and other topics. They also learn about topics such as the origins of their par— ents, the need to love and accept people from different backgrounds, similarities among people (shown through Venn diagrams), the virtue of helping others, how to make a trip to the market, how to cook, and how to take care of a sick relative. Math exercises on division, multiplication, buying and selling, numbers up to 100,000, and simple games are also woven into the curriculum.

Junior youth spiritual empowerment and literacy program

In 2004, the Nosrat Foundation decided to develop a program in the same Villages where the schools have been established, to reach

[Page 256]256 THE BAHA’I’ WORLD 2004—2005

the junior youth, aged 12—14, who are too old to attend the school in their village. The first level of this literacy program uses a workbook entitled Breezes ofConfirmation, originally developed at the William Masetlha Foundation in Zambia, which has been translated into Bambara. The pedagogical approach is similar to that used in the schools: During the first year of the program, there is a 5—6 week program in Bambara, and in the second year, the youth study the same text in French. As the program expands, additional books aimed at junior youth, including Wl/ez'ng the Straight Pat/a (devel- oped in Macau) and Drawing 0n the Power of the Wm’ (developed in Colombia) will also be used, in French. Nosrat has found that the youth in this age range learn quickly, especially when they are first exposed to the material in their local language.

As with the organization of the school, each village is responsible for the survival and growth of the literacy program, with the goal of having all the junior youth acquire the ability to read and write. The Association of Parents manages the project at the community level, finds the tutors, who also have a one—year renewable contract with the community, and pays them.

Next steps

While opportunities have arisen for the Nosrat Foundation to build more schools, it has opted to monitor and improve existing com— munity schools rather than to expand the number. Fifth and sixth grades will be added to the schools in 2006 and 2007 respectively. Project evaluation carried out in June 2004 indicated a high de- gree ofparental involvement and satisfaction with their schools, their Children’s academic performance, and their attitudes and behavior. In fact, some parents commented that the second-grade students in the schools set up by Nosrat read and write at a higher level than fifth— grade students in the public schools system. To build on this strong start, it has been suggested that parental involvement be increased by training teachers about relations with parents and by inviting members of the community to share their traditional knowledge with the children, whether songs, stories, medicinal plants, or other topics. The establishment of small libraries in each of the schools,

[Page 257]NOSRAT FOUNDATION 257

recommended in the evaluation, was begun during the 2004—2005 school year and will be continued in 2005—2006.

The Nosrat Foundation’s future plans include the development, assessment, evaluation, editing, and publication of materials for grades 1—6. Gradually, the materials are being edited to give them a more professional appearance for printing, making them easier to disseminate, and are being translated into English so that they can be used more widely. A second area of focus is on training school initiators and teachers in Mali, as well as sharing the Nosrat Foundation’s experience with other like—minded organizations in francophone Africa.

With its solid, spiritually oriented, community—supported, and culturally rooted program, the NOStat Foundation has stepped forward to meet a real need in Villages in Mali. As the Foundation builds its own capacity to manage increasingly complex actions, it Will become more and more adept at assisting Villagers to equip themselves with the qualities and capabilities to lead productive lives, to be knowledgeable and engaged citizens, and to bend their energies towards becoming, in the words of the Bahé’l’ writings, “a source of social good.”