UNESCO/NGO/BMZ Project

BASIC EDUCATION : CAPACITY BUILDING FOR LOCAL NGOs IN LEAST DEVELOPED COUNTRIES IN AFRICA AND SOUTH ASIA.

MANUAL

TECHNICAL RESOURCE DEVELOPMENT

LALITPUR, KATHMANDU, NEPAL

NATIONAL RESOURCE CENTER FOR NON-FORMAL EDUCATION, NEPAL IN CO-OPERATION WITH THE

LITERACY AND NON-FORMAL EDUCATION SECTION UNESCO PARIS 1999

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Training Kits on Technical Resource Development

Unit Content Page 1. Study of Curriculum and its Development

- Introduction of National Nonformal Curriculum 1 - Local need identification 9 - Goals and objectives of Literacy program 15 - Selection of Functional contents 18 - Local curriculum development based on local needs 24

2. Teaching Learning Material for Literacy Program

- Selection of teaching learning materials according to local curriculum 31

- Development of teaching learning materials. 36 3. Teaching Learning Method

- Teaching learning methods 42 - Preparation of lesson plan and presentation of micro- teaching 50

4. Learning Outcome Evaluation - Learners' evaluation 52 5. Supervision, Record keeping and Reporting 56 6. Training Management 61 7. Continuing Education Program

- Importance of continuing education 67 - Role and function of community learning center 73 - Post literacy program 77 - Quality of life improvemet program 83 - Income generation program 89

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Unit One

Study of Curriculum & its Development Session 1 Topic : Introduction of National Non-Formal Education Curriculum of Nepal. Time : 3 hours Objectives : At the end of the session the participants will be able to:

- identify and explain the level-wise objectives of National Non-Formal Education Curriculum

- design and describe the models and cells of different levels of the curriculum.

Program: Activity 1: Introduction of National Non-Formal Education Curriculum

IPO Time

(minute) Activities Group Method Materials

I 15 Divide the participants into four groups and ask them to study National Non-formal Curriculum

Small group

Study National Non-formal Curriculum

P 30 Group discussion on listing the three levels of literacy and its seven content areas.

Group Discussion News print, marker

O 10 Invite the leading participant from each group to present the list prepared from group response.

Whole class

Presentation

Activity 2: National Non-Formal Education Curriculum Grid

I 15 Explain the Non-formal Education

Curriculum Grid with three levels, nine functional contents and sixty-three cells and ask the participants to maintain the previous groups.

Whole class

Lecturette Curriculum Grid

P 30 Ask the participants in different groups to study the sequences of the functional contents and let them share the ideas.

group Group work News print, marker

O 10 Ask the leading participant from each group to present the group work. Conclude the lesson with clarification.

Whole class

Presentation

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Session Evaluation: (10 minutes) Ask the following questions: 1. What are the main objectives of Non-Formal Education Curriculum? 2. How many levels, content areas and cells are in the National Non-formal

Education Curriculum? Handout 1.1 1. NATIONAL NON-FORMAL EDUCATION CURRICULUM Illiteracy is still a serious problem in Nepal. So the activities for making people literate should be carried out widely and effectively. His Majesty's government has prepared National Non-Formal Education Curriculum to make it more effective and published in 2054 B.S (1997/1998 AD). NFE Curriculum is an educational program developed to provide reading, writing, arithmetic and income generating skills to the illiterate persons. It is called National NFE Curriculum. It has divided literacy curriculum into three levels:

Level I - Basic Level Curriculum Level II - Middle Level Curriculum Level III - Self-Learning Level Curriculum

In this chapter the definitions, target group, objectives, functional contents and literacy skills (reading, writing and numeracy) of each level has been clearly stated together with curriculum grid for each level. What is Curriculum Grid?

A curriculum grid is a framework presented in two dimensions: the first demension is the gradation of literacy and numeracy skills into level I, II and III, which is presented into horizontal form. The second dimension is the functional content area, which is given in vertical form.

The Curriculum Grid contains:

a. Literacy program divided into different levels showing progressively developing literacy skills and defining it in terms of specified learning outcomes.

b. Functional content showing logical development from concept to concept. c. Literacy skills and functional contents effectively integrated. d. A concentrically planned learning sequence enabling learners to repeatedly re-examine

the main area of functional content at deeper levels of understanding using steady improving literacy skills.

e. The curriculum providing guideline to make it flexible according to local needs and learners' interest.

His Majesty's Government has followed the principles of APPEAL Training Materials for Literacy Personnel (ATLP) in preparing the national curriculum as follows: Basic Level Literacy Curriculum 1. Definition: Basic Level Literacy curriculum is intended to provide literacy to the adults

of age group of 15-45 to increase and develop knowledge, skills and attitudes of reading and writing and do practical accounts so that they could raise the standard of their living.

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2. Target Group

a. Adults without any chance for getting primary education. b. Who dropped from schools without getting necessary literacy skills.

3. Time Allotment: 300 Hrs. 4. Objectives: After completing the basic level, adult participants will be able to get

following knowledge, skill and attitude of literacy: a. Listening - Understand what others say. .b. Speaking - Express ideas, which could be understood by other. c. Reading -

All the consonant/ vowels, their symbols and common signs as full stop, comma, semicolon, question mark, dots etc.

Point out easy words and read sentences made out of those words and tell the meaning what they have understood.

Read paragraphs, small articles/small stories, dialogues, letters, drama, etc. Read and understand numbers up to 1000.

d. Writing -

Write all -consonants /vowels, and symbol commonly used such as :full-stop, semi-colon, sign of interrogative (Question mark).

Use common words to make sentences out of those words Write numbers from 1 to 1000 Add and subtract up to numbers of 3 digits Understand the simple principle of: addition, subtraction, multiplication and division Understand basic measurements: money, weight, length, volume etc. Solve simple numerical problems: family, budget , marketing etc.

e. Functional activities and skills

Be able to tell and use in practice: the necessity and benefits of cleanliness. Tell and use in practice: the methods of protection and benefits of forests and

aforestation. Use in practice and keep in mind that the necessity of mutual co-operation in family

life and small family is a vital one. Develop life standard by improved farming and animal husbandry. Discuss and use in practice: civic rights and responsibilities. Women can play role like men in family and community. Discuss about good and bad aspects of ceremonies, festivals, costumes and culture of

our society and keep up the good one. Find out the causes of communicable diseases and apply the methods of its

prevention. Take care of the pregnant women and children and try to bring it in practice in

society. Recognize the value of nutritious food and apply in practice in daily life.

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National Literacy Curriculum Grid (Basic Level I)

The functional content of 28 cells arranged as a teaching sequence in the curriculum grid.

Major Areas 1.1 1.2 1.3 1.4 A. Environment/ Sanitation

Home /

Cleanliness 1.A.1

Sanitation /

Latrine 1.A.2

Landsliding / Forestation

1.A.3

Forest/

Conservation 1.A.4

B. Family Life

Work for

Happy life 1.B.1

Small Family Happy Family

1.B.2

Responsible Parenthood

1.B.3

Family Size

Family Welfare 1.B.4

C. Income Generation / Agriculture

Improved Farming

1.C.1

Income

Generation (Selling & Buying)

1.C.2

Animal

Husbandry

1.C.3

Cottage

Industries Credit Facilities

1.C.4

D. Civic

Consciousness

Home /

Neighbour Co-operation

1.D.1

Civic Awareness

Rights/ Duties 1.D.2

Communication /

Information

1.D.3

Political System

/ Election 1.D.4

E. Women Development

Marriage

1.E.1

Women's

Participation in Decision Making

1.E.2

Women /female

Education

1.E.3

Role & Res. of Women in Comm. Dev.

1.E.4

F. Culture & Customs

Clothing

1.F.1

Religious Festivals

1.F.2

Our Festivals

1.F.3

Our Customs

1.F.4

G. Health & Nutrition

Sanitation/ diarrhoea

1.G.1

Mother & Child

Care 1.G.2

Nutritious Food

1.G.3

Communicable

Diseases 1.G.4

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Middle Level Literacy Curriculum 1. Definition The middle level literacy curriculum is intended to foster learning activities to the learners to those who have completed level I so that they may be able to tackle day to day problem, keep accounts of household affairs and could read simple booklets and newspapers. This will provide them knowledge and skill to make them able to know how to keep environment clean, lead happy family life, undertake income generating activities, prepare nutritious food, improve their farming etc. Side by side they will also gain knowledge on civic consciousness, woman empowerment, culture and tradition. All these knowledge will help them to learn by themselves in the self-learning level in future. 2. Target Group

a. Learners who have completed basic literacy level. b. Learners who have got some knowledge and skills and fit for the middle level.

3. Time Allocation : 200 Hours

Objectives : After completing middle level, the learners will be able to learn the following knowledge, skill and attitude:

Read simple booklets and newspapers.

Write simple letters/applications.

Improve life style by solving problems of daily life such as: agriculture, health, nutrition,

pollution and environment.

Explain about civic consciousness, human rights and politics.

Use available facilities of GO's and NGO's.

Solve mathematical problems of daily life.

Simple mathmatical calculations: addition, subtraction, multiplication and division of the

numbers up to 5 digits.

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National Literacy Curriculum (Middle Level II)

The functional contents of 21 cells arranged as a teaching sequence in the curriculum grid.

Major Areas 2.1 2.2 2.3

A. Environment/ Sanitation

Inter-relation/ Plants,

Animals & Human Beings

2.A.5

Forestation/

Environment/ Conservation

2.A.6

Population/

Environment/ Pollution

2.A.7 B. Family Life

Safe Motherhood/

Birth Spacing 2.B.5

Family Planning/

Small Family 2.B.6

Population Problem

2.B.7 C. Income Generation / Agriculture

Goat Farming

2.C.5

Potato & Radish

2.C.6

Mango & Banana

2.C.7

D. Civic Consciousness

Political System 2.D.5

Civic

Rights & Duties 2.D.6

Social Values

& Ethics 2.D.7

E. Women Development

Role of Women

in family & Society

2.E.5

Factors

Responsible for Women

Development 2.E.6

Position of

Women in Our Country

2.E.7

F. Culture & Customs

Religion / Tradition

2.F.5

Festivals

2.F.6

Social Values of

Festivals 2.F.7

G. Health & Nutrition

Sanitation /

Cleanliness / Com. Diseases

2.G.5

Local Nutritious

Food

2.G.6

Mal-Nutrition

2.G.7

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Self-Learning Literacy Curriculum

1. Definition : Adult learners who have completed the self-learning level should be able to improve quality of life with the following qualities: a. Able to adapt positive attitude and apply the necessary knowledge in reading, writing

and numeracy along with functional knowledge, skills and information in daily life. b. Capable to solve the problems in daily life utilizing literacy skill. c. Able to play an active role in the development of own family and community. d. Capable to continue the self-learning activities after acquiring necessary knowledge

and information. 2. Target Group : Adult learners aged group of 15-45

a. Who have completed middle level of literacy education. b. Who have completed middle level or have acquired knowledge necessary for self-

learning level through formal or non-formal system. c. Who have acquired enough knowledge and skill to be fit for self-learning level through

various types of education system. 3. Time allocation : 100 hours. 4. Functional Knowledge and Skill To manage cottage industries or small business to improve life style by solving common problems in agriculture, health, nutrition, environment, population etc. Reading

♦ To read, write and explain the subject matter correctly as written in the textbook. ♦ To collect useful resource and materials: posters, booklets, pamphlets, brochure etc for

study and use in practical life. Writing

♦ To write correctly what they have read and express in writing what they have in mind. ♦ To write letters and applications. ♦ To fill up personal forms. ♦ To write receipts, bills, vouchers and credit forms. ♦ To prepare family budget and planning for small scale enterprises.

Numeracy

♦ Learning basic mathematical rules of addition, subtraction, multiplication and division dealing with daily experiences.

♦ Learn metric system (measurement, weight, liter and meter), time (calender, day, week, month and year) dealing with day to day uses/problems.

♦ To keep daily accounts of different activities such as: profit, loss, capital, interest etc and prepare family budgets.(income and expenditure statements)

Objectives: Adult learners who have completed self-learning level will be able to perform following activities.

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National Literacy Curriculum (Self-Learning Level III)

The functional content of 14 cells arranged as a teaching sequence in a curriculum grid.

Major Areas 3.1 3.2

A. Environment / Sanitation

Cleanliness of

Home & Environment 3.A.8

Responsibility of Environmental Conservation

3.A.9 B. Family Life

Population Problem

3.B.8

Family Welfare

3.B.9

C. Income Generation / Agriculture

Co-operatives for Agriculture

Development

3.C.8

Income Generative

Skills & Appropriate Local technology

3.C.9 D. Civic Consciousness

Local Participation /

Community Development 3.D.8

Locally Available Services &

Facilities 3.D.9

E. Women Development

Available Services & Facilities for Women

Development 3.E.8

Rights & Duties of

Women

3.E.9 F. Culture & Customs

Reforms / Social Customs

3.F.8

Culture & Cultural Protection

/ Values 3.F.9

G. Health & Nutrition

Local Goods & Health Services

3.G.8

Drugs, Accidents &

First -Aid 3.G.9

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Session 2 Topic : Identification of Local needs Time : 2 hours Objectives : At the end of the session, the participants will be able to:

- discuss the importance of local need identification for the development of the local curriculum.

- list the different techniques of local need identification. - state the various steps of New Participatory Method (NP method) and its

application. Program:

Activity 1 : Local need identification for the development of local curriculum IPO Time

(minute) Activities Group Method Materials

I 5 Mention that the first step in local curriculum development is to identify the local needs of target group.

whole class

Lecturette Board, marker

P 30 Ask the participants in their respective groups to write down the importance of need identification to develop the local curriculum individually and in the group.

Individual & group

Group work News print, marker Activity sheet1.2.1

O 15 Ask a participant from each group to present the group work and discuss for the clarification

Whole class

Presentation

Activity 2 : Different Techniques for Local Need Identification

I 10 Discuss on who should be the target group

and what kind of information should be collected in the problem and need identification.

Whole class

Question answer

Handout 1.2.1

P 10 Ask the participants in their own groups to list the outcomes of group discussion about the different techniques of need identification.

Small group

Group work News print, marker

O 15 Ask a participant from each group to present the different techniques of need identification and compare it with handout. Add some comments if necessary.

Whole class

Presentation comparison

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Activity 3 : New Participatory Method for Need Identification

I 10 Explain the different steps of New Participatory Method with the help of Step Chart.

Whole class

Lecturette Step Chart

P 10 Study the handout 1.2.2 and discuss the NP method in small groups. State the positive and negative aspects of the method.

Small group

Discussion News print, marker, handout 1.2.2

O 10 Wrap up with brief discussion on the positive and negative aspects, emphasizing the positive aspect of NP method.

Whole class

Session Evaluation: (5 minutes)

Ask the question: - What are the practicable and non-practicable activities in this session? Support

your answer.

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Handout 1.2 Studying problems and needs of target population: 1. It is commonly accepted that literacy programs would be more effective if they are based

on the problem and needs of the people in the communities where literacy program is to be implemented. Therefore the first step in curriculum development should be context study of the area where the literacy programme is to be implemented, including the area's geographic, demographic, economic, socio-cultural, linguistic and educational conditions of the people who are illiterates. This might be done through community surveys, observations, interviews, field visits and documentary analysis. Small group discussions with the target group may also provide useful information. Answers to the following questions would be the sources of data to identify needs and problems of the community: a) What type of community? (rural, urban) b) What is its size? Location? Population? c) What are the common means of livelihood? (farming, fishing, business, etc.) d) What is the economic situation? e) What is the priority of gender issues? f) What language is being used? g) What are the available resources? h) What is the literacy level?(male / female) i) What are the burning problems? j) What are the developmental needs? k) What role do women have in family decision making?

2. The socio-economic and technical-occupational objectives for the functional literacy

programme need to be specified in terms of the developmental programme, for example: an objective may be: “to eradicate illiteracy in order to enable learners to actively participate in an appropriate technical and vocational skills programme to improve their quality of life”.

There are different approaches adopted to implement literacy program. . In order to study the characteristics of the target group, the job or task analysis method should be used. First, the excepted roles and functions of the target group are prepared in terms of the socio-economic and technical- occupational objectives determined under step2 above. At the same time, profiles of competency, skill, attitude and knowledge are drawn to ascertain the existing abilities of the group. A comparison between expected and existing abilities yields the list of learning needs that will guide the development of the curriculum for the literacy programme. Different techniques for local need identification The first step in development of curriculum is to collect and analyze the data concerning the target group through a survey. Data on profiles and problems of illiterates would provide information on: (1) sex, (2) occupational group(s), (3) age group(s), (4) region or location of residence, (5) classification by issues, (6) others. The curriculum and materials prepared should be based and linked with the problems and needs to help neo-literates to improve their quality of life. Pre-requisite of any survey is clear identification of survey objectives, and survey contents in detail. Individual(s) need to be selected who can conduct the survey. Compilation and organization of data collected by these individuals would provide required information for developing the material.

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Appropriate methods of survey must be carefully selected to identify the real needs of the learners. Sometimes it is rather difficult to see the real problems and needs lying behind what can be easily seen. Also it is important to conduct a survey in a relaxed atmosphere so that the learners would not be afraid to express their problems and opinions frankly. Suggested survey methods are:

1. Observation 2. Questionnaire 3. Interview - (a) structured (b)unstructured 4. Unconventional 5. New Participatory method 1) Observation Observation means observing in depth the situation and living conditions of the target group, such as their daily food, clothing, housing, water, health, recreation and sports, environment and population, communication, income, education, culture and their spiritual life. The observation may lead to identification of learners' problems and needs. A checklist is necessary to collect information through observation. 2) Questionnaire A comprehensive questionnaire makes a survey more effective in understanding the local situation. Some of the useful tips for preparing questionnaires cover the following points:

1. Target individual's: a) Sex; b) occupation; c) age; d) location; e) number of family members 2. Questions to ascertain:

a) literacy level b) exposure to printed material c) opportunities to use reading and writing skills d) exposure to electronic media

3. Hardships in daily life in the areas of: a) family e) health b) community f) profession c) housing g) others d) food

4. General information about the survey: a) survey's name b) date and time of survey c) place d) name of the person being surveyed

This will aid in interpreting survey data. Use questions that are easily understood and concretely stated. Avoid ambiguous or compound questions.

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3) Interview Interviews can be conducted with people in the community, especially community leaders, including formal leaders like head of the village, teachers and government officials who live in the village, and informal leaders such as religious leaders, youth leaders, women leader medical personnel, and other prominent people in the community. One can. also have direct interviews with the target group. If sampling technique is used to limit the response, one can use a 5-10 % sampling of both community leaders and the people who are categorized as the target group. Interviews can be conducted in two ways i.e. structured and unstructured way. 4) Unconventional Methods This method in addition to the three other methods mentioned above is required to collect more information on the problem areas of illiterates and neo-literates' life. The following four ways are suggested among others:

1. Single Poster

Draw a village situation on a sheet of paper. It should depict the problems noticed or envisaged by the surveyor. Ask a group of 20-30 people from the village to identify or comment on this poster. Take one problem at a time. Note down the comments and list the problems one by one.

2. Serial Posters

These consist of 5-10 posters. Each poster has a certain picture that can be interpreted as a problem. Ask the viewer to arrange the posters in any sequence and tell a story based on the poster. Problems can be identified from the story they tell.

3. Group Discussions

Through discussions among learners, material producers and others concerned, various needs from different perspectives can be identified.

4. Flexiplan

Flexiplan is a set of small pictures, drawn on a thick paper, cut one by one, in such a way that the figure is flexible. For example, a figure of a woman can be shown as sitting, standing, running, etc. Many such figures can be made concerning the life and situations of the village. Spread these figures on a table or on the floor, and let the people choose and put flexiplans on flannel cloth, creating their real life situations. Then ask questions about the problems emerging from the flexiplans. Such figures can be cut from old newspapers or dry leaves also, and arrangement can be made on the ground.

5) New Participatory Method There are a number of methods in analyzing collected data. One of them which has been proved effective is a method called "New Participation Method" of ACCU. It allows identification of problems and needs very easily and clearly with the participation of all members involved.

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There are mainly two (or three) stages involved: (a) making a data map on problems and needs, (b) making a data map on solutions to the problems, and (c) practical actions. Throughout the process, the members are advised not to refer to any written material as reference. Procedure of New Participatory Method : An example

(1) All the personnel involved in the survey form groups of about 7 to 10. (2) After coming back from the field survey, all the members of each group present the

identified problems and needs in the village, for about 20 minutes. All the members should express their observations, therefore, each person should limit their speech within 3 minutes or so.

(3) Each member of the group thinks then writes down the most crucial problems and needs in the village on 10 or more small slips of paper. One item on one slip should be written and about 20 minutes is given for writing. Each item should be written in the following manner:

a) in simple language and short sentences b) clear and practical content c) easily understood by everyone (4) After writing is finished, each person reads out what he/she has written in turn. Other

members listen to the content of slips so that they can be classified according to similarity of content. The members classify all the slips into several groups and paste them on a large sheet of paper.

(5) Each category should be circled and all the slips integrated to make a summarized sentence for each category. Also the number of slips in each category should be indicated as a reference for deciding the priority numbers.

(6) The first data map on problems and needs is completed. The group then follows the same procedure to make the second map on solutions to these problems.Based on the data map on solutions and taking into considerations factors such as national goals, for example, a learning curriculum for the target group can be formed.

(7) Important or crucial items should be taken up as the theme of materials to be produced even if accorded minimal priority through discussion between surveyor, neo-literate materials production specialists and others.

Materials Needed for "New Participatory Method"

1) large sheets of paper 2) small paper slips -- at least 20 pieces per person 3) scotch tape or glue 4) markers (possibly 3 colors) 5) pencils or pens for each person

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Session 3 Topic : Goals and objectives of the Literacy Program Time : 2 hour Objectives : At the end of the session the participants will be able to

- discuss about the goals and objectives of Literacy Program. - list the factors to be considered to specify the goals and objectives. - set up goals and objectives including reading, writing, numeracy and

functional contents in Literacy Program. Program:

Activity 1 : Need of specifying Goals and Objectives in Literacy Program IPO Time

(minute) Activities Group Method Materials

I 10 Start the session by stating the need of goals and objectives for Literacy Program. And also discuss simple difference between goal and objective.

whole class

Discussion Board, marker

P 10 Initiate the group discussion and ask why goals and objective should be specific.

small group

Group work News print, marker

O 10 Invite each group leader to present group work. Comment on each group presentation with issues mentioned.

Whole class

Presentation

Activity 2 : Factors to be considered to specify the goals and objectives

I 10 Explain about the 'SMART' principle Whole

class Lecturette Board,

Marker

P 20 Divide the participants into pairs to study handout on the factors to be considered while specifying the goals and objectives.

Pair Group work News print, marker, Handout 1.3.1

O 10 Call one participant from each pair to present and clarify the statements.

Whole class

Presentation

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Activity 3 : Setting up goals and objectives of Literacy Program

I 10 Clarify the goals and objectives stated on the handout 1.3.2

Whole class

Lecturette Handout 1.3.2

P 10 Ask the participants to prepare the specific goals and objectives of literacy program based on the need identified.

Small group

Group work News print, marker,

O 10 A group leader presents the group work and gets feedback from all, concerning their feeling about the presentation exercise.

Whole class

Presentation

Session Evaluation: (10 minutes)

Ask the following questions: 1. What is the difference between goals and objectives? 2. What factors are to be considered to specify the goals and objectives?

Activity sheet 1.3 Discuss about goals and objectives of literacy program based on need identified in the community. Goal : Objectives :

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Handout 1.3 Goals and objectives of Literacy Program Literacy Program should have goals and objectives. It will help to support in collecting resources, selecting implementation strategies, assessing program, supervision, monitoring and evaluations. The success of the program is based on the indicated Goals and Objectives. Why Goals and Objectives should be stated? 1. To achieve target need based program. 2. To collect the necessary local resources. 3. To select time frame for implementation of the programme components 4. To assess the outcomes evaluation 5. To provide Post Literacy Programmes to neo-literates. Points to be considered in setting the goals and objectives : 1. Specify objectives based on target group and their needs. 2. Objectives should be simple, clear and understandable 3. Objectives should be directed towards life related knowledge and skills. 4. Objectives should be achievable and measurable 5. Goals and Objectives should emphasize on continuing the learning.

The Goals and General Objectives of an Exemplar Literacy Training Curriculum

Goal: To install knowledge, skills and attitudes in reading, writing and numeracy based in the needs and problems of the clientele. To raise awareness concerning the causes and alternative solutions to the problem. To help learners activelty participate in their personal development and the development of the society and to improve their quality of life. Objectives: After completing the programme, the learners should be able to:

1. Speak their language clearly and easily; 2. Read materials necessary for the improvement of their daily life; 3. Express their ideas in writing and be able to share them with others; 4. Solve simple numerical calculations; 5. Demonstrate positive attitudes towards acquiring knowledge and skills in reading,

writing and numeracy; 6. Demonstrate an ability to identify the problems faced by the individual and his or her

community; 7. Demonstrate positive values towards personal development and the development of

the society; 8. Actively participate in the socio-economic and cultural activities of the community; 9. Continue to learn on their own.

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Session 4 Topic : Selection of Functional Content Time : 2 hours Objectives : At the end of the session, the participants will be able to:

- list the main functional contents to be included in the Literacy Program - understand the points to be considered while selecting the functional

contents in the literacy program - elaborate the functional contents

Program:

Activity 1 : Main Functional Contents of Literacy Program IPO Time

(minute) Activities Group Method Materials

I 10 Explain the importance of functional content in Literacy Program with examples.

Whole Class

Lecturette

P 15 Exercise on listing the functional contents individually and in the group

Small group

Group work News print, marker

O 10 Ask the group leader to present the lists prepared by the group. Comment on each group on their presentation. Wrap up with suggestions.

Whole class

Presentation

Activity 2 : Points to be considered on selection of functional content

I 10 Ask to read hand out on basic concept of the

selection of functional content.

Whole class

Handout 1.4.1

P 15 Ask the participants to discuss and state the points to be considered in selecting the functional content

Small group

Group work News print, marker

O 10 Presentation of the brief descriptions of selection of the functional contents.

Whole class

Discussion

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Activity 3 : Elaboration of Functional Content

I 10 Describe briefly the elaboration of the functional contents with examples.

Whole class

Lecturette Handout 1.4.2

P 20 Ask the participants to study handout and elaborate the main functional contents as responded by group discussion accordingly.

Small group

Group work News print, marker, activity sheet 1.4

O 10 Presentation of group work by the group leader on elaboration of functional contents. Conclude by giving instruction on presentation.

Whole class

Presentation

Session Evaluation: (10 minutes)

Ask the following question: - What is the basic concept of the selection of functional content? Evaluating the elaborated functional content developed by the participants.

Activity sheet 1.4 Give group response of elaboration of functional contents as shown in example:

Functional Contents Elaboration A

1. 2. 3. 4. 5.

B

1. 2. 3. 4. 5.

C

1. 2. 3. 4. 5.

D

1. 2. 3. 4. 5.

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Handout 1.4.1 Criteria for Selecting Functional Content: To ensure that the knowledge aspect of a literacy-training curriculum is truly functional in terms of the needs of individual learners and of the society as a whole, a clear set of ideas should be decided on first. 1. “Awareness, one of the important objectives of an effective literacy-training programme, is to lead the learners, individually and as a group, to an awareness of the conditions in which they live and work. A large number of learners may be socially unaware of the reality around them. They may not be aware of many factors both favorable and unfavorable to them. They should be motivated to undertake an analysis of the factors contributing to their existing predicaments and also to think of some of the possible ways in which they could help them-selves to change their situation for the better. This will require the learners to acquire knowledge of the facilities and services to which they are entitled and the manner in which they could obtain and use them to realize their legitimate rights and responsibilities. In short, the programme should lead to an understanding of social, economic and political factors which affect a learners' growth and development and should then enable him or her to apply this knowledge effectively to improve working and living situations." 2. "Functionality :Learning, living and working are inseparable and each acquires a meaning only when correlated with the other. It is, therefore, of fundamental importance that an adult literacy training programme be related in a practical manner to the environment, work and family situation of the learners. The programme should in the first instance enable the learners to do more effectively things which they have to normally do in their day-to-day life; for example, task relating to their occupation, home and family life, civic and social obligations, etc. Further, they should be able to use literacy/ education to bring about an improvement in the quality of their life. Thc learning process should foster in them confidence and competence to acquire and use new knowledge and skills for their further development." "It is, therefore, essential that by its very nature and spirit, a functional literacy curriculum should be relevant both to the interests and needs of learners and to the environment setting in which they live and work. It must also take cognizance of their background, their self-concept, the nature of their perceptions as well as their developmental needs." 3. "Flexibility : In order to make the program suitable and profitable to different groups of learners, suitable modifications, alterations and additions in a prototype curriculum may have to be made. No rigid curriculum should be formulated. A programme of this nature implies use of several approaches, strategies and paths of learning. It visualizes a self-motivated learning system which will be responsive to the learners' needs and environmental requirements." 4. "Diversity : A program of adult literacy training should, therefore, be suffcien tly diversified to cater to the interests and needs of particular groups such as; farmers, landless laborers,women, urban slum dwellers, tribes, etc. "It may be pointed out here that the broad objectives, content areas, and methodology for different groups of learners can be similar in certain respects and dissimilar in certain others. For every group, the mix functional content, including both the common and constant elements and the specific or variable elements will have to be worked out specifically.

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Carrying the concept of diversification of content/ curricula too far, however; and splitting the groups of learners to the extreme is not very practical. The diversification of the curriculum should cater to the common as well as specific needs of the different typology of learners. 5. Appropriateness of Learning Relationship: Adult learners, although illiterate and poor, are not ignorant. They possess; (a) social and personal values which need only adaptation to changing times, (b) skills which need up-grading or modernization, (c) a variety of cultural backgrounds, which needs to be strengthened further, (d) a logical mind which is, however, often suppressed by poverty, superstition and blind adherence to tradition. The adult teacher needs to recognizeg the potential ability of learners and needs to build on what the learners already know and can do. The instructor-learner relationship in this programme would necessarily have to be radically different from the relationship in formal education or in conventional adult education programmes. A teacher of adult learners will have to have the aptitude and competence in dealing with adults as equals; inculcating in them motivation for learning while himself learning from the interaction with them, thus creating conditions conducive to participatory learning. The content selected, therefore, should be suitable for fostering these qualities." 6. “Action-oriented: The curriculum should aim at mobilizing the learners to take action to improve their lives. There are several steps in this process which need to be understood. These steps are ; (a) becoming conscious about the possibility of change (b) acquisition of understanding, (c) acquiring knowledge and skill, (d) changing attitudes and becoming ready for individual and social action, and finally (e) taking concrete steps or action. Learning should be closely linked with the specific life situations which confront the learners`groups and should motivate them towards taking concrete and practical steps to lessen the constraints under which they live and work."

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Handout 1.4.2 An example of elaborated need based functional contents.

A. Environment: A1. Cleanliness around the community A2. Hygiene A3. Disposal or waste A4. Drinking water. A5. Natural greenery environment. A6. Environmental degradation A7. Sanitation. B. Family: B1. Division of work B2. Small family/happy family. B3. Responsibility of parents B4. Birth spacing for healthy motherhood B5. Problem of population growth. B6. Family planning and child welfare B7. Child right C. Income generation C1. New technique in agriculture C2. Skill oriented activities C3. Chicken reasing C4. Mushroom farming C5. Saving and retail shop C6. Food processing C7. Enterpreneurship D. Women and Development D1. Role of women D2. Women education and employment D3. Equal participation of men and women in the development D4. Legal rights of women D5. Income generation program for women D6. Different organization for supporting women development D7. Activities of women

E. Health and Nutrition E1. Nutrient food and health concern E2. Pollution and Epidemic diseases E3. Utilization of health service E4. Malnutrition and its remedies

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E5. Transferable disease and vaccination E6. Accident and precaution E7. Healthy life F. Civic Awareness F1. Mutual co-operation between family and community. F2. Citizen's responsibility. F3. Gender equality F4. Education for all F5. Human rights F6.Public wealth protection F7. Utilization of local resources G. Community development: G1. Community itself as a big family G2. Social customs G3. Women for community development G4. Basic need for fundamental community development G5. Effect of drug -abuse G6. Local organization for community development G7. Local efforts for local resource development

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Session 5 Topic : Development of Local Curriculum based on Local Needs Time : 4 hours Objectives : At the end of the session, the participants will be able to:

- verify whether the National Non-formal Curriculum covers local needs or not

- understand points to be considered in developing local curriculum and list the sequencing of local curriculum development.

Program:

Activity 1 : Comparison between the contents of the National curriculum and local needs IPO Time

(minute) Activities Group Method Materials

I 20 Brief description of important functional contents in Literacy Program.

Whole class

Lecturette

P 40 Divide the participants into groups and ask them to write down the local need based contents which have not been covered by the contents of National Non-formal Education Curriculum.

Small group

Group work News print, marker

O 10 Presentation of group work and clarification.

Whole class

Presentation

Activity 2 : Steps of Development of Local Curriculum

I 10 Describe the importance of need based local

curriculum and the steps to be followed to develop local curriculum.

Whole class

Lecturette Handout 1.5.2

P 20 Divide the participants into 4/ 5 groups and ask to state one example for each step of curriculum development process.

Small group

Group work News print, marker, Activity sheet 1.5

O 15

Presentation of group work by group leader and generalization.

Whole class

Presentation

Session Evaluation: (10 minutes)

Ask the following questions orally: 1. What is local curriculum? 2. Why is local curriculum is needed ?

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Activity sheet 1.5 State one example for each step of curriculum development process:

Examples Steps of curriculum development What How

1. Local problem and need assessment

2. Need Identification and Prioritization

3. Specification of Objectives

4. Identification of Teaching and Learning Materials

5. Development of Teaching and Learning Materials

6. Field Test and Finalization

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Handout 1.5 Why do we need a Local Curriculum? The National Literacy curriculum is prepared in a general way to make it applicable all over the country. But without local curriculum, the literacy facilitators cannot be sure that the needs of our learners will be met. Local curriculum provides the way in which the facilitators and his/her learners come together and talk about what they are going to learn together to solve local problems. What is a Local Curriculum? The main objective of a local curriculum is to try to meet immediate needs of the learners in given locality. It addresses the needs of learners in a specific area at a particular point of time. Local curriculum is not the thing that is prescribed and graded as the national curriculum does. Rather, it tries to answer the immediate needs of the learners. Local curriculum picks up what the national curriculum cannot address or left for the localities to address. While a national literacy curriculum deals with broader needs of the target group, a local curriculum deals with more specific needs of a certain situation. Local curriculum is a bottom up process of education where the learners and the facilitators help build teaching learning program together. It tackles one emerging problem or need at a time. As a result, a unit of local curriculum is short by nature. It can be fitted into one grid of an ATLP curriculum very well. Why is Local Curriculum important ? As stated above local curriculum is an important part of a literacy curriculum and programme in any country. It deals with issues, conditions, problems, and/or needs of specific target groups, in specific areas or communities, which are not addressed in the pre-determined national core curriculum. However, the local curriculum must be consistent with the national curriculum (or "core curriculum) . Hence, the local curriculum complements the core curriculum by responding directly to the needs of local communities in which the literacy programme is being implemented. It also caters the needs of the specific target groups. The local curriculum may be developed when an important event takes place in the community and the instructor feels the need to teach the learners about certain aspects of that event, but such topic may not be included in the national curriculum then it is time for the instructor to develop a local curriculum and teaching learning units. It is important, therefore, that the instructor becomes well familiar with the national literacy curriculum and the local situation. Then only the instructor will be able to recognize the need to develop a local curriculum as soon as the need arises. It is also important that the level of literacy and numeracy skills to be taught in a particular local curriculum unit should be congruent with the level of literacy skills of the learners studying and practising at that particular time, so that the skills will be reinforced and the learners` skills be enhanced. Who develops the Local Curriculum? Local curriculum must be a joint effort between the learners and their facilitator. While learners can articulate precisely what they need, the facilitator will help in organizing the learning process in an effective/systematic way. Also, as the literacy skill of the learners is limited, it is the task of the facilitator to design the teaching/learning unit to provide adequate

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practice of literacy skills. Furthermore, how the teaching/learning unit should be taught will also be decided through participatory decision of the two parties. Steps involved in developing the local curriculum: Assuming that familiarity with national policies and the national literacy curriculum has already been established. The steps involved in developing the local curriculum would be as given below:

Steps Involved in Developing a Local Curriculum

The steps of developing the local curriculum is explained below: Step l. Study of problems and needs. Problems and needs can come either from the community as a whole or from the learners in the class. Needs assessment of the community can be carried out through community surveys, questionnaire, interviews, group discussion, etc. It is also important that learners should be encouraged to articulate their needs or time should be allotted for learners to talk about their own problems or what is going on in the community.

1. Study of Problems and Needs

2. Analysis and Prioritization of Needs

4. Selection of Functional Contents and Literacy Skills and their Integration.

5. Development of Teaching/Learning Manuals

3. Identification of Objectives

6. Field Testing, Revision, and Finalization of the Local Curriculum

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If there are a lot of problems and needs presented by the learners, then it is necessary to prioritize them. The suggested criteria for doing so includes the urgency of the problems and needs.The severity, the number of people involved and the magnitude of damages should be considered to tackle the problems and needs. In writing the statement of the problems, facilitator should encourage the learners to analyze the cause of the problem comprehensively. The problems should be stated in a simple and clear language as it can serve as a reading exercise for the class as well. The following is an example of the statement: In the community quarrel between husband and wife is common. When such quarrel happens, the husband beats the wife and children. This has created a serious problem in the community. Step 2. Analysis and prioritization of needs: There are several methods for analyzing data and prioritizing needs. A need is a gap between "what is" and "what should be". The instructor should devise an effective and practical method for analyzing and identifying needs and problems working closely with local people. They may be the learners. After needs are identified, they should be prioritized. Criteria for prioritizing needs include: - How urgent the need is - How severe it is - How many women are affected by it - How much damage will be incurred in the future if nothing is done about the domestic

violence at present. Step 3. Identification of objectives: Objectives are formulated based on the identified needs. Objectives should be written in behavioral terms, so that they are measurable. Objectives may be identified in the cognitive, affective, or psychomotor domain as appropriate.The following example will clerify this process : Example: After completing the lesson, the learners should be able to: - Identify causes and root causes of domestic violence. - describe the effects of domestic violence. - express their opinions on the topic. - suggest what should he done to prevent wife-and children beating in the community. - plan and organize continuing activities in relation to the problem in the community. - read prepared text and use 10 keywords to construct meaningful sentences. - do simple addition with 2-digit and 3-digit numbers. Step 4. Identification of scope of content Identification of scope and sequence of the content areas must be based on the objective. If the objectives are clearly formulated, identification of the scope and sequence of contents will be easier. The functional content must embrace a range of sub- topics as suggested by the

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objectives. Literacy and numeracy skills must relate to the functional contents, so that the local curriculum becomes an integrated one.It is best exeplified below: Example: Functional Content: - Problem of domestic violence in the community - Causes of quarrel in the family - Effects of domestic violence on the member of the family - Concepts on domestic violence - What can be done to prevent domestic violence Skills Content: Literacy skills: - Middle-level - Text, with 10 keywords: temper, beat up, be afraid of, hurt, worthless, and unhappy, shame, get together, help each other, wife-bashing - Read, copy keywords, sentence construction, short composition Numeracy: - Addition - 2-digit and 3-digit numbers - Sums with and without descriptive problems Suggestions may also be made as to how the new skills and functional contents can be used in practice, so that the learners will be able to transfer what they have learned in the class room to actual use to solve problems in their daily life. The local curriculum also gives emphasis on both the functional contents and the literacy skills. In a local curriculum, there must be some activities to help learners for helping themselves to understand the problems better. At the same time it should help to enforce their literacy skills. Therefore, a reading and numerical exercises are needed in each unit. Authentic materials -- such as a heading in local newspapers or a minute of a local government meeting -- can be used as reading materials.

If the learners want to design their own reading passages, the facilitator should help them. It is also a good practice to encourage learners to look at the problems and needs from different point of view and make them narrate about it. This will not only create discussion topics among learners but also help learners to be broad- minded and ready to accept other's opinions. Regarding the mathematical exercises, care should be taken to assure that they are related to the real problem as much as possible. The facilitator should take the leadership role in designing these exercises Step 5. Development of teaching / learning manuals Whereas teaching manuals for the core National literacy curriculum are generally prepared by Level A and B personnel and they are used by the instructor (Level C Personnel), but the teaching/learning manuals for a local curriculum should be developed by the instructors themselves for immediate use. For this reason, the format of these teaching/learning manuals should be simplified to the extent that the instructor can develop them by themselves.

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However ,simplified the format of the teaching manuals may be, a teaching/learning manual must have a structure which is both practical and useful, as given below: Structure of a Teaching Manual: 1. Title of topic; 2. Objectives; 3. Contents and topics 4. Content (Learners' workbook) - functional content - Literacy/numeracy skills - Suggestions for practices; 5. Teaching/Learning unit should provide teaching/learning methods and activities in simple

language adapting Inputs- Process- Outcomes or I-P-O chain,( (I) for Teaching Task (P) for Learning Task and (O) for Learning Out puts

6. Evaluation of learners' achievements. By developing this kind of well-planned teaching /learning materials the instructors will find it easier to teach a local-curriculum unit. Step 6. Field Testing Revision and Finalize of Local Curriculum The local curriculums are developed through group discussion among learners and their facilitators, in order to address the local problems. Therefore the relevancy and usefulness of the local curriculum are enhanced through the discussion and utilizing them in the actual teaching/ learning activities. If the local curriculum is well liked and appreciated by the learners, the local curriculum could be finalized. Step 7. Evaluation In designing a local curriculum, the facilitator should work out evaluation criteria for assessing learning out-comes. Tools for evaluation may include test, observation sheet, group discussion, guideline, portfolio, oral report, etc.

(Note: Local Curriculum is not an elaborate curriculum as is the case with the national literacy

curriculum. The local curriculum is developed one/two curriculum cell at time when the need arises. Finally at the end of season they could be compiled for the use in future.)

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Unit Two

Teaching and Learning Materials Session 6 Topic : Selection of Teaching & Learning Materials for local curriculum Time : 2 hours Objectives : At the end of the session, the participants will be able to :

- understand the importance of Teaching & Learning materials for local curriculum

- list the factors to be considered for developing the local curriculum - prepare the list of the materials to be selected.

Program:

Activity 1 : Importance of Teaching / Learning materials IPO Time

(minute) Activities Group Method Materials

I 5 Give some examples of teaching and learning materials.

Whole class

Board, marker

P 30 Divide the participants in 2 groups and ask the first group to discuss and write down the need of Teaching / Learning materials and second group to discuss about its importance.

Big group

Group discussion

News print, marker

O 10 Call each group to present their views and wrap up with conclusions.

Whole class

Presentation

Activity 2 : Selection of Training / Learning Materials of Local Curriculum

I 15 Explain the points to be considered in the

selection of Training / Learning materials of local curriculum and different types of materials with example.

Whole class

Lecturette Board, marker

P 40 Divide the participants into 4/5 groups and ask them to exercise on the activity sheet 2.1.

Group Group work News Print, marker, activity sheet 2.1

O 10 Presentation of group work and discussion. Whole class

Presentation

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Session Evaluation : (10 minutes) - Participation in group activities - Ask the following questions

- What are the main points to be considered in the selection of teaching / learning materials of local curriculum ?

- How can we categorize the materials ? Activity sheet 2.1 List out the materials available in your community and fill up the following table for them:` S.N. Title/ content of the

material Target group

Objective Category Style

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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Handout 2.1 Why do we have to develop our own material? The keyboard here is " relevancy" to the emerging need to the learners at a particular point of time. Good learning materials will contribute to the success of a local curriculum . In a literacy class, there might be prescribed learners`book and other materials based on the problems and needs of the target groups. They could always be used. But some times, some specific needs might be emerging from the learners themselves in the classroom. The facilitators need to be sensitive to think and discuss about the problem and if needed new teaching/learning materials relevant to with the priority needs should be developed. Where are the resources for local materials development? The resources for local materials development are usually available in the community. Not all-local curriculum needs new materials to be developed. One can always find some relevant materials in the community. The facilitators before developing new materials for the local curriculum, should look around first to see what already available materials can be used. Learners can best identify the resources already available in the community. Some learning materials, which were developed by different agencies such as: Agriculture Office, Family Planning Office, Public Health Section etc, can also be used. Following Table shows some attractive local materials that could be used:

Possible local material

Category Format a. Printed books - booklets

- books - Photo novel (booklet by photographs) - Comics - Others

b. Printed non-books - Leaflets - Posters - Slogans - Cards - Wall newspaper (news periodicals and souvenir)

c. Audio-visual media (Folk media)

- Story telling - Songs - Folk dances - Drama - Puppet show - Picture story - Others

d. Audio-visual media (Electronic media)

- Slides - Videos - Tapes - Radio programs - T.V, programs - Films - Others

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Principles to be considered for selecting materials. While developing learning materials, it is a good practice to keep the principle of AIDA in mind.

A- Attractive I – Interest D- Desire A- Action

Attractive A good material should attract the attention of people at the

first sight. Using bright colors, good layout and art work help to draw attention of the people.

Interest Once people are attracted by the material, the next question is now to keep their attention on the material. In other words, how to keep them reading the materials. If the material is relevant to the readers or their needs, chances are that they are going to keep on reading. But if they find that the material is boring and irrelevant ,they will just turn away.

Desire An interesting alone does not create the desired action. A good material should create a desire for action in the reader.

Action A good printed material for literacy class should be complete with information for action. I f the aim of a material for a literacy class is to help learners protect their children from getting a common cold, then information such as a telephone number of a health center, the name of medicine for common -cold should be included.

The following points need to be considered in the selection of material/media Content should agree with teaching and learning objectives. Materials should be appropriate to the learners in terms of their difficulty level. Materials should be correct in terms of factual presentation. Materials should be convenient and economical for utilization. Materials should truly reflect the learners' contextual settings. Materials should correspond to the individual learners' learning styles. Those who

understand better through reading should benefit from listening and visualizing. The environments in which materials are to be used should be appropriate for the kind of

materials to be used.Sizes of learning groups also determine the selection of particular material/media appropriate to their presentation.

Steps for selecting appropriate Materials for Neo-literate Programmer. Step 1: Establish the objective for which you want to find materials. Step 2: Study the content areas for which you need materials e.g. health agriculture co-

operatives, income generation etc.u Step 3: Be specific about what type of materials you are looking for such as:

a. motivating the learners b. instructing them on certain content area c. using the follow-up materials

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d. group use Step 4: Choose appropriate forms of materials and conduct an assessment:

- Content consistent with instructional objective - Appropriate use of language at the learners' level of knowledge and

understanding - Appropriate way of presentation - Examples properly drawn from the field contexts. - Sufficient and objective-based exercises. - Physical aspect of the materials:

- Size of materials - Type of the size used - Paper used

- Quality of printing Types of Learning Materials The different types of learning materials that are generally recognized as useful for literacy programmes are: i. Motivational materials ii. Instructional materials iii. Follow-up materials A content area may be presented through any one or all of these types of learning materials. Motivational Materials These materials are designed primarily to catch the interest of different groups of people so that they will be induced to participate in the literacy programme. Motivational materials are important for the actual learners, and even more so for administrators, politicians, educated elite, local leaders and others, to elicit support for the success of the programme. The two categories of motivational materials are: 1. Printed materials like posters, illustrated pamphlets or brochures, comic strips and write-

ups. 2. Non-printed materials like, films, film strips, radio plays, video plays, radio/film/ video

slogans, etc. Instructional Materials These materials are usually packages of different sorts such as initial primers, work-books, teacher's guides, posters, audio-visual aids, among others. These are used during the actual teaching / learning sessions. These materials are very important in imparting the contents to achieve the objectives of the programme. Follow-up Materials These materials are written for the post-literacy stage when the neo-literate is expected to apply his/ her literacy skills to add to his/ her knowledge and for reading pleasure. The learning materials should reinforce literacy skills acquired earlier for the improvement of quality of life. The materials should also provide access to new information and technology. These should also make the neo- literates enjoy learning more. By and large, follow-up materials should give neo-literates opportunities to enhance their reading and cognitive skills.

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Session 7 Topic : Development of Teaching / Learning Materials Time : 3 hours Objectives : At the end of the session the participants will be able to

- describe the points to be considered in developing the teaching / learning materials and application of IPO model.

- explain the material development process - develop the model material using appropriate process

Program:

Activity 1 : Factors to be included in the Teaching / Learning Material IPO Time

(minute) Activities Group Method Materials

I 10 Describe the seven major factors to be covered in the Teaching / Learning Material.

Whole class

Lecturette Board, Marker, handout 2.2.1

P 10 Divide the participants into 4 groups and ask them to list out the points which are covered by the model material.

Small group

Group work News print, marker, model material

O 10 Compare the group work with the handout. Whole class

Presentation

Activity 2 : Application of IPO model in Teaching / Learning Material Development

I 15 Explain why and how IPO model is used in

material development and distribute the handout 2.2.2

Whole class

Lecturette Board, marker, Handout 2.2.2

P 15 Divide the participants into three groups and ask them to write down how IPO model could be used in literacy material development.

Small group

Group work News print, marker

O 15 Presentation of group work and discussion. Whole class

Presentation

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Activity 3 : Process of Literacy Teaching / Learning Material Development

I 15 Describe the different steps of the development of the literacy material.

Whole class

Lecturette Board, marker, Handout 2.2.3

P 60 Divide the participants into five groups and ask them to prepare a model of material according to the local need.

Small group

Group exercise

Copy, pen

O 15 Presentation of group work and discussion. Whole class

Presentation

Session Evaluation : (15 minutes)

Evaluation of materials prepared.

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Handout 2.2.1

1. Title : Indicates the area of functional literacy covered by the manual. 2. Place of the manual in the teaching sequence : Indicates the position of the manual in

the literacy curriculum grid. 3. Rationale : Reviews the educational significance of the material covered by the manual. 4. Purpose : Indicates the general role of the manual in the overall training curriculum

and specifies for whom the manual is intended. 5. Aims: Clarify the scope of the manual and its general impact on the learner. 6. Objectives: Provide designers with a blueprint for the selection of appropriate content

and activities. 7. The programme: Outlines the events to take place. This is the core of any set of specification. It has several elements:

i. Teaching topics - Are numbered consecutively and are organized in a teaching order identified by a title;

ii. Activities - Each teaching topic has one or more activities, which arc indicated as sub-

headings of each topic, iii. Teaching notes - Following each activity, a brief statement of the recommended

method is given; iv. Identification of I, P or O - Most topics include at least three teaching activities

and each represents either an Input (I), Process (P) or Output (O) step; v. Timing - Recommended time must be flexible but overall teaching time required for

each manual should not exceed 6 hours. At the design stage, timing needs to be more precisely defined for each step;

vi. Grouping - Indicates whether learning will occur in small groups, individually, or

with the whole class.

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Handout 2.2.2 System Theory and Manual Design: While the systems approach to teaching can be and is frequently applied to conventional programmes, the degree of application varies according to the views of individual course designers. In the case of modular- based approach, which involves a very systematic form of teaching and learning, the application is always total. The modular manuals are always planned and designed with a systems approach in mind. In modular design, each step of the systems model must be followed as summarized below: i. entry (starting) behavior of the learner analyzed; ii. objective specified iii. content selected and sequenced; iv. learning activities designed; v. continuous assessment building vi. effectiveness of the manual evaluated. System theory makes it possible to review the programme as a whole and also to organize a series of sub-systems. The following diagram can be simplified into a three-step sequence with an input phase (the objectives and content), a processing phase (involving interactions with content) and an output phase (demonstrating achievement by producing something tangible). 1 In planning and designing the manuals using the systems approach, each step of the systems model must be followed. The learning sequences in a manual can be thought of as linear chains of IPO cycles that are linked together as shown below: # Input is the information presented to a learner for consideration or action; it is the objective and /or content of a sequence of work. # A Process is some form of interaction between a learner and the content. It will appear as a learning activity, such as a practice task. # Output means a demonstration by the production of something tangible: the demonstration of a new skill, construction of an object, preparation of a written or oral report and so on. This simple design for the linear events in a learning sequence has very important advantages.

I P O OPI I

I- Input, P- Process, O- Output

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1. Each IPO cycle is a stimulus- response chain with the input representing the stimulus and the process and output representing the combined elements of the response;

2. It is easy to see, therefore, that reinforcement can be built into each part of thc response phase. That is, rewards can be provided ( e.g., through encouragement or success) during the processing and output phase ;

3. Awareness of IPO cycles in designing learning resources ensures that the instructional materials is broken into small steps and all relevant elements are brought together in time and space;

4. Because each IPO cycle includes at least two stages involving processing and output, it is very easy to ensure that the learner is provided with feedback following the performance of a task or skill;

5. A variety of learning experiences can be built-in to the sequence, which will sustain interest and motivation and thus enhance the learning process.

The components and application of IP0 cycle under Systems . According to system model learning activities may be designed in an input-process output sequence, which is in fact a condensed systems approach. The learning sequences can be regarded as linear chains of Input-Process-Output cycles. Input is the information presented to a learner for consideration or action; it is the objectives and/or content of a segment of work. A process is some form of interaction between a learner and the content. Output means a demonstration of achievement by the production of something tangible, the demonstration of a new skill, construction of an object, etc. The output of one I.P.0 cycle feeds into the next. The output is not only the underlying generator of its own cycle, but also the input for next cycle. In simple word IPO is a cycle of: I - Input or Teaching Task P- Process or Learning tasks O - Output or Learning outcomes This cycle is applied in every exemplar manual of ATLP. . Here is a simple example of application of IPO while planning an instruction: 1. Input : Providing opportunity to listening a five minute audio recording of a lecture on

how to prepare a script; 2. Process: Identifying and or rating certain characteristics of the program with the aid of a

checklist; 3. Output: Outlining the headings for a script for an original five-minute audio programme.

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Handout 2.2.3 Procedure for developing Materials for Neo-literates After deciding the theme and format of the material to be produced, the practical steps of material development such as preparation and drafting of manuscripts and illustration, pretesting , etc will start. The steps of material development are listed in the following flow chart.

1. Topic Selection 2. Format Selection 3. Content Arrangement 4. Script Preparation 5. Illustration 6. Arrangement and Editing 7. Finalization of Title and Captions 8. Field Test 9. Revision 10. Mass Production

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Unit Three

Teaching and Learning Methods Session 8 Topic : Teaching and Learning methods Time : 2 hours Objectives : At the end of the session the participants will be able to:

- list the different methods of teaching that can be applied in Literacy program.

- discuss the positive and negative aspects of these methods. - select the situation based teaching method .

Program:

Activity 1 : Teaching Methods and its classification

IPO Time (minute)

Activities Group Method Materials

I 20 Explain the applied method of teaching and classification of the methods and distribute handout 3.1.

Whole class

Lecturette Board, marker, handout 3.1

P 30 Divide the participants into four groups and ask them to study the handout and exercise on the activity sheet.

Group Discussion News print, marker, activity sheet 3.1.1

O 10 Presentation of group work and discussion. Whole class

Presentation

Activity 2 : Selection of best situation- based teaching method

I 5 Ask the participants to tell which method is

the best one according to their experience.

Whole class

P 35 Divide the participants into 4/5 groups and ask them to write down the best method applicable in their community stating the reason .

Small group

Group work News print, marker, activity sheet 3.1.2

O 10 Invite the group leader to present the group report and suggest.

Whole class

Presentation

44

Session Evaluation : (10 minutes) Ask the following questions: - Which is the oldest teaching method ? - What are the positive aspects of Key word method ? - In which context, the REFLECT method is more applicable ? - Give some comments on Whole Language method.

Activity sheet 3.1.1 With the help of the handout, give positive and negative aspects of any one teaching method. Group : Method : Process Positive aspects Negative aspects 1.

1. 2. 3. 4. 5.

1. 2. 3. 4. 5.

Activity sheet 3.1.2 Write the name of best teaching method in your community and also give the reason for the best selection.

Community (Rural/ Urban/ Semi-

urban/ spoken language)

Best teaching Method

Reason for best selection

45

Handout 3.1 Teaching / Learning Methods for Literacy Program There are different methods of teaching / learning for Literacy Programmes. The following table indicates some appropriate methods for different components of the literacy program:

Appropriate Methods for Literacy Program

Methods of Teaching Literacy Skills Various methods and approaches are used in the process of teaching, reading and writing skill such as alphabetic method, sentence method, word/ keyword method, whole language approach and language experience approaches. But through experimentation and experience it is found "Keyword Method" and "Languages Experience Approach (LEA)" are most popular and effective. Alphabetic Method The alphabetic method of teaching reading and writing is surely the oldest method around. The invention of alphabets made writing possible in most of the world's languages. Alphabet charts were seen as grand achievements of cultures that had invented writing or had learned

Literacy Program

Awareness buildingfor empowerment

Reading, writing and arithmetic (3Rs.) skill

as learning tools

Quality of life related knowledge and skills

(Health, Nutrition, Family Planning etc.)

Income generatingknowledge & skills (Agriculture, Animal

Raising, Poultry Keeping etc.)

Methods - Poster discussion - Discussion on

problems and issues- Social map drawing - Investigation

method - Question and

answers - Value clarification

Methods - Alphabet method - Word/key word

method - Sentence method - Whole languages/

Language experience method.

Methods - Group discussion - Role play - Problem solving - Field visit - Games - Campaign - Demonstration - Exhibition

Methods - Demonstration - Exhibition - Participation - Exercise - Practical work - Workshop - Project work - Field visit etc.

46

from others to commit their own languages to writing, changing speech to script. These charts were seen as systematic and complete. Some how the idea got hold of the minds of the newly lettered elite in almost all cultures that the teaching of reading had to be based on the alphabet chart. Generation after generation of children (and adults) experienced the tedisnessm and boredom of learning the alphabet through drills. These letters were then combined into simple words. Unfortunately, these simple words, used in teaching to read, were not always meaningful. Since they were chosen for their convenience in teaching reading, they were often meaningless. Teaching in English typically begun with 'cat, fat, rat', or something similarly nonsensical. While the alphabetic method is now generally rejected. it is still in use in many literacy projects, programmes and campaign. The well-known national literacy campaign of Ethiopia, for example, used the alphabetical method of teaching literacy. Perhaps it continues to do so. Key Word Method The Keyword Method/Approach is more popular because almost all literacy instructors and teachers of out of school children's program are applying this method for the last many years, Similarly the LEA Methods is considered effective because it makes language teaching more easy through the use of learners' local language or mother tongue. The LEA is also applicable in developing functional knowledge and skills to improve day to day life of learners. It is called keyword method because the idea of 'meaningfulness' of words is emphasized Words to be learned could be picked up from the realities of learners' lives such as water, forest, bread, cattle, debt, health, hunger etc. It is also motivational for adult learners. This motivational aspect is enhanced even further by choosing keywords that offer opportunities for adults to reflect on their own realities and to do something about their needs and problems. A Process of Teaching Keyword Method The keyword method does not totally ignore letters. The keyword method uses meaningful words first and then returns to teach about how words are made of letters. The movement is from words to letters, e.g. D E B T, Words are made to play their role of bringing meaning and motivation to the process of learning to read. Then, the words are broken into syllables or into letters, as appropriate. Learners learn to recognize these letters. Only those few letters that formed the recognized word are learned, not the complete alphabet charts. Thus, the task of learning the alphabet is divided into many convenient parts. Learning these letters as part of meaningful words is less boring. As a few letters are learned, these are combined in many different ways to make new words. In that way, the essential and exciting process of reading begins at the very moment of recognizing just one word. The essence of the total language process becomes clear. Following are the steps of introducing keywords to the adult literacy classes:

D E B T

47

1. Discussion of thematic pictures/ events based on experiences of learners, which must be helpful to introduce key word verbally.

2. Presentation of key word by the use of syllable cards or chalkboard and pronouncing those words several times.

3. Breaking the key words into letters and pronouncing them one by one. 4. Introducing sequence of new letters and pronouncing by using discovery chart. 5. Reading meaningful words made from newly introduced syllables 6. Testing through games and test retention.

Language Experience Approach (LEA) The Language Experience Approach (LEA) is based on the idea that it is easier for learners to start reading and writing the same words, which they themselves have been speaking in actual life. The process of LEA starts with encouraging the learners to mention the learners' experiences and past knowledge in simple and clear languages. Language : The words for the learning materials are the learners' own languages. Experience : The ideas for the learning materials come from the learners' experience. Approach : A method for using writing as a tool to teach someone how to read their

own words and sentences. In this approach, learners are encouraged to tell a story or an event or a fact based on their experience and knowledge. The facilitator writes it down or helps the learners to write it. Learners then practise reading the text, which they have created from their own ideas and memories. Materials, which are created in this way, can be shared among the learners in a class to broaden their reading experience and resources. Because the approach draws upon the words and knowledge of learners, it is not necessary to have special printed literacy materials in order to teach them to read and write. Furthermore, since most countries do not have enough literacy experts to create materials in all, the local languages and dialects, the LEA may be the only way for many learners to start their learning process without reading materials that they understand completely. The learners themselves have a rich source of information which literacy programs can draw upon to create local reading materials. Even though they cannot read and write, they have gained a vast amount of knowledge from their own experience. They also have information that has been passed to them from older generations, neighbours and peer groups in the form of songs, proverbs, religious stories, family history, folklore and conversations about life. This information and knowledge is part of what is called the oral culture of people. Steps for using the Language Experience Approach This approach can be used with individuals or with groups. It is most effective to do it individualy with the beginner learners. Individual attention should be paid to beginners by organizing the class into pairs or small groups to work independently while you assist individually. The LEA activity can also be done with a group by having the learners decide together what they want you to write for them. Follow the given procedures:

48

1. While teaching the basic level learners ask the learner to tell you about something she/he knows has experienced. Ask few questions and write one or two sentences only.

2. Write every word that the learner says. It is important for the learner to be able to see his or her own words as you have written them down. Do not correct or change the language of the learner at this time. Write his or her actual language even if it is incorrect. You will teach correct or standardized language patterns later. In the beginning, it is more important for each leaner to be able to see his or her own spoken words written in symbols.

3. Read the sentence(s) that you wrote and ask the learner if you have written them correctly and if they are not written the way the learner wanted to say them, or s/he wants to change something , then please rewrite it.

4. Give the learners opportunity to change the words or tell you to rewrite more. 5. Read the sentence(s) together with the learners several times. Point to the individual

words as you say them. 6. Ask the learners to try to read the sentence(s). If necessary, help the learners by reading

together again. 7. Have the learner copy the sentence(s) if they could write or practises them. 8. Copy the sentence onto a strip of paper and cut the strip so that each word is on a

separate piece. Mix up the words and ask the learners to arrange the words back into their proper order. First time, the learners can look at the original sentence and match the words visually. Later she/he will be able to develop the sentence by remembering the meaning and the sound-symbol connections of the letters. This is one of the most powerful ways to help learners to practise reading the sentences they have created.

9. Invite the learners in the class to read each other's sentences. Divide the learners into small groups and ask them to help each other to read their sentences. They may also want to help each other to use the word strips to rewrite the sentences after they have studied them.

10. After the learners have done several language experience stories and have practised copying their own sentences, they may be ready to try to write their own story. As they are beginners, spelling and grammar may be incorrect. They will learn these skills as they work on improving their writing.

REFLECT Method With the REFLECT approach, each literacy circle produces their own learning materials analyzing their own village and their immediate circumstances. This replaces the use of a primer. The key printed material in REFLECT is a Local Facilitators Manual which gives clear guidelines on how each literacy circle can produce its own materials. Instead of starting each lesson with a codification" each unit in the Local Facilitator's Manual" starts with the construction of a graphic (a map, matrix calender or diagram). These are constructed on the ground using whatever materials are available locally. Once everyone has agreed that the "graphic" is completed, it is transferred to a large sheet of paper using simple visual cards. The completed graphic is then used for the introduction of reading and writing as well as numeracy work. The whole process involves all the participants in the literacy class in a clearly focussed dialogue, which can lead to the identification of local action for development. In order to raise awareness among the illiterate persons, the literacy facilitators encourage the participants to construct some of the following items:

49

1. Mapping

a) Household Maps - showing all the houses in the community to demonstrate/discuss the economic status of people in the community.

b) Agricultural Maps - showing the location of different types of crops and changing trends over the years or the level of productivity.

c) Natural Resource Maps - identifying access to or control of sources of wood and water to lead into discussion of environment issues.

d) Land Tenure Maps - to represent the ownership of land, whether individual, co-operative, large landowners and for example to match land ownership to land use (and access to or control of produce)

e) "Mapping : A process in a central part of literacy. Literacy partly originated in such design and layout, and is still embedded in it."

2. Calenders

a. Rainfall Calenders-which represent climatic patterns/trends and can lead to discussion of responses to droughts, floods etc.

b.Calenders - on which the different activities; clearing, planting, weeding, fertilizing, farming harvesting, storing and selling etc. associated with each major local crops are plotted.

c. Gender Workload Calenders-which represent the main activities of men and women plotted through the year and which can lead to very structured reflection on gender roles.

d.Health Calenders-on which all major local diseases are identified and their relative occurrence through the year is represented (leading often to very focussed debate on why different illness occur more often at different times).

e. Income and Expenditure Calenders-to explore patterns for a typical family through the year, itemized by source of income and type of expenditure.

3. Matrices/ Charts

a. Crop Matrices-in which participants analyze each crop they grew against a set of criteria,

which they decide for themselves. b.Health Matrices-where participants describe the curative strategies they follow for

different illnesses e.g. herbs, medicine, traditional healer, hospital etc or analyze their understanding of the different causes of illness.

c. Credit Matrices-which involve participants listing the source of credit that they have : family, friends, moneylender, credit union, bank etc and the uses they make of the credit.

d.Matrices of Household Decisions-on which, for example, women tabulate their involvement in discussing, planning and carrying out decisions in different areas of household life.

4. Diagrams : Diagrams are presented as follows:

a. Diagrams of Organizations- where participants represent on a sort of diagram of all the organizations within the community and external organizations to lead the discussion of their influxes in the community.

50

b.Diagram of balance of power-which explores the powerful individuals within the community and their groupings, inter-relationships etc.

5. Other Techniques

a. Time lines of a village or an organization or an individual b. Transects-cross-sectional walks

c. Flow diagrams-to represent different processes.

51

Session 9 Topic : Preparation of Lesson Plan and presentation of Teaching (activities) techniques. Time : 5 hours 30 minutes Objectives : At the end of the session, the participants will be able to :

- prepare lesson plan using Alphabetic, Keyword, Whole Language and REFLECT methods

- demonstrate micro- teaching based on lesson plan. Program:

Activity 1 : Preparation of Lesson Plan IPO Time

(minute) Activities Group Method Materials

I 15 Write the notes on lesson plan in the board and explain briefly about the content, objectives, resources, IPO activities and evaluation.

Whole class

Lecturette Board, marker

P 50 Divide the participants into 4 groups and let them prepare a specific lesson plan on activity sheet.

Small group

Group work News print, marker, Activity sheet 3.2

O 15 Each group leader will present their lesson plan and discuss for clarification.

Whole class

Presentation

Activity 2 : Presentation of Micro Teaching

I 10 Ask the participants to get ready for role

play on Micro-Teaching according to their lesson plan prepared in the previous activity.

Whole class

Discussion

P 180 Ask the groups to play the role for teaching using different methods according to their lesson plan.

3 groups Role play copy, pen

O 60 Get feedback from all about their role play presentation on the teaching activities.

Whole class

Presentation

Session Evaluation : - Evaluation of Role play and their presentation style.

52

Activity sheet 3.2 Prepare lesson plan according to the given teaching methods Group name: Methods : Content (Lesson title): Time duration : Objectives: Resources: Activities: IPO Time

(minute) Activities Group Materials

I

P

O

53

Unit Four

Learning Outcomes Evaluation Session 10 Topic : Learners' outcomes evaluation Time : 2 hours Objectives : At the end of the session, the participants will be able to

- describe the types and uses of learners' evaluation - explain different aspects of learners' achievement tests.

Program:

Activity 1 : Types and uses of Learners' Evaluation IPO Time

(minute) Activities Group Method Materials

I 10 Describe briefly the types and uses of learners' evaluation.

Whole class

Lecturette Board, marker

P 15 Ask the participants to study the hand-out and write 'how to assess learners' performance'

Small group

Group work Handout 4.1, newsprint , marker

O 10 Presentation of the group work by group leader and discussion.

Whole class

Presentation

Activity 2 : Different aspects of learners' achievement tests

I 15 Describe different aspects of learners'

achievement tests.

Whole class

Lecturette

P 40 Ask the participants to exercise on the activity sheet 4.1 dividing them into two groups and selecting one as an evaluator.

Big group

Group exercise

Activity sheet 4.1

O 15 Presentation of group work on Marking Scheme and Scoring Key.

Whole class

Presentation

54

Session Evaluation : (10 minutes) Ask the participants to present the strong and weak points of the session.

Activity sheet 4.1 Fill appropriate numbers (1to 5) in each column after learners' achievement has been evaluated as per the grading index: 5. for Excellent performance 4 for Good performance 3 for Average performance 2. for Poor performance 1. for Very Poor performance

Achievement Name of participants Reading Writing Arithmetic Functional

knowledge Functional

Skill 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

55

Handout 4.1 Types and uses of learners' evaluation The instructors have to conduct evaluation of learners' achievements to diagnose their problems and difficulties. Based on such a diagnosis, the instructors will be able to improve his or her own teaching performances. The most important purpose of evaluation is to find out how much and how well adults have learned during the literacy program. Evaluation can be classified into various types as : Self- evaluation Self-evaluation as the name suggests, is conducted by the learners themselves. Self - evaluation tests are generally self- administered and compared with answers provided in the primer or text- book. The learners may establish their own criteria of success and satisfaction. The learner can conduct his or her own evaluation. The teacher can provide reinforcement or encouragement towards higher achievement. In such case the instructors act as the sounding board only. The positive aspects of self evaluation are obvious, but so too are the limitations. Results of self - administered tests remain private. No public record is formed. And comparisons according to a norm (standard yardstick) are not possible. Therefore self-evaluation is participatory, but qualitative aspect is seen more ambiguous. Participative- evaluation This is an evaluation which is more learning that evaluating. Adults in a group, together with everyone else, establish criteria and standards of success. They make statements about the impact or a programme on their lives. The teacher simply creates conditions under which participative evaluation can take place. Participative evaluation uses existing reports and records. Why evaluate learners? Learners should be evaluated to: 1. Determine the extent to which the objectives of teaching have been achieved for example, to find

out whether they have gained knowledge, skills and values as stated in the objectives 2. Improve the planning and implementation of the teaching/ learning activities including the

evaluation process. Evaluation of Learning Outcomes: Learners' Evaluation In literacy and post literacy programs, one of the areas for serious consideration is the assessment of progress in the achievement of literacy competencies of the learners who participate in literacy classes at the end of the program. The procedures of learners' evaluation are as follows: 1. The goals or objective of the literacy program should be clearly stated. The program is a means to

change the program beneficiary from a passive to an active learner, The learning focus includes not only literacy skills but also the importance of problem -solving skills and social awareness. The broad objectives of the literacy program could be:

(a) to develop literacy and numeracy skills and apply these skills in everyday life and (b) to determine the indicators of literacy skills, namely:

56

• Reading skills: Read correctly simple passages of about 5-6 sentences in a minute, or

approximately 10-20 words and figures (1-1,000). • Writing skills: Copy a minimum of 10 words per minute, take down dictation at a speed of at

least 7 words per minute. • Numerncy skills: Calculate 1-3 digit figures involving simple addition, subtraction,

multiplication and division. Demonstrate a practical knowledge of metric weights and measures, as well as multiplication tables up to 10.

• Application of literacy skills: Read simple printed texts, such as captions, signboards, posters or newspaper; write simple letters; fill in forms; follow instructions on labels for fertilizers, pesticides, medicines, etc.

2. The evaluation plan should include time frame and cost. There are four phases in learner

evaluation: Initial phase: This phase identifies the literacy level of the learner at the time he or she joins the programme The evaluator can use word-picture cards or simple word cards. Concurrent phase: This phase is carried out on a continuous basis for diagnostic or improvement purposes This evaluation can be based on the lessons being taught. Terminal evaluation: This phase will be carried out at the completion of the programme to find out the degree of learning competencies gained by the learner at that time. Evaluation of literacy retention: This phase will take place some times after the completion of the program. This evaluation will determine the degree to which the learners have retained literacy skills after the programme completion.

3. Choose the sampling strategy : Before the finalization of the test and evaluation, the tools and

procedures should be field -tested on a sample basis. 4. Design and select the tools and techniques for data collection : Learners' evaluation can be both

formal and informal. It becomes formal when questionnaires and performance tests are designed and used to assess the progress made by learners in a formal setting. It is informal if the methods used are semi-structured and flexible. There are various methods that can be used for measurement, namely interview, analysis of records/ notebooks, observation, or group discussion.

5. Analyze the data : After collecting the information about learners' performance, namely the scores

of literacy skills tests, information about using literacy skills in daily life and other needed data, they should be analyzed.

6. Prepare a report informing the learner about his or her literacy skills level : When learners

receive feedback about their progress, they will be encouraged to improve their literacy skills and will have a higher motivation to participate in the literacy program. Additionally, the evaluation results can serve as a basis for expanding the program to new clients. If any weak points are identified, new strategies and approaches may be devised.

Evaluation is a continuos process whether it is formal or informal. Continuous testing provides timely feedback. So it is suggested to conduct a test at every quarterly or monthly basis. These are the suggested Techniques and tools for testing learners' achievement : 1. Oral question and answer. 2. Written question and oral answer . 3. Written tests to assess literacy skills of the learners. 4. Observation of working styles, attitude and behavior. 5. Observation of problem solving technique used by participants. 6. Rating learners' motivation, interest etc.

57

Unit Five

Supervision, Record keeping and Reporting Session 11 Topic : Supervision, Record keeping and Reporting of literacy programme. Time : 1 hour 30 minutes Objectives : At the end of the session the participants will be able to :

- explain the roles of literacy supervisors for improving literacy programme - gain knowledge and skill to keep record of literacy centers and sending

reports periodically. Program:

Activity 1 : Supervision, Record Keeping and Reporting of literacy programme. IPO Time

(minute) Activities Group Method Materials

I 10 Describe briefly about supervision and roles of supervisors and distribute handout 5.1.

Whole class

Lecturette Board, marker, Handout 5.1

P 60 Divide the participants into 4/5 groups and ask them to study and discuss on the handout and ask them to state the importance of record keeping and reporting in literacy programmes.

Small group

Group discussion

News print, marker

O 20 Presentation of the points drawn from the group discussion by the group leader. Conclude the session suggesting one of the important role of supervisor is to keep record and reporting.

Whole class

Discussion

Session Evaluation :

Participation in the group work and presentation.

58

Handout 5.1

SUPERVISION, RECORD KEEPING AND REPORTING Supervision Supervision is a means of rendering technical assistance or services to the instructors or facilitators by the trained personnel of literacy program with a view of helping them to improve their teaching competencies for better and effective literacy classes. Supervision could be done through various ways. One of the most common methods is visiting the literacy centers and observing the class and giving technical assistance to the instructors or facilitators so that they have a better chance to grow professionally and improve their instruction. What are the roles of supervisors? A supervisor is a counselor someone who helps instructors to solve their problems and became self-reliant. In a literacy program a literacy supervisor has to play several roles as mentioned below : a) Literacy supervisor as a development agent – A literacy supervisor has to plan and

manage his/her literacy program in a given locality, so that the literacy program could be interesting and functional.

b) The supervisor as a community organizer and a builder of networks – During visits

to a particular community a supervisor can also help the community in organizing a network among literacy instructors, local management committee, local leaders, school teachers and extension workers.

c) The supervisor as a literacy specialist – The supervisor should be well versed on the

methodology of teaching awareness building contents,reading ,writing, numeracy and functional contents. The supervisors should be familiar with preparation and use of the literacy materials. It is also a practice to conduct and demonstrate model classes to instructors.

d) The supervisor as a trainer- Supervisors play an important role in the training of

literacy facilitators in both pre- service and on-the job-training phases. Many short terms on the job training courses are conducted by the supervisors.

e) The supervisor as a mentor (adviser) – A supervisor should try to increase the morale

of instructors and local literacy committee members. They also should try to contact external experts and seek their help to improve literacy classes.

f) The supervisor as an evaluator – To provide the actual information and status of

literacy center to the concerning agencies (district level or center level), the supervisor has to evaluate the literacy classes. It includes input evaluation, process evaluation and output evaluation.

59

g) The supervisor as a record keeper and reporter- This is also an important role of a literacy supervisor so that it will help to provide feed-back to the instructor as well as up- to-date information to planners and administers of the literacy programme at the central level.

Record Keeping and Reporting Record keeping is a task of keeping a written statement of facts, events and information of an activity so that those will be available for future use. The record should contain all data pertaining to the activity. They will be useful for sending periodical reports to the supervisor of the literacy classes. If proper record is kept, it will be easier to assess and evaluate the progress of the literacy program in future. The record of the literacy instructor should contain following items : a) Name of learners b) Age c) Date of enrollment d) Attendance e) Background of learners f) Progress in learning g) Remarks h) Others (a sample for record and report by an instructor is given in the next page) Record Keeping and Reporting by a Supervisor The supervisor also should keep record of all the classes he/she is responsible to supervise and send report of his/her work to area co-ordinator. In some countries there may be more than one co-ordinators, but in others there may be only one co-ordinator in one district. In either case the supervisor should send report every month. (a sample form of the record and report to be sent by the supervisor is given on the next page)

61

Centre No. : Name of Centre : Name of Tutor : From : ----------------- to-------------- Total class Date of center opened: ------------------ Reporting Month: ------------------------- the month: -

S1 1 1

Name of learner

2

Age 3

Date of enrollment

4

How many days he/she attended the

class

5

Background of the learner

(literate/ semi-literate

/illiterate) 6

Numbers and name

of curriculum

cell (manual)

7

Lesson step reached in

reading 8

Lesson stepreached in

writing 9

1 2 3 .

30

Number of times the supervisor Comment of the supervisor: Signatuvisited the center during the Signature of the supervisor: Date: -month: ---------------------------- Date: -------------------------- Note: The report should reach the head office through the area co-ordinator before the 10th of the following month. This will en is provided.

Monthly Report by Instructor (Tutor)

Sample of Instructor's Recording and Report

62

Area : Report Form B Monthly Unit Unit : Report Supervisor: Month :

Level of learners Level required acquired

8

S1 No.

1

Centre No.

2

Name of centre

3

Male/ Female

4

Date of centre opening

5

No. of drop- outs (cumulative)

6

No. of days visited

7

I.1 I.2 I.3 II.1 II.2 III 1 . . . 20 Total: ------------------ Comments of Area Co-ordinator: Signature of Supervisor Signature: Date:

63

Unit Six

Training Management Session 12 Topic : Training Designing of the literacy based training Time : 1 hour Objectives : At the end of the session the participants will be able to :

- describe the need of training for facilitator & supervisor to conduct the literacy programmes

- state the points to be considered during training designing - describe the steps to be followed while conducting training.

Program:

Activity 1 : Steps of Training designing IPO Time

(minute) Activities Group Method Materials

I 15 Describe the importance of literacy training, steps of training designing and distribute handout 6.1

Whole class

Lecturette Handout 6.1

P 30 Divide the participants into 4 groups and ask them to discuss on the handout.

Small group

Group discussion

News print, marker

O 15 Question answer among the groups and the facilitator.

Whole class

Question Answer

Session Evaluation :

Write down the main steps to be followed while designing a training.

64

Handout 6.1 Basic Considerations in Designing a Training Programme There are a number of considerations in designing a training programme. Among them are the followings : 1. COST • Is the budget enough to carry out the whole programme? • Will the budget allow for the use of varied training materials and strategies/

methodologies? • Will the budget allow for best venues and facilities? 2.TIME • How much time is available for training? • What are the time limitations? • Is there enough allowance for flexibility? • What scheduling problems do you foresee? 3.OBJECTIVES • What is the trainer expected to do and where is she/he expected to be at the end of the

training process? 4. CONTEN'I' • What do the trainers need to know? • What attitudes and skills should they, possess to become teachers of literacy? • What strategies and methodologies do they need to use in the training? 5. PERSONNEL • Who is available to make major and important decisions? • Is each staff qualified to handle training assignments? • Are there consultants/resource persons available who are authorities in their own right? • Do the trainers have the needed experienee to handle the assigned content areas? • Does everybody have a well defined share of work and responsibility 6. TARGET PARTICIPANTS • What knowledge and attitudes do they bring in the programme? • What prior literacy training do they have? • What are their learning capacities, levels of maturity, reading and speaking abilities? • What level of education have they already attained? • To what extent is their socialization within the mores of their community? • What are their tasks, duties and responsibilities? • To what extent is their socialization within the mores of their community? • What are their tasks, duties and responsibilities? • What are their training needs? • What is the size of the group?

65

There is also a need to develop the personal profile of the target groups / participants which may include sex, age, marital status, ethnicity, beliefs system, social and political orientations.

A Model for Designing Training Prngrammes

Establish Training Needs

Select Methodologies

Evaluation and Feedback

Determine Training Design

Set Objectives

Obtain Resources

Conduct Training

66

Steps in Designing A Training Programme A. Establish Training Needs : To establish training needs, the following should be looked into: a) the needs of the target group b) whether there is a gap between the existing and the desired competencies of the target

group c) level of knowledge/awareness about ATLP, LTC and CE The programme, which will be developed, should be based on the above-cited information and the results of the assessment. There are many ways or methods of assessing training needs but all of these depend on the particular characteristics of the target groups such as level of education, working environment, and skills. B. Set Objeetives Objectives are statements that tell us what is to be accomplished at the end of the training programme. They give direction to our training programmes. They are statements which are usually derived from the needs of the target groups. The objectives can be classified into two: a) General Objectives and b) Specific Objectives. a) General Objective provides the general direction b) Specific objective is description of specific sets of desired behavior that we expect the

target groups to demonstrate at the end of the training programme. Its focus is on a particular, previously identified need, knowledge, skills or attitude. It tells us precisely what the trainee will be able to do at the end of a learning activity. It is behavioral in nature and is specific, measurable, attainable, relevant, and time specific.

C. Determine Training Design The Training Design brings content and methodologies together in a systematic, organized design. It is important to determine the nature and structure of the content training. The way the content is selected and organized should be appropriate to the trainee's needs and current level of knowledge. Certain educational principles noted that adults learn best when they are involved in the learning process. Referred to as andragogical approach, this approach consider, both the trainee and the facilitator as responsible for learning. This approach underscores participatory and discovery processes which may influence the designer in the selection of learning activities that are consistent with the nature of the trainees. D. Select Content/ Subject Matter In selecting a content, it is necessary to take into account the nature and amount of subject matter to be presented. There are some topics which are vital for meeting training needs which must be prioritised and dealt with. Other topics may be occupying a second place, but still to be considered and dealt with. Some topics may be deemed to be worth learning, but may not be essential for understanding and acquiring basic skills. Hence, in the selection of training content, priorities have to be made. Content or subject matter has to be graded or selected on the basis of a) must know, b) should know, c) nice to know. E. Identify Training Methodologies Training methodologies deal with the processes, techniques or approaches that the trainer employs in teaching and developing learners' knowledge, skill and attitudes. The

67

methodology must be congruent with the learning domains contained in the established objectives. The following table may serve as an example: Domain Suggested Method Knowledge Generalizations about experience and internalization of information insights and understanding (application of information of experience)

Programmed instructions, lecture, lecturette, lecture/ forum, films, slide shows, reading, drama, discussion, panel problem-solving, feedback, devices, laboratory experimentation, trips

Skills The incorporation of new ways of performing through practice

Demonstration, skills, practice, laboratory, games, simulation, drill, practicum, role play.

Attitudes Incorporation of new feelings by experiencing greater success

Role play, role reversal, case mehtod, counselling-consultation, laboratory method, pervassive discussion, mirroring, in-basket.

F. Obtain Resources Resources are defined in terms of personnel, money and materials. They must be available before the training can be implemented. In preparing training materials, it is important to analyze what resources are currently available. Materials which are wiss-designed and utilized, may help trainers to ensure minimum standards of effective training. Trainees should be shown how to make adaptations, adjustments or substitutions of existing materials to suit training needs. They should also know how to establish linkages with other agencies or organizations to know what and where the resources are; how to obtain the resources they need, for example, technical or expert assistance, financial assistance, use of materials and equipment; and how to maximize the use of the resources. G. Conduct Training There are a number of training approaches which can be used in Literacy training. These are: a) Individual self-directed study and use of the ATLP Manuals in actual teaching by Level C

personnel b) Use of ATLP Manuals by Level C Literacy teachers with the help of visiting supervisory

Level B staff c) Individual study with group discussion after using one or two ATLP Manuals facilitated

by a Level B supervisor d) One to two week workshops conducted by Level B personnel for groups of literacy

teachers in centers throughout the country e) Combinations of the above H. Evaluation and Feedback It is important to evaluate the training to: 1. Determine the extent to which the objectives of training have been achieved 2. Improve the planning and implementation of the training programme including the

evaluation process 3. What are the stages of training evaluation?

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A training evaluation may be divided into three stages: 1. Pre-training or context evaluation

a) Gather baseline data on knowledge, attitudes and skills of trainees b) Analyze trainees training needs and the organizational requirements of the training c) Prepare a task analysis to identify gaps between what should and what is.

A Pre-training evaluation is the basis for selecting relevant objectives of the training. It also helps in designing training programmes including training strategies, learning activities and the management system. 2. In Training Evaluation :

a) Give short test to trainees b) Have informal talks with trainees c) Observe trainee behavior d) Conduct steering committee meetings

The in-training evaluation assesses the training programme as it progresses to find out the extent to which the programme is being implemented as planned and to determine what improvements/ adjustments have to be made to attain the objectives. 3. Post Training Evaluation

a) Give comprehensive tests b) Conduct demonstration lessons c) Listen to comments of observers and specialists d) Get the impressions of trainers and trainees

The evaluation is done to find out the extent to which training objectives have been achieved and the original training scheme is implemented, so that decisions can be made regarding whether the training programme or any of its parts should be revised, continued or terminated.

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Unit Seven

Continuing Education Program Session 13 Topic : Importance of Continuing Education (CE) Time : 2 hours Objectives : At the end of the session, the participants will be able to describe :

- the meaning of Continuing Education - importance and need of CE to achieve goals and objectives of N0n-Formal

Education Program, - 6 types of CE according to ATLP-CE.

Program:

Activity 1 : Definition of Continuing Education IPO Time

(minute) Activities Group Method Materials

I 15 collect the ideas from the participants on 'what the neo-literate and adults want further and why' Focus on the need of CE on the basis of the participants' views. Define CE and its target groups.

Whole class

Discussion Board, marker

P 15 Ask the participants to study the handout and discuss about it.

Small group

Group discussion

Handout 7.1 copy, pen

O 10 Let them say what they have discussed in the group and clarify if necessary.

Whole class

Discussion

Activity 2 : Importance and need of CE

I 10 Divide the participants into 4 groups and

instruct each 2 groups to discuss on one of the following questions: - What would be the advantage of CE

program in community development? - How does CE program help to achieve

the expected outputs of NFE program?

Small group

Discussion

P 15 Ask the groups to write down the points drawn from the group discussion.

groups Group work News print, marker

O 10 Presentation of the group work and discussion for clarification.

Whole class

Presentation

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Activity 3 : Types of Continuing Education

I 10 List out the further education program for

the neo-literate and adults according to the participants' view. Distribute handout 7.1 and ask to read it individually.

Whole class

Discussion Board, marker

P 15 Dividing the participants into 3 groups, ask them to describe any two CE programs in the activity sheet 7.1 discussing in the group.

groups Group work News print, marker, activity sheet 7.1

O 10 Presentation of the group work and discussion.

Whole class

Presentation

Session Evaluation : (10 minutes)

Ask the following questions orally. - What is CE? - How does CE help in community development ? - What types of CE programs are conducted in Nepal? - What kind of CE programs do you want in your community and why?

Activity sheet 7.1 Fill up the following table for any two CE programs.

CE Program Target Group Objectives Post-Literacy Program

Equivalancy Program

Income Generating Program

Quality of life improvement Program

Individual Interest Promotion Program

Future oriented Program

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Handout 7.1 Continuing Education and Development The ultimate aim of literacy and continuing education is human development. Because of the vast number of variables involved and because of the complexity of their interactions, it is not possible to prove that increased education causes increased socio-economic development. Logically, however, it is reasonable to infer that increase in knowledge and that education must grow and change if a technologically based socio-economic system is to grow and change. Education seen in this way is an enabling agent for development. Socio-economic growth is of course the main thrust of most development plans in the Third World and most policies are directed at strengthening formal education to ensure that there is adequate knowledge and skill to enable development to occur. Unfortunately, however this policy has largely failed as social and economic inequalities such as low productivity and high levels of illiteracy and semi literacy still remain dominant. Many graduates from formal schooling are unemployed and unemployable and because the formal education system is largely urban in its orientation, there has been a massive population shift from rural areas to cities. Schooling in some countries has in fact, so alienated some people from the mainstream of society that social systems have tended to break down and conflict and aggression have become commonplace. This crisis in education in the Third World has come about largely because the formal system caters only a handful of successful students and the rest become alienated and unproductive. Continuing education, that is the opportunity to engage in lifelong learning therefore emerges as a way of compensating for the inadequacies of the formal system by giving people a second chance and also of ensuring a continual growth and upgrading of human resources throughout the lives of all citizens. Human resource development (HRD) becomes the focus of attention. Appropriately educated people, positive attitudes and skills can improve the quality of their work and can increase their incomes. People can save and invest and a general upgrading of the socio-economic structure of society occurs based on the emergence of secure happy and prosperous individuals and families. With such improved human resources and in particular because of both a stronger domestic economy and an improved quality of the human mind, the third world would be better able to manage its scarce national resources and so ensure effective appropriate and sustainable development. Definition of Continuing Education Continuing Education is the logical extension of literacy education and primary education. It is illustrated by the trial of APPEAL Program as shown above. In order to survive and prosper, everybody should continue to learn throughout their life, through various methods of education such as: a) formal education b) non-formal education and c) informal education (self education). Continuing Education is a complex concept but nevertheless APPEAL has defined continuing education as stated below: " Continuing Education under APPEAL has been defined as a broad concept which includes all the learning opportunities all people want or need outside of basic literacy education and

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primary education " UNESCO, Sub Regional Seminar on Continuing Education, Canberra, Australia, November 1997. This definition implies the following : i. Continuing Education is for adults; ii. It is responsive to needs and wants; It can include experiences provided by the formal, non-formal and informal education sectors. The Role of Continuing Education According to the ATLP-CE (Continuing Education in the context of APPEAL), the following major roles should be played in the development and function of a learning society. 1. Consolidating and stabilizing literacy skills: This role is essential if school leavers and

adult neo literates are not to regress to semi literacy or illiteracy. Continuing educators should provide support services in the form of resources and structured programmes to ensure that the gains from schooling or from adult literacy training schemes are not lost.

2. Raising literacy standards to be the level of autonomous learning: This is, possibly, the

key role for the continuing educator. Literates, not only stabilize their new skills but also improve them to the point where they can undertake meaningful and creative lifelong learning.

Continuing educators need to design, develop and make available advanced literacy programmes with suitably graded developmental stages to bridge the gap between basic neo -literacy and true autonomous learning. This is a major role and as yet has been hardly addressed by the educational systems.

3. Identifying and fostering the growth of agencies for continuing education: Many countries in Asia have a range of agencies and resources appropriate for continuing education. What is needed first is the development of a comprehensive register of such agencies. As a second step, continuing educators, in the role of consultants, could increase awareness among these agencies about their roles in continuing education. A third step would be for continuing educators to work with these agencies to develop and make available effective programmes and resources for lifelong learning. Finally, continuing educators could help groups and individuals create new agencies to cater to the newly emerging needs of life long learning.

4. Fostering the development of learning materials for continuing education: Adults require

resources for learning like school pupils, but this resource must be appropriate for the adult learner. They should have the characteristics and style of presentation that incorporate our present understanding of how adults learn. Continuing educators need to have the skills to effectively design resources that are suitable for adults.

5. Increasing individual awareness about life long learning: A significant role for the

continuing educators is to increase community awareness about the importance of life long learning and the changing and increasing opportunities that are available for learning. Such awareness development can be achieved through the mass media and the formal education system. An especially important role would be to work with the staff and pupils of primary and secondary schools to sow the idea of lifelong learning and to increase awareness about the resources available through continuing education.

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6. Training Continuing Educators: Another important role for continuing educators is to

contribute to the development of their own profession by training others in the skills and responsibilities of that profession. Once again, a head start is provided through ATLP, because if it is functioning effectively, then a system for training is already in place, which requires gradual re-orientation and re-development.

Types of Continuing Education Programs In order to cater the needs of Continuing Education of the Member States, the Second Meeting for Regional Co-ordination of APPEAL (Bangkok, 1990) decided to classify continuing education into six categories, they are : (1) Post-Literacy Programmes (PLP), (2) Equivalency Programme (EP), (3) Quality of Life improvement Programme (QLIP'S), (4) Income-Generating Programme (IGP), (5) Individual Interest Promotion Programme (IIP), and (6) Future Oriented Programme (FOP). Following the decision, UNESCO/PROAP developed the following manuals under the general title of APPEAL Training Materials for Continuing education Personnel (ATLP-CE). DEFINATION OF SIX TYPES OF CONTINUING EDUCATION PROGRAMMES 1. Post Literacy Programmes (PLPs) are programmes and activities which are designed to

prevent neo-literates and semi-literates from regressing into complete illiteracy. These programmes specifically aim to consolidate the basic literacy acquired by inidviduals during primary schooling or after successful completion of the ATLP basic literacy programmes. Post literacy programmes are concerned with helping/serving special groups of adults such as semi-literates, school drop-outs, special target groups such as women, aborigines, immigrants, urban poor to strengthen their literacy skills.

2. Equivalency Programmes (EP) are types of continuing education programmes which

provide an opportunity for adults who have completed primary education or its equivalent to continue in structured education such as secondary school type programmes even if they have failed to gain admission to formal secondary education or if they have dropped out of secondary education. These are alternative education equivalent to an existing formal general or vocational education whose purpose is to provide an opportunity to learners to continue to learn and re-enter the formal school system at a higher level

3. Quality of Life Improvement Programmes (QLIP'S) are continuing education

programmes which aim to equip learners and community with the essential knowledge, attitudes, values, and skills to enable them to improve quality of life as individuals and as members of the community. These are programmes, which are development focused and have a strong future orientation. Designed for literate adults, these programmmes, include experiences and activities provided through the formal, non-formal and informal educational sub-sectors, with the end view of establishing an enriching vision of the future and helping the community undertake developmental activities to achieve such vision.

4. Income-Generating Programmes (IGP). Are types of vocational continuing education

programmes which help participants acquire or upgrade vocational skills which will enable them to conduct income generating activities. These programmes are directed mainly toward those people who are currently not self-sufficient in a modern world, and in particular, those at or below the poverty line. They cover a whole range of courses

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offered and services extended to enable all sectors of society to continuously update and upgrade their competencies for the purpose of enlarging and enriching their sources of income and quality of life. They go beyond offering courses for skills development but extend to equipping participants with managerial and enterprise skills such that they could use the facilities and services made available by the community and government to engage in a variety of gainful income generating activities.

5. Individual Interest Promotion Programmes (IIP): Individual Interest Promotion

Programmes provide learning experience to promote & improve individual interest of all adult, youth, women & the elderly. It is basically aims at promoting and strengthening learning activities which enhance a) leisure utilization b) life improvement c) self -actualization.

6. Future Oriented Programmes (FOP): Future Oriented Programmes are components

which focus on the process of change itself and help leaders and planners cope with bringing about and responding effectively to change in society. They also focus on the development of the new knowledge skills and techniques to help in the implementation of effective change. The changes are social and technical, involving local organisation, regional or even international levels.

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Session 14 Topic : Roles and Function of Community Learning Centers (CLC) Time : 1 hour Objectives : At the end of the session the participants will be able to describe about CLC

and its roles and duties. Program:

Activity 1 : Role of CLC IPO Time

(minute) Activities Group Method Materials

I 15 Give brief description about the importance of CLC in Continuing Education Development and distribute the handout 7.2.

Whole class

Lecturette

P 20 Ask the participants to discuss in small groups about the duties of CLC in the community situation. Based on the group discussion, let them identify their community development status and write down the possible programs in the activity sheet.

Small group

Discussion, group work

News print, marker, Activity sheet 7.2

O 15 Presentation of group work and discussion. Whole class

Presentation

Session Evaluation : (10 minutes)

Ask the participants to state how CLC helps in promoting the Non-Formal Education Programme in the community.

Activity sheet 7.2 State your community development status and list out the possible programs that could be operated by CLC.

Development status Possible Programs -

- - - - -

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Handout 7.2 Community Learning Centers One of the main problems in the promotion of literacy and continuing education is the lack of a permanent institution at the local level to promote the continuing education program. Recently many countries have started to set up community learning center to promote non-formal education and to link CE with human development activities in the communities. The ATLP-CE has defined the Community Learning Center as given below:

The definition has important implications. Learning Centers play a key role in personal and societal development. THEY ARE AN EFFECTIVE MECHANISM FOR EMPOWERING INDIVIDUAL AND PROMOTING COMMUNITY DEVELOPMENT. They achieve this by providing opportunities for all members of society to engage in lifelong learning.

Learning Centers as mechanisms for community development and empowerment . Learning Centers tend to have the following characteristics: - They cater for lifelong learning. - They reach out to the community. - They promote the development of a community. - Their programmes are responsive to and reflect the needs and aspiration of members of the

community. - They draw their mandate from the community and serve the community. Functions of Learning Centers Learning Centers have a range of functions, which are common to almost all. These are operational in varying degrees according the socio-eoonomic and cultural situation of the community served by the Center. An important task for the promoters and managers of Centers,

Local educational institutions outside the formal education system, for villages or urban areas usually set up and managed by local people to provide various learning opportunities for community development and improvement of people's quality of life.

Provide by a Learning Centre

LITERACY

Lifelong Learning

CONTINUING EDUCATION

leads

to

Empowering Children Women Youth

The Aged Farmers Workers

And Other

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therefore, is to ensure that the Center performs these functions appropriately to meet the genuine needs of the beneficiaries. Essentially, Learning Centers have four groups of functions.: a) Education and Training b) Community Information and Dissemination of Resources c) Community Development d) Co-ordination and Networking, especially between GO's and NGO's The functions are listed below:

Learvenu I. Ed- Proactiv- II. CDiss. Coserv. Ad III. C- Ge- Co- FuIV. - Pr NGO. Pro

DIFFERENT FUNCTIONS IN DIFFERENT

SOCIO-ECONOMIC AND CULTURAL SITUATIONS

For Example : 1. Social groups at level of survival 2. Underprivileged social groups. . 3. Rural development situations. , 4. Society in transition from agriculture to industry. 5. Affluent urban society in an industrialized country.

GENERAL FUNCTIONAS OF LEARNING CENTERS

ning Centers providing positive es for learning and development

ucation and Training : vision of education and training ities for the community. .

Training of NFE and CE Personnel.

ommunity Information and emination of Resource : mmunity information and resource ices. visory and counseling services.

ommunity Development .: neral community activities, mmunity development projects. ture visioning. Co-ordination and Networking : ovision of linkages between GO's and

's. motion of lifelong learning.

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Three types of learning center operating in different cultural situation:

Developing situation Social context Possible activities of community learning center

Remote hilly Area

- High level of illiteracy (85%). - All people below poverty line. - Low population and scattered

household. - Inaccessible of transportation,

health and school.

- Literacy and post literacy programs. - Health, sanitation and gender

sensitivity. - Provision of skill training with

availability of local resources.

Rural Area

- Higher literacy rate than

remote hilly area. (40%). - Low enrollment rate, More

dropouts. - Community depends on one

cash crop (rice and wheat) and with no other sources of income.

- Low standard of living.

- Literacy and continuing education programs.

- Income generation program as agriculture, horticulture and animal husbandry.

- Women saving and credit. - Health, good environment and

cleanliness for quality of life improvement.

- Child development program. - Women rights and duty.

Urban area

- Literacy rate more than 60%. - More out of school children. - Industrialized, business and

service oriented community.

- literacy and continuing education programs

- Women saving credit program. - Out of school program. - Women legal right and

empowerment. - Campaign program. - Income generation and skill

training. - Awareness program for

environmental development.

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Session 15 Topic : Post Literacy Program Time : 2 hours Objectives : At the end of the session the participants will be able to :

- describe the target group and major functions of Post Literacy Program - explain the level-wise areas of the Post Literacy Program

Program:

Activity 1 : Importance of Post Literacy Program IPO Time

(minute) Activities Group Method Materials

I 10 Describe briefly about the Post Literacy Program and its main functions. Ask participants to study the handout and list major functions.

Whole class

Lecturette Board, marker, handout 7.3

P 20 Group division for discussion and ask to findout target groups and program functions.

Small group

Group work News print, marker

O 10 Invite to present the group work and conclude with importance of Post-Literacy Program for continuining Education.

Whole class

Presentation

Activity 2 : Competency level of Post Literacy Program

I 10 Distribute the handout to study the level of

competency of PLP.

Whole class

Lecturette

P 40 Ask the participants to write down the different competency level according to the given activity sheet discussing in small groups.

Small group

Group work News print, marker

O 15 Presentation of group work and discussion.

Whole class

Presentation

Session Evaluation : (15 minutes) Ask the following questions:

- After Post-Literacy program, what do you expect from the learners? - Give brief descriptions on literacy skills of Post-Literacy competency standard.

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Handout 7.3 TARGET GROUPS FOR POST-LITERACY A Post Lireracy programme should he open to everybody who takes reading and learning as a way to enrich life. However, Post-Literacy Programmes should be specifically designed to serve certain groups of individuals. Broadly, this cliemtele can be classified as follows: a) Semi-literates A semi-literate is a person at a stage of literacy development where he or she is able to meet the technical requirements of the final grade of a literacy training but beyond which progress is inhibited. The failure to proceed further may be motivational or it may be because of some inherent ability problem. Semi-literacy are almost always functionally illiterate. That is their literacy levels are inadequate for them to function adequately in the day-to-day life of our modern communication-based society. The learning habits of this group can be addressed by making them accessible to well-designed advanced reading materials. To motivate them and encourage them requires reading materials which are interesting and inspiring life and relevant to work and daily life. Availability of enlightened facilitators and change agents can hasten the process towards inculcating the learning habit. b) School drop-outs Not everybody in the formal schooling system can excel and graduate no matter how Strongly the diploma disease may engulf a society. In almost every society a large numher drop out of the system. Some drop out much earlier than others. The group that is rejected by the formal schools at early stages must be given immediate attention. Since their learning skill is still weak, it requires special care. Failure to attend the needs of this group will cause a serious problem for society. Drop-outs may need further work in basic literacy, may be qualified to enter equivalency programmes or may be best served by taking post-literacy programmes. c) Special Target Gorups The following communities may be considered as special target groups. They are as follows: i. Hard core poor in urban and rural area; ii. Slum-dwellers; iii. Women, especially rural women; iv. Aborigines; v. Immigrants; vi. Geographically isolated cummunities. These groups are found everywhere in Asia-Pacific. Post- Literacy programmes should be localized. They should be sensitive to local value systems and local needs. This principle should be adhered to under all circumstances whenever we plan, implement and evaluate post literacy programmes for these specific communities. These communities have peculiar value

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systems and peculiar social practices. Their particular world view is only understood among them. Yet to survive, they must also understand the world view of the wider community. FUNCTIONS OF POST-LITERACY Some major functions of post-literacy programmes include the following: a) To Consolidate Basic Literacy Skills : A literate who has just completed a basic literacy course is not guaranted retention of that skill. As for any other skill it could become diffuse, and fade out in time unless it is systematically strengthened. A well-designed post-literacy programme may be able to save the situation. With material designed to suit the interests of the target group post-literacy skill should be able to reinforce and consolidate basic literacy skills both cognitively and affectively. b) To Make Life-Long Learning Possible: Post-literacy is a bridge towards autonomous learning. To reach the stage of autonomous learning means to be within the grasp of being a life-long learner. Every country plans to become a learning society. Post-literacy programmes develop reading habits while at the same time enhance writing and numeracy skill. Without post-literacy programmes, or their equivalent, a learning society cannot materialize since the neo and semi-literates will not be motivated to go beyond basic literacy skills. Post-literacy programmes provide a second opportunity for the disadvantaged to become life-long learners. A keen student within a Post-Literacy programme has wide options from which to choose further education. Such a student can either enrol in an equivalency programme and so have the chance to enter the formal system again, or he or she can go to other types of continuing education such as vocationally-oriented income-generating programme or others. In this sense, post-literacy programmes are liberating forces which provide the opportunity for participants to continue to learn throughout life. c) To Enhance Understanding of Sociefy and Community: Effective communication fosters understanding and promotes ties in the community. No person is an island. Humankind is gregarious by nature. Being gregarious we must have the skill to communicate to others and to listen effectively. Effective communication, including listening, requires certain skills. These skills can be acquired through training. Communication training programmes can be designed and made available to every interested individual. Communication skills therefore, should be a central part of any post-literacy programme. They should be carefully developed to enhance understanding of society and of the community. d) To Diffuse Technology and Increase Vocational Skill : Appropriate technology transforms the development of any country. Post-literacy programmes can be an effective instrument to transfer required technologies to disadvantaged groups and to change a listless "observer" into a productive energetic member of the labour force. Reading and numeracy materials appropriately designed and properly worded may be

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able to diffuse the required technology even into the remotest part of the country. Instruction and developmental materials can also be modified to suit the peculiarities of any community and this can be done at relatively low administrative cost. The most successful post-literacy progmmmes are associated with the work force. In many Member States, post-literacy activities are presented "on-job" in factories, on farms, in retail stores, commercial institutions and so on. The advanced skills of reading, writing and numeracy required for autonomous learning are developed in association with the functional knowledge needed by participants to be maximally efficient as employees. The significance of such an approach for the overall upgrading of technology and for improvement in individual and commercial efficiency is self-evident. This type of approach makes a major contribution to the economic well-being of individuals and of the nation as a whole. e) To Motivate, Inspire and Instill Hope Towards Improving the Quality of Life : Drop-outs, disadvantaged groups and low-income earners have a feeling of hopelessness. For them the future is blank. Their children are unlikely to have a meaningful place in society. Survival is by chance, Motivation to improve and the will to excel in life is marginal if not zero. For this "unproductive" and negative group, interesting and creative post-literacy materials can act as a 'stimulant'. Creatively designed materials can instill a fighting pioneering, spirit. Feelings of helplessness and the sense of alienation can he overcome. Making such people realize that each and everyone has the same unharnessed potential and chat everybody is capable of attaining the best in life, will motivate them to excel in whatever field they decide to undertake. This is possible because a post-literacy programme is an educational activity. Being educational it is an effective tool to affect changes in attitudes and behavior towards life. Post-literacy cultivates, develops, strengthens and stimulates the power of the target group. f) To Foster Happy Family Life Through Education : The ultimate goal of 'development' is to improve the quality of life of every citizen. To attain this goal requires co-operative effort by government and citizen. Every individual should be active in the development process. The fruit of development will only be harnessed by active participants. Bystanders will be swept aside by the tide or change. Beside economic opportunity, development also provides other social benefits that will improve family life. Post-literacy programmes on consumerism, environment, heallh and ways of leisure can contribute towards happy living. Participating in post-literacy programmes sharpens the mind and makes participants alert for all openings and opportunities. Citizens become responsive and sensitive to the changing environment. To be alert, adaptable and able to think positively makes possivble the attainment of a fuller life in a demanding society. With higher income and a healthy mind and body the post-literacy learner is able to improve the quality of life. The world becomes a happy place and there is a bright start towards greater happiness for the family as well as for the individual. FUNCTIONAL KNOWLEDGE IN POST-LITERACY PROGRAMMES As for programmes of basic lileracy, post-literacy programmes should focus on the development of functional knowledge as well as the growth of technical on literacy skills.

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Which areas of functional knowledge to include, however, is a more difficult issue with post-literacy than for basic literacy. This is because the interests of participants are more varied and their backgrounds are usually diverse. Peoples' reading interests are highly varied and this has to be taken into consideration. One of the greatest problems with post-literacy programmes is the need to motivate participants. Motivation is a problem because the goals and outcomes are less well-defined than for basic literacy or for alternative forms of continuing education. Equivalency Continuing Education Programmes, for example, have little problem in motivating participants because the outcome of obtaining a "certificate" at a defined standard, and the potential of reentry to the formal system is a clear goal. To motivate participation in post-literacy programmes functional knowledge must be carefully selected to interest participants and to meet the needs. As mentioned above, the most effective post-literacy programmes are those in which functional knowledge relates to the work environment. Apart from that obvious category what other areas could be included? There are several obvious possibilities such as civics and societal values, principles of economic growth, development theory and cultural aspects including religion. But whatever areas are chosen, it is important to give participants some choice and not to make all elements compulsory as in basic literacy programmes. Competency Sandard of Literacy Programme Competency standard of the learners performance could be measured under the basis of following skills:

1. Reading skill 2. Writing skill 3. Arithmatic skill 4. Simple Intellectual skill

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The following table shows the various skills at different levels:

Area Level A Level B Level C Reading skill Word Make sentence Paragraph Key word Page

- Know simple words - 8 words sentences - 80 words paragraph - 500 to 1000 - 16 to 20 pages

- Six to ten new words - 8 to 12 word sentences - 100 words paragraphs - 1000 to 4000 - 20 to 30 pages

- 10 + new words - long sentences - 120 word paragraphs - 4000 + - 30 + pages

Writing skill Format Structure Function

- Individual business

letter, simple stories, personal introduction, letter to publications

- Three paragraphs - Communicate

simple thoughts; express individual thoughts in simple way.

- Short essays, short

stories, introduction of friend, simple articles for publications.

- Speech references - High thinking,

individual expression.

- Report, long stories,

biography of famous persons, long articles for publications,

- Speech writing - Creative writing of

complex thoughts.

Arithmatic skill Graph, table, geometrical numbers

- Completion of level

three (curriculum), Simple examples

- Draw the pictures and explain them

- Use calculator and

mathematical tables. - Illustration of

examples and comparision

- Use computer,

calculator and machine

- Develop action plan based on examples given.

General skills 1. Vocabulary

- Read news papers

and magazines

- Use dictionary and

other word lists

- Use of technical

words as required

2. General knowledge

- Read daily papers and discuss with them.

- Group discussion on recent news and social issues

- Use library and read individual interest subject.

3. Intellectual awareness

- Use of past experience for present

- Develop micro plans to solve problems.

- Use different new approaches

4. Critical thinking - Find the causes of

problems and issues - Differentiate facts

and thoughts - Think deeply

5. Problem solving - Identify the individual and community problems and solve them

- Use of local resources to solve the individual and social problems

- Evaluate the alternatives for the problems.

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Session 16 Topic : Quality of life improvement Programme Time : 2 hours Objectives : At the end of the session, the participants will be able to :

- understand the importance of Quality of Life Improvement Programme - explain the process of selecting the elements of Quality of Life

Improvement Programme. Program:

Activity 1 : Importance of Quality of Life Improvement Programme IPO Time

(minute) Activities Group Method Materials

I 30 Describe the Quality of Life Improvement Program and the process of selection of element s of the programme.

Whole class

Lecturette Board, Marker, Handout 7.4

P 60 Divide the participants into 3 groups and ask them to write down the main points discussing the handout.

Big group

Discussion News print, marker

O 20 Presentation of the group work and discussion.

Whole class

Presentation

Session Evaluation : (10 minutes)

Collection of the participants opinions on "how the Quality of Life Improvement Program will help in their community".

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Handout 7.4 QUALITY OF LIFE IMPROVEMENT PROGRAMME Quality of life improvement programmes are educational programmes designed to enhance the well-being of all citizens. Its role is to promote human well-being through education aimed at improving general standards of living and the degree of excellence of one's life style. The development of a nation or community is now seen to be concerned with two elements - general resource development and human resource development. General resource development generally means the development of primary and secondary industry, commerce and trade and infrastructures such as transport, communications, medical services and the like. This type of development of course also benefits individuals by providing and increasing nation-wide services and systems which enhance general well-being. The level of general resource development of a country is generally expressed by the index of Gross National Product (GNP). Human resource development, however, is more directly concerned with upgrading human qualities, mainly through education and training, to enable individuals to develop their maximum potential. International agencies such as UNDP and the World Bank now use a measure termed the Human Development Index (HDI) which has three components : (i) longevity (ii) knowledge and (iii) living standards. The educational (knowledge) component recognizes the importance of high levels of skill and is measured by a combination of adult literacy and mean years of schooling. Living standards are measured by levels of income relative with the povety cut-off point. Quality of life development is almost synonymous with development as measured by a combination of the factors assessed by GNP and HDI but is moderated to an extent by issues such as the relationship between development and perceived happiness and by environmental concerns such as limitatons imposed by the idea of sustainable development. Sustainable development stresses that present generations should ensure that the quality of the natural environment and availability of narural resources are not degraded for future generations. The primary criterion for this classification is standard of living as measured by levels of income. Other development indices correlate with this criterion. While this is not always the case, poor people usually lack access to skilled knowledge and have shorter life spans, whereas people with incomes above the poverty line usually have better educational opportunity and enjoy greater longevity. So while very generalized this type of classification provides an useful framework for the design of quality of life improvement programmes for different levels of development. Elements Important for High Quality of Life Biological variable The satisfaction of basic biological needs is of fundamental importance both for survival and for the quality of life. The availability of nutritious food, clean air, unpolluted water, a life relatively healthy and free from sickness, adequate housing and sanitation are essential.

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Economic variable From the individual point of view, two factors are important: a) an opportunity to work to earn an adequate income and to achieve self-actualizationand b) money to purchase modern material goods. From the societal viewpoint, quality of life is a function of economic capabilities and depends on an equitable distribuion of the society's economic opportunities among the people. In developing societies, it would imply, for example, a better earning capacity for people living in rural areas. Employment opportunities and an adequate income for all would be the ultimate goal. Social variable The freedom to make choices and decisions and to participate in the affairs of society is an important dimension of democratic life. Other factors are lack of discrimination based on sex, place of residence, religion, race or physical or mental handicap; access to social services and cultural activities; and law and order. Environmental variable The environmet consists of both the natural and the human environments. The natural environment includes natural resources such as : land, air, water, fauna and flora, mineral and oil deposites. In general the quality of life is severely reduced if the natural environment is badly managed. The human environment comprises the populations of countries and the socialization process. In some cases an increase in the population can contribute to economic progress, but in other instances a large population is a liability to the achievement of desirable standard of living for the people. Humanistic variable The psychological and affective aspects of human life are extremely important. Human feelings and emotions, in particular happiness, inner harmony, spiritual fulfilment, peace of mind and general contentment, are critical to attaining mental well-being and hence increasing the quality of one's life. As a result of applying criteria such as described below, it is possible to select indicators and define realistic targets to be addressed by QLIP'Ss. Consolidated List of Indicators After reviewing the lists of quality of life indicators discussed above and the criteria for selection also listed above, a consolidated list of categories of indicators which could be addressed by QLIP'S's has been prepared. Indicators for Quality of Life Improvement Programmes 1. BIOLOGICAL These refer to biological elements fundamental for survival and for the quality of life. For example availability of nutritious food and clean water.

Elements : • availability of food • cleanliness of air • availability of clean water

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• freedom from illness • quality of housing • good sanitation

2. SOCIAL The elements of this category include those necessary for social harmony and progress such as freedom to make choices and decisions and absence of discrimination.

Elements: • Quality of family life (example, parenting) • Socialization process • Freedom of choice and decisions • Level of participation in affairs • Absence of discrimination • Access to social services • Access to cultural activities • Degree of law and order

3. ECONOMIC This category can be looked at from the individual and societal viewpoints. Individuals need an opportunity to work and earn an adequate income to purchase material goods. Society as a whole benefits from an equitable distribution of economic opportunity.

Elements • opponunity to work and earn adequate income • level of achieving self-actualization through financial security • equity in distribution of wealth • adequate physical infrastructure

4. HUMANISTIC These include psychological aspects such as values and emotions. Elements such as feelings of happiness, inner harmony and spiritual fulfilment are important here.

Elements • Level of happiness • Degree of inner harmony • Level of spiritual fulfilment • Degree of contentment and peace of mind • Loyalty, ethics and tolerance.

5. ENVIRONMENTAL This category includes both the natural and the human-made environment. The former include natural resources such as : land, air, water, animals, plants and so on. The latter includes the human population.

Elements : • Natural environment • Natural resources • Human environment • Human population

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The list of elements in each category could be further expanded. Also in practice any one element would be broken down into more specific indicators and these specific indicators would then be expressed as targets for development. For example, the element "availability of food" might be made more specific by idetifying availability of one commodity such as rice and a target of increarsing rice production by ten percent over two years may be set. The QLIP'S devised is support that this planned development would then focus on the achievement of that specific goal. Criteria for Selecting Elements for QLIP'S's i) Promote active participation by learners. QLIP'Ss are intended to facilitate planning and implementation of developmental projects designed to improve standards of living and quality of life style. Only those quality of life elements which can actively involve learners are suitable for educational programmes. ii) Be of direct benefit to learners Outcomes of QLIP'Ss must be immediate and relevant to the needs of those involved. Only those aspects which can be directly and immediately developed through education and training should be included in QLlP's. iii) Be developmental action oriented Since QLIP'Ss are concerned with bringing about changes in society they must be action oriented. Only realistic and practicable targets should be included. iv) Be time bound in the achievement of specific targets Targets should be set within a specified time frame. There could be a relationship with a national five year plan or a phased development plan for a specific community. Targets should be selected which can be realistically achieved in the time available. v) Be capable of delivery through a multisectorial approarh. Almost all development projects involve more than one sector of government. Educators planning QLIP'Ss must be aware of the sectors involved in any given project and select only those elements which involve realistic co-ordination and co-operation between the sectors concerned. vi) Be family and community oriented with clear benefits for all Families are the ultimate beneficiaries of improved standards of living and an upgraded life style. Families therefore need to be targeted in promoting QLIP'Ss. vii) Be culturally relevant to the needs and concerns of those involved Different cultural groups have different developmental priorities and only elements of relevance to specific groups should be addressed through QLIP'Ss. viii) Be suitable for application of non-formal methods and the principles of adult

learning QLIP'Ss are a type of continuing education and only those aspects of quality of life which can be addressed using the methodologies of adult education should be involved.

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ix) Promote complementary inputs by both the formal and non-formal education systems

QLIP'Ss are not only multi-sectorial but should also utilize inputs from both the formal and non-formal educational systems. Elements, which can be readily supported by both systems, should be given some priority. x) Be supportive of national policy Elements selected for QLIP'Ss should be consistent with and contribute to achieving the goals of overall national development.

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Session 17 Topic : Income Generating Programme. Time : 2 hours Objectives : At the end of the session, the participants will be able to :

- explain about Income Generating Programmes - identify the IG programs suitable in the rural community.

Program:

Activity 1 : Target groups of Income Generating Programmes IPO Time

(minute) Activities Group Method Materials

I 10 Describe briefly the target groups of IG programs by reading handout.

Whole class

Lecturette Board, marker, handout 7.5.1

P 30 Ask the participants to state the target groups of IG programs in group. Identify which kinds of IG programmes were conducted by their institutes, give detail programmes.

Small group

Group work News print, marker

O 15 Presentation of group work and discussion. Specify the target group of IG program, which comes in the most priority.

Whole class

Presentation

Activity 2 : IG Program in Rural Community

I 10 Give examples of some IG programs

suitable for the rural community and distribute the handout.

Whole class

Board, marker, handout 7.5.2

P 30 Divide the participants into 5 groups and ask them to list out the possible IG programs based on their needs and resource availability in their community.

Small group

Group work News print, marker

O 15 Discuss on the lists prepared by the groups.

Whole class

Presentation

Session Evaluation : (10 minutes)

Ask the participants to express their views on : ♦ How will the IG program be helpful for their community development? ♦ How do IG programs support in improving the quality of life of the rural women ?

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Handout 7.5 Income Generation Programmes: The Meaning of Income Generation Income generation takes many forms. Originally it was a term used only by economists to explain the intricacies of a nations economy. However, it is now quite widely used to cover a range of productive activities by people in the community. Income generation simply means gaining or increasing income. There are three ways income can be generated. Firstly, income generation does not always mean the immediate getting of money, although in the end we use money to place a measurable value on the goods and services people produce. An example of income generation, which does not lead to getting money, would be a situation where a productive person produces enough food to feed himself or herself and the family. Skills have been used to meet immediate needs and thus savings have been achieved. A money value can be placed on the food produced and so the food can be seen as income. A second way a person can generate income is by astute investment of existing resources. An example would be development of a piece of land through planting a crop for sale. The money gained is income. An indirect form of investment is to bank savings or to purchase part ownership (shares) in a productive enterprise such as a business. Money generated from such investment is income. A third way to generate income is for people to use their skills by serving another person who pays for the use of those skills. That is they earn wages. In summary, income can be generated by self-employment, by working for others or by adding to personal resources through investment. The Focus Nations and their Governments have responsibility to take care of all citizens. There are disadvantaged persons in the community who, if provided with support, could become self- supporting. In other words they could begin to generate sufficient income to provide for themselves and their families. It is for those people that Income-Generating Programmes especially required. The Priority Target for Income Generating Programmes This volume focuses upon those members of our community who have difficulty in generating income, in particular on those with not enough income to become self-sufficient and so enjoy a reasonable quality of life. Self-sufficiency and quality of life are, of course, relative terms. The so called poverty fine is described in many ways but at its most basic it identifies those pessons who have such low income that they cannot exist without regularly calling upon the rest of the community for assistance to acquire the most basic things in life - food, clothing, shelter, education and good health. In some instances whole communities are below the poverty line and assistance is not immediately available. Target Specific Components of IGPs On the above basis, IGPs for various categories of rural people comprise the following components. For coding (a) to (g) rerer to the list in section C

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- Illiterate groups

- require functional literact (a) and basic occupational skills (d) and follow-up support services (g).

- School drop-outs

- need upgrading of literacy (b), occupational theory (c) basic occupational skills (d) and follow-up support services (g).

- School leavers

- require occupational theory (c) basic occupational skills (d), higher order occupational skills (e), intrepreneurial skills (f) and follow-up support services (g).

In this Region there are many people whose income generating powers are very limited, indeed, in many cases so limited that they are unable to fully provide for themselves. Human resources are the single most important factor in the economic development of a country. People at or below the poverty line have a negative effect on the total disposable wealth of a country. Income Generating Programmes (IGPs) seek to redress this imbalance by equipping these people with knowledge, skills, attitudes and values such that they become positive cuntributors to their nation’s economy. In addition, as shall be developed in more detail later, these programmes assist these people to develop self-esteem and be self-reliant. In brief IGPs are designed to contribute to both the social and economic welfare of a community and a nation. A general definition of an Income Generation Programme was given in ATLP-CE as follows: AN INCOME-GENERATING PROGRAMME HELPS PARTICIPANTS ACQUIRE OR UPGRADE VOCATIONAL SKILLS AND ENABLES THEM TO CONDUCT INCOME GENERATING ACTI VITIES. This general definition was focused more sharply by an additional statement. IGPS ARE THOSE VOCATIONAL CONTINUING EDUCATION PROGRAMMES DELIVERED IN A VARIETY OF CONTEXTS AND WHICH ARE DIRECTED IN PARTICULAR TOWARDS THOSE PEOPLE WHO ARE CURRENTLY NOT SELF-SUFFICIENT IN A MODERN WORLD. THAT IS THOSE PERSONS AT OR BELOW THE POVERTY LINE. It must be appreciated however that income-generating programmes can cover a wider range of people than our primary target group - the poor. Indeed vacational continuing education as a major means of preparation for people to develop income-generation capabilities. covers a very widc spectrum of ckcupations, induslries and groups in the community. At the very highest level senior executives and professionals undertake training to upgrade their skills and improve their earning capacity. Still others study and train to equip themselves for more highly paid positions. However, it is a far better priority for governments to lift the income generating capacity of those persons who are not adequately contributing to the economy than to ignore them and cuntinue to invest only at higher levels. IG program in rural community IGPs are required for all kinds of people (educated and uneducated, employed and unemployed , men and women, youth and adults) in all vocations (agriculture, small business, service and industrial sectors) and in all settings (rural, semi-urban and urban). However, it

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was emphasized that preference should be given to the rural people living below or at the poverty line who constitute a great majority of the population (more that 60 percent) in most developing countries of the Region. Rural Setting - The Rural population mainly cansists of: - Illiterate youth and adults as small farmers and landless labourers - both male and female; - School leavers (at secondary level) and drop-outs; - Traditional craftsmen and rural artisans; - Small scale businessmen Rural occupations are mainly associated with: - Agriculture, horticulture and farm machinery; - Livestock – poultry, cattle rearing, fish culture; - Social forestry – village nurseries and tree plantation; - Rural transport – rickshaws, country boats, push carts and vans; - Rural industries – flour mills, rice mills, oil mills, ice plants, lime kilns, brick yards, food

processing; - Rural trading – buyers and sellers of products and services; - Traditional crafts – weaving, pottery, cane work, woodcarving, lapidary, jewellery, she

making, lacquer work, brass and silver work.