Success stories of project “Introducing a Systematic Support Model for Illiterate Herder Parents to Improve the Learning and Wellbeing of Children with Disabilities” (2022-2023) 

Save the Children has been implementing a project “Introducing a Systematic Support Model for Illiterate Herder Parents to Improve the Learning and Wellbeing of Children with Disabilities” (2022-2023) in Bat-Ulzii and Zuunbayan-Ulaan soums of Uvurkhangai aimag and Bulgan and Darvi soums of Khovd aimag, Mongolia. This project is aimed at assessing the literacy levels of herder parents and caregivers of children with disabilities in rural communities, identifying struggles they may face in supporting their children’s education and well-being, increasing knowledge, and improving their skills by developing a need-based educational program. The following stories are to demonstrate how the beneficiaries of the project in the target locations have succeeded in their respective goals since the project started.

The success story of D. Sodnomtseren and A. Munksaikhan from Bat-ulzii soum, Uvurkhangai aimag

A. Sodnomtseren, project beneficiary: My son Bat-Erdene is 7 years old and was diagnosed with joint spasms. He has difficulty going to school, gets tired easily, and faces problems interacting with other children. In the past, I had never thought about sending my child to kindergarten or school as I was worried he would be bullied or whether teachers would not accept him. We ourselves could not get proper information due to a lack of literacy skills. 

However, by being involved in this project, we got information and sent my son to kindergarten. Now he is in a senior group in kindergarten. We were welcomed in a different environment than expected. The kindergarten teachers are very friendly and take great care of my son, and I am grateful that the children in the class are also very nice to my son. Sometimes he takes a break because he is too tired if he goes to the kindergarten on a regular basis. When my son takes a break, the teachers pay much attention to him and ask about his studies. I am very happy that other people treat my son so well. In the framework of this project, I attended many excellent classes. What we think has changed a lot. Now we often say that let’s spend money on this or let’s buy something like that at home. There has been a big change in what we do. 

Our family members read and write together and study together, so the books and textbooks provided by the project fully meet the needs of our family. I started to study with my children and talk to them more often. When we study ourselves, we even pay attention to our children’s studies. During the New Year, Grandfather Frost came to our house and gave gifts to our children. Not only the children but also we were very happy. My wife uses cow hair to make ger ropes. My project teacher made us understand that it is possible to make a living by making little things. The teacher also helps us to find a solution for any problem by telling us who we will turn to or how to use this opportunity and so on. Then the teacher gave me the idea to participate in fairs that are organized during the Lunar New Year. Also, my wife was invited to attend the Mongolian shoemaking training by my teacher at the Lifelong Education unit. We are grateful to those who help us with such a wonderful project.

Facilitator G. Dulamdorj: All the people participating in the project are very active and friendly. During the project, we are aiming to get learner-families involved in life skills training step by step, so that they will have a family business. Also, it is planned to include one family in Mongolian shoemaking training and two families in eco soap and candle-making training. For Munksaikhan’s family, our goal is to help them with their skills to make cow hair ropes and make them known to the public and connect with potential customers.

The family of T.Demberelsuren, the herder in Zuunbayan-ulaan soum

T. Demberelsuren lives with his wife M. Bayartsetseg, 2 sons, and a daughter. Son D. Purevjav is 10 years old and has a learning disability.

Learner T.Demberelsuren: In the past, my wife and I faced various difficulties with doing calculations, reading, and signing documents while receiving services in shops, banks, malls, and hospitals when I went to the center of soum. As we are illiterate, we often face problems with calculations, resulting in financial loss. There are a number of cases where we end up paying more, causing us not to buy what we need, as we do not have enough money. There are also cases where we go home empty-handed. We need to read in order to take our son to see a doctor and get medical advice. Due to a lack of literacy, we could not help our son to get medical assistance. 

I used to think that learning to read was too late for us and it was never possible. There was a great need to learn, but I did not know who to turn to. As we are adults and live in a remote area, we assumed that no one would teach us how to read. Although I really wanted to learn how to read, we gave up on this dream due to embarrassment and worry. Fortunately, there is a project that helps people like us who have similar difficulties. Our local government helped us to be involved in this project, and we found a teacher. Our teacher sometimes comes to teach at home, and sometimes we go to the soum center ourselves to attend classes.

Now, I can read, know to write my signature and perform basic math calculations. In the past, I used to think that I would not learn, as I am an adult now and already lost my opportunity to learn when I was a child. We were also given school supplies.

Wife M. Bayartsetseg: I have 2 sons and 1 daughter. My daughter is in the 1st grade. My youngest son is not old enough to go to school.

As for me, I never went to school, so I did not expect that I would read, write, or do calculations in the past. I had given up the thought of studying. But after participating in this project, together with my husband and child, the three of us studied together in the evening and teach each other.

There are also many positive aspects, such as reviewing the homework of my daughter who is in school, and telling her what I know. Before being involved in the project, I did not even open my daughter’s notebook. When she asked me to help her in doing her homework, I did not know what to say. For that reason, I told my daughter to do homework herself and could only help her by buying some school supplies. But now, when we sit and study together every night, a friendly family atmosphere is created. We talk to each other and support each other. Sometimes we make fun of each other and laugh together. Now my husband says that I will get water from a well and you should study with your son. My husband has come to understand that household chores should not be done by the wife alone but by both of us (the wife laughs). I think this is also progress.

Now I cannot believe that I am learning to read and write. With this learning, I will be able to help my son to receive medical treatment, send him to school and teach him how to write. It is so nice. What we once thought as impossible is now possible, so we can believe and hope. Now I have a purpose. The best thing is that I am in a hurry to meet my classmates. I cannot wait for going to the soum center and attending classes.

Sh. Otgonbyamba, teacher of lifelong education unit in Zuunbayan-Ulaan soum: During the project, we are teaching T. Demberelsuren and M. Bayartsetseg to read and write, observing how they do homework, tracking their progress, giving some instructions, and guiding them using the facilitator’s handbook. These make this project unique. Many parents of students say that home visits and teaching are great support for rural herders. Because these people often have poor access to the center of soum, and in winter there is little chance to go to soum due to heavy snow.

The Internet modem and DVD player provided by the project are very useful for showing videos that make classes more interesting, reviewing video lessons, doing homework and making classes more attention-grabbing. These tools are used effectively by us. 

The Family Of K. Baisalkhan, A Participant In The Project Implemented In Bulgan Soum, Khovd Aimag

Husband K. Baisalkhan and wife M. Bakhatgul are participants in the project and their son B. Mulder has an intellectual and speech disability. For these parents, they really wanted to educate their children, but it was difficult for them to help their children do homework because they themselves were illiterate. Also, as they are less involved in social relationships, they could not provide the necessary support for their children’s education, upbringing, and development.

S. Sayakhat, teacher of Lifelong Education Center in Bulgan soum: Within the framework of the project, teachers are participating in the experience exchange meeting of the teachers of the Lifelong Education Center of Uvurkhangai and Khovd aimags, as well as the methodical training for teaching literacy to adults, while 18 parents and 15 children are involved in training and development activities. Using the training materials provided under the project and conducting the training with a blended learning method is an effective work that meets the needs of the herder families. Also, by mastering the FLAT method for assessing the level of literacy, teachers use it to improve the literacy skills of the learners of the equivalent program and to evaluate their progress, which allows them to approach their full-time jobs more creatively. 

For B. Yolkbayar, it is not possible to use both hands for doing different things, so he has to get help from someone. He suffers from convulsions and faints when he is tired, afraid, and startled, so he is often treated for many days. As a result, he is retarded in his studies. But he does not like to come to terms with it, he is always optimistic and smiles brightly. He is also tolerant of difficulties.

His mother is a single parent and because of her illiteracy, she takes help from her neighbors to buy groceries, take her children to the hospital, and go to the bank. The most difficult problem for the family was that she was not able to advise and support her son, who lagged behind in his studies due to his illness.

By participating in the project, after classes provided in a blended format at home and in the classroom, she was able to count numbers, distinguish between bills, learn the alphabet, go shopping on her own, and collect her child’s benefits from the bank on her own. Also, she often sits next to their children when they do their homework and study together with them.

Within the framework of the project, B. Odonchimeg’s self-esteem improved, she made friends and became confident that she can support her children in their studies. She also opened a savings account for saving a certain amount of child benefits and started saving for the family.

B. Nyamdavaa, teacher of lifelong education in Darvi Soum: Relying on the knowledge and skills gained and consolidated from the lessons they participated in within the project, 12 parents from 8 families are participating in literacy training. Project participants are experiencing many positive changes, such as counting numbers, memorizing letters of the alphabet, improving conversational skills, and distinguishing bills.

On average, 200 pages of assignments are given to the participants per week, and the computers, printers, internet-connected devices and other educational materials provided by the project are very useful. As in the past, I had to ask other teachers to use their materials and equipment, I could not prepare multi-page exercises. Every day, the equipment provided within the framework of the project is being used for daily activities such as preparing assignments for the participants, printing reading materials, and communicating with participants remotely.

The training and support provided by the project teachers, especially the modules, are not only effective for the project participants but also for the professional development of the lifelong learning unit teachers and 20 students in the lifelong learning units.