A

Training Materials for Literacy Personnel

Volume

MANUAL FOR SUPERVISORS RESOURCE DEVELOPMENT AND TRAINING PROCEDURES

Unesco Principal Regional Office For Asia and the Pacific, Bangkok, 1988

Unesco. PrincipaI Regional Office for Asia and the Pacific. APPEAL training materials for literacy personnel (ATLP). Bangkok,1989. 12 v. Contents: Vol. 1. Principles of curriculum design for literacy training; Vol. 2. Principles of resource design for Iiteracy training; Vol. 3. Manual for senior administrators of literacy training programmes; Vol. 4. Manual for supervisors - resource development and training procedures; Vol. 5. Extra money for the family; Vol. 6. Our forests; Vol. 7. Village co-operatives; Vol. 8. Health services; Vol. 9. Specifications for additional exemplar training manuals; Vol. 10. Post-literacy activities and continuing education; Vol. 11. EvaIuating a literacy training programme; Vol. 12. Implementing literacy training programme.

1.LITERACY PROGRAMME - EDUCATIONAL PERSONNEL TRAINING ASIA/PACIFIC. 2. LITERACY PROGRAMMES - CURRICULUM DEVELOPMENT - ASIA/PACIFIC. 3.LITERACY PROGRAMME - INSTRUCTIONAL MATERIALS - ASIA/PACIFIC. 379.24

APPEAL TRAINING MATERIALS FOR LITERACY PERSONNEL ( ALTP )

Volume 4

MANUAL FOR SUPERVISORS RESOURCE DEVELOPMENT AND TRAINING PROCEDURES

UNESCO PRINCIPAL REGIONAL OFFICE FOR ASIA AND THE PACIFIC Bangkok, 1988

 UNESCO

1989

Published by the UNESCO Principal Regional Office for Asia and the Pacific P.O. Box 967, Prakanong Post Office Bangkok 10110, Thailand

Printed in Thailand

The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries.

BKL/88/OPE/327-2000

CONTENTS
Page

Introduction to the Series....................................................................................... Preface .................................................................................................................... Chapter One Chapter Two Chapter Three Chapter Four Chapter Five Chapter Six Chapter Seven : : : : : : : An Overview of the Literacy Training Curriculum (LTC).......... Development of the LTC......................................................... Development of Literacy Training Manual................................ Implementation of Literacy Training Programme....................... Establishing Linkages.............................................................. Monitoring, Evaluation, Follow-up and Assessment, .................. An Exemplar Activity: A Training Design for Level B Personnel............................................................. ANNEXES A : Finding out About the New Participants (NP) Method....................................................... B C D E F : : : : : Questionnaire for Level C Personnel ....................................... Interview Guide for Learners.................................................. Observation Guide.................................................................. Background Information About the Respondent ....................... Suggested Training Programme for Level C Personnel..............

i ix 1 39 60 87 101 117

135

141 142 154 146 148 149

BIBLIOGRAPHY Pamphlets ................................................................................................................ 151

LIST OF FIGURES
Page

1.1

Number of Literate, and Illiterates in Asia and the Pacific, 1970-1985............................................... 1 2

1.2 1.3

: :

Adult Illiterates, 1970-1985...................................................... Literacy Rates in Different Countries by Sex, 1985...........................................................................

1.4

The Teaching Sequence of 24 Training Manuals Arranged According to Areas of Functional Content and Levels of Literacy Skill Representing the 24 Cells of the Curriculum Grid............................................................ 21

1.5

The Functional Content of 24 Literacy Training Manuals Arranged as a Teaching Sequence in the Curriculum Grid ............................................. 22 36

1.6 2.1

: :

ATLP Helps Systems to Change ............................................. Steps in the Design and Development of a National LTC...................................................................

47 49 50

2.2 2.3 2.4

: : :

The Levels and Sub-Levels of the ATLP................................... The Organization of ATLP Topica and Sub-Topics..................... The Functional Content of 24 Literacy Training Manuals Arranged as a Teaching Sequence in the Curriculum Grid .............................................

52 55 56

2.5 2.6 3.1

: : :

Implementation of the National LTC......................................... The ATLP Functional Hierarchy............................................... The System Model of Teaching (Meyer, 1979).........................................................................

63

3.2

A Systems Approach [o the Design of Learning Materials (Meyer, 1979) ........................................... 65 71

3.3

The ATLP Curriculum Grid......................................................

LIST OF FIGURES(contd)
Page

3.4

Flow chart for the Development of a Literacy Training Manual........................................................ 74 90 95 102

4.1 4.2 5.1 5.2

: : :

A Model for Designing Training Programmes........................... Grading Subject Matter........................................................... APPEAL National Training Network....................................... Steps in Building a National Training Network ...............................................................................

105 112 114

5.3 5.4 6.1

: : :

Diagram of the Training Network for APPEAL ....................... APPEAL Global Literacy Network ........................................ Model for Monitoring and Evaluation Applied to a National Literacy Training Programme.......................................................................... ..

127

6.2

Dhaka Ahsania Mission Literacy Programme: Monthly Report Flow Chart..................................................... 130

6.3

Dhaka Ahsania Mission Literacy Programme: Monthly Centre Report........................................................... 130

6.4

Dhaka Ahsania Mission Literacy Programme: Monthly Unit Report............................................................... 131

6.5

Dhaka Ahsania Mission Literacy Programme: Monthly Area Report ............................................................. LIST OF TABLES 132

1.1

The Aims and General Objectives of an Exemplar LTC................................................................... 13

1.2

Steps in Curriculum Development Used in the Present Approach.......................................................... 14 16 18

1.3 1.4

: :

Functional Content of an LTC.................................................. Levels of Literacy Skills: A Consensus View.............................

LIST OF TABLES (contd.)

Page

1.5

Division of Instructional Time Over Levels (hours)..........................................................................20

1.6 1.7 2.1

: : :

The ATLP......................................................................................24 Adult Learning and the ATLP.....................................................28 Some Essential Literacy Skills: Applicable to Daily Life............................................................44

2.2

The Contents of One of the 24 Manuals Representing the Minimum Requirements of an Exemplar LTC...............................................................51

3.1 3.2

: :

The Arrangement of the ATLP Specifications...........................67 Specifications with and without Developed Manuals....................................................................................71

3.3 3.4 3.5 4.1 5.1 6.1

: : : : : :

One Training Unit of an Exemplar Manual................................78 Available AJP Materials................................................................80 Materials produced under AJP (1981-1986)..............................81 Selecting Training Methodologies.............................................97 How Networking Benefits Level B Personnel .........................107 Recommended Instruments for Evaluating Various Aspects of the Training Process 125 and the Impact.......................................................................

INTRODUCTION TO THE SERIES

The Need for Literacy Training Materials In spite of an ancient tradition of learning, the Asia and Pacific region now comprises three-quarters of the world's illiterate population. In keeping with its goal to eradicate illiteracy by the year 2000, Unesco launched the Asia-Pacific Programme of Education for All (APPEAL) in February 1987. The Programme has identified the following problems regarding literacy programmes in Asia and the Pacific. a) Severe illiteracy problems persist among rural communities, urban slum dwellers, the physically disabled and early school leavers; b) The present training tends to be ad hoc, lacking systematic overall national planning; c) Trainers do not always have the most suitable training materials for specific groups; d) There is inadequate development of programmes to train teacher trainers; e) Institutional infrastructures for training are very weak in most of the countries. In spite of these problems, there are several major strengths in the region: a) Governments of all countries in the region have recognized the importance of literacy and continuing education programmes and have pledged their support; b) At the training level, there are a number of well-qualified and dedicated instructors; c) Many publications are available for training adult and young people in basic literacy skills. One way in which APPEAL aims to accelerate the eradication of illiteracy is through proved training of literacy personncl. Identification of Literacy Training Levels To identify training needs and develop training plans in the context of APPEAL, Unesco PROAP organized a Technical Workshop for Developing Personnel Training Plans, which was held in Thailand on 16-25 September 1986. The Technical Workshop identified three levels of literacy personnel who need training:

Senior management

Level A

Provincial/district supervisors (including trainers of trainers) Level B

Instructors and Trainers (Teachers) Level C

Institutional Structure and Materials for Literacy Training Some Member States in the region have set up national and sub-national literacy personnel training institutes. Others are in the process of establishing such institutional infrastructures. In 1987, APPEAL organized a training network to facilitate exchanges of information, documents, experience and expertise, and to strengthen the institutional frameworks of the literacy personnel training institutes within the Member States. The training network is expected to support the training of literacy personnel at the regional, national and sub-national levels. UNESCO/PROAP then organized a Regional Workshop on Development of Trainin Materials to develop training materials for the three levels of personnel needing training under APPEAL. Phases I and II of the Workshop were held in September/October 1987 in Bangkok, Thailand and Kathmandu, Nepal, respectively. Phase III of the Workshop was held in Harbin City, China, August 1988. These Regional Workshops on Development of Training Materials developed the following materials, which are being published as a set of twelve volumes. The scope and training levels of these books are given below with their titles. Since all the volumes in this series of Appeal Training Materials for Literacy Personnel are interrelated it is important that all users carefully read Volume One and Volume Two before going on to any other Volume in the series.

ii

Volume No.

Title and Scope

Level

1 2 3

Principles of Curriculum Design for Literacy Training Principles of Resource Design for Literacy Training Manual for Senior Administrators of Literacy Training Programmes

All All A

Manual for Supervisors-Resource Development and Training Procedures

5 6 7 8 9 10 11 12

Exemplar Training Manual- Extra Money for the Family Exemplar Training Manual - Our Forests Exemplar Training Manual - Village Co-operative Exemplar Training Manual - Health Services Specifications for Additional Exemplar Training Manuals Post-Literacy Activities and Continuing Education Evaluating a Literacy Training Programme Implementing a Literacy Training Programme

C C C C C and B A and B A and B All

iii

The relationships between the training levels and the key elements in the set of materials are summarized in the following figure. The figure also details the links between the various levels of training personnel.

Level A Senior Administrators and Policy-makers

Senior Management Manual (One for each country)

Level B Provicial/District Supervisors, Trainers of Trainers

General Training Manual for Supervisors and Trainners of Trainers (One for each country)

Level C Trainers or Presenters ( Teachers ) People Needing Basic Literacy Training

Teachers Guide

Teachers Guide

Teachers Guide

Teachers Guide

Users Manual 1A2

Users Manual 1D3

Users Manual 2B2

Users Manual 3C1

NOTE:

The relationships between the training materials for levels A, B and C use: a) b) Manual numbering system to be compared with the cells of the curriculum grid. These numbers are examples only (Volume 1) The base of the pyramid is the large population of people needing basic literacy training.

Literacy Training Curriculum The development of training manuals for literacy personnel could not proceed without a well-structured, flexible curriculum framework designed to meet the needs of different clientele groups. The Regional Workshop on Development of Literacy Materials (1987) developed a set of guidelines to enable countries to design and implement a literacy training curriculum acceptable to all agencies involved in the country.

iv

In designing the exemplar literacy training curriculum, the following criteria were considered: a) b) c) Functional content showing logical development from concept to concept; Progressively built literacy skills; A concentrically planned curriculum enabling learners to repeatedly re-examine the main areas of functional content at deeper levels of understanding using steadily improving literacy skills; d) Literacy skills sequenced in levels of progression defined in terms of specified outcomes. The Materials as Exemplars The materials described in this series are exemplars. An exemplar is a resource material, which illustrates a set of principles and procedures and which can be used and adapted in the development of relevant materials meeting local training needs by individual countries. It would be impracticable to develop exemplar literacy training lesson materials for all countries of the region. The approach, therefore, has been to: a) b) c) d) Develop a curriculum; Identify four areas of functional need that appear to represent common areas of concern among the countries of Asia and the Pacific; Produce exemplar lesson materials for these four areas only; Provide guidelines to facilitate the development of effective national literacy train -ing programmes. It is intended that the four exemplar training materials be used as examples of how such materials may be designed and produced. Each country may write or adapt the training manuals for its own use. To help this process, specifications have been provided for a range of additional functional literacy topics. In addition, support material has been provided to aid in the design and implementation of a total national programme. The important feature of the exemplar lesson materials is that they build in step-by-step guidelines and instructions for teachers (Level C personnel). This has been done on the assumption that it would not be practicable to provide comprehensive training for the many thousands or hundreds of thousands of literacy presenters employed in most countries either as government employees or volunteers. Each exemplar mamal may be produced in two editions, one for the literacy 1earner and one for the literacy presenter/teacher. The training needs of Level C personnel are mainly addressed in the Teachers Guide incorporated into the special teachers edition of each manual. A separate learners book could be produced simply by separating these materials. The main aim of the twelve-volume set is to facilitate the development of a totally integrated and coherent literacy training system within a given country.

At the same time, the materials may help in establishing some useful, internationally acceptable parameters for such programmes. The relationships between the essential elements of the scheme are illustrated below.

APPEAL - INTERNATIONAL LITERACY NETWORK

CONTINUING EDUCATION

EOI LEVEL A MANAGEMENT MANUAL ( POLICY - MAKERS )

Feedback on Policy Policy Decisions

UPE

EOI LEVEL B TRAINING MANUAL ( SUPERVISORS AND TRAINERS OF TRAINERS )

Feedback on Implementation Implementation Procedures

EOI LEVEL C TRAINING GUIDES ( Teachers/Trainers ) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Key : EOI = Eradication of Illiteracy UPE = Universal Primary Education

The diagram suggests how a national literacy training curriculum may be implemented through the development of resources for the three levels of literacy training personnel. It also suggests the importance of establishing strong links between national programmes and the regional literacy network established under APPEAL The importance of developing such a scheme in relation to continuing education and to the universal primary education movement is also indicated.

vi

The Aims of the Scheme By applying a set of common principles of management and design that is useful to all countries, the scheme provides: a) Guidelines for countries wishing to design a total management literacy training programme that bring, all elements and all levels together in a systematic way without imposing a particular structure; b) c) d) e) f) g) h) Guidelines for the development of a systematic curriculum that could meet the needs of individual countries; A set of principles that may be useful in developing a systematic programme for the training of literacy personnel; An approach on instructional design that applies the principles of and ragogy to the organization of suitable resources for teachers and learners; Guidelines for increasing the effectiveness of the literacy training materials already in use in the countries of the region; Suggestions for a system that may help literacy teachers present effective lessons through the encouragement of maximum participation by the learners; An introduction to a system of design that could facilitate assessment and evaluation of a national literacy programme; Help in developing useful, internationally understandable parameters for the implementation of literacy training programmes. As mentioned earlier, the materials in this series were prepared by literacy training experts in Asia and the Pecific working together, sharing their experiences and expertise. A list of the experts participating in the preparation of these materials is found in the Annex to Volume One. Nevertheless, these materials can be used as exemplars by the countries in the Region to develop materials based on national goals and local needs in the context of APPEAL.

vii

PREFACE This volume is a manual for supervisors and trainers of trainers (Level B personnel), who must implement the APPEAL literacy training curriculum and system and who must train instructors and trainers/teachers (Level C) in literacy. Its aim is to acquaint Level B literacy personnel with the Asia-Pacific Programme of Education for All (APPEAL) Training Materials for Literacy Personnel (ATLP) and with the Literacy Training Curriculum (LTC) on which these materials were based. It will also help them to plan, design, develop/adapt and implement an integrated and coherent literacy training system that is responsive to the current problems and changing needs of their country. This manual is the fourth in the ATLP 12-volume set. It links the theoretical discussions presented in Volumes 1 and 2 about the nature of the APPEAL literacy curriculum ATLP and its training system with the practical application of these theories in Voloumes 5 to 9 which show how these theories can be used operationally. Volumes 5 to 8 are examplar manuals and teachers' guides for teachers of literacy, while Volume 9 gives the principles of materials design and suggests additional specifications for developing more manuals. As Volume 4 in the series, this manual will serve as a guide to help readers better understand the 11 other volumes, and frequent cross references occur in this manual to topics in the other volumes. To study Volume 4, readers are advised to look at the relevant sections in the other volumes. The manual is designed to be participative in nature. Thus, readers are involved in the leraning process and in analysing and reflecting on what they learn and how they learn. They are also expected to answer the review activities and especially to attempt to develop curriculum specifications and exemplar manuals. Volume 4 is also a companion manual to Volume 3, which is intended for senior administrators and policy-makers. Readers are advised to read Volume 3 for a more general overview of the APPEAL literacy training programme. By using this manual, Level B personnel should be able to adapt the ATLP to suit their local needs and organize and implement a training programme for themselves and for the Level C personnel, who directly handle the literacy classes. What Is In the Manual The manual has seven chapters: Chapter One: Chapter Two: An Overview of the Literacy Training Curriculum (LTC) Development of the LTC

Chapter Three: Development of Literacy Training Manuals Chapter Pour: Implementation of a Literacy Training Programme Chapter Five: Establishing Linkages ix

Chapter Six:

Monitoring, Evaluation, Follow-up and Assessment

Chapter Seven: An Exemplar Activity: A Training Design for Level B Personnel. Each chapter has the following parts: 1. General objectives 2. Specific objectives 3. Sections (topics/sub-topics) 4. Summary. Chapters One to Six are inputs to the training process described in Chapter Seven. After going through Chapters One to Seven, the expected outputs are the design of an LTC, development of training materials and trained Level B personnel. How To Use the Manual Volume 4 may be used in the following training schemes for level B personnel: 1. Individual self-directed study; 2. Individual study, with group discussion facilitated by a manager after every chapter; 3. A seven- to ten-day national training workshop. It is suggested that this volume be issued to and studied by the participants before the workshop. The programme for a ten-day workshop using this volume as its main resource is given as an exemplar as an exemplar in Chapter Seven.

Chapter One AN OVERVIEW OF THE LITERACY TRAINING CURRICULUM (LTC)

General Object: To gain insight into the why, what and how of the LTC.

A.

Rationale for Literacy Programmes

Objective 1: Explain the importance of literacy programmes.

The literacy situation Where is most of the world's illiterate population found? According to Unesco, these people are found in Asia and the Pacific region. An estimated 651 million illiterate adults of both sexes resided in the region in 1985. They constituted nearly three-quarters of the world's illiterate adults. In addition, there were around 350 million school-age youth (children from ages 6 to 23 ) most of whom were girls, who were outside the school system. Study Figures 1.1, 1.2, and 1.3 on the following pages.

1,368 781 636 694 649 651 1,151 954

1970 1975 No. of Literates (million) No. of Illiterates (million) 1980 1985 Year

Source: Unesco Office of Statistics Education in Asia and the Pacific, 1988. Figure 1.1. Number of Literates and Illiterates in Asia and the Pacific, 1970-1985 1

390 402 411 247 243 238 233 418

1970 1975 1980 1985 Year No. of Male (million)

No. of Female (million)

Source: Unesco Office of Statistics Education in Asia and the Pacific, 1988. Figure 1.2. Adult Illiterates, 1970-1985

USSR Tonga Japan New Zealand Australia Samoa Republic of Korea Mongolic Hong Kong Thailand Singapore Lao PDR Sri Lanka Viet Nam Fiji Philippines Turkey Brunei Draussalam Burma Indonesia Maldives China Malaysia Iran India Papua New Guinea Bangladesh Pakistan Afghanistan Nepal

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20

40

60

80

100%

Male

Female

Male and Female

Source: Unesco Office of Statistics Education in Asia and the Pacific, 1988. Figure 13. Literacy Rates in Different Countries by Sex, 1985

REVIEW ACTIVITY
1. What can you say about the number of literates and illiterates in Asia and the Pacific from 1970 to 1985 as shown in Figure 1.1?

2. What can you say about male and female illiterates in Asia and the Pacific from 1970 to 1985 as shown in Figure 1.2?

3. What can you say about the literacy rates in different countries by sex as of 1985 as shown in Figure 1.3?

Check your answers: 1. The number of literates in Asia and the Pacific region increased from 781 million in 1970 to 1,368 million in 1985. One can also say that the number of illiterates likewise increased from 636 million in 1970 to 651 million in 1985. 2. The number of male illiterates in the region decreased from 247 million in 1970 to 233 million in 1985, while the number of female illiterates increased from 390 million in 1970 to 418 million in 1985. 3. There are more female than male illiterates in most countries of the world and most illiterates are found in Asia and the Pacific region.

Women and rural peoples comprise the bulk of the region's illiterates, according to a panel of experts organized by Unesco to assess the progress of the literacy drive in the region. This condition is largely attributed to social and cultural factors that have worked against the education of women in Asia and to inadequate social services in the rural areas, most notably education. Further swelling the ranks of illiterates is the large proportion of school children who drop out before completing the highest grade in primary school. Available data implies that in the 1980s, more than 33 million children in the region dropped out of school each year before completing grade V. Unless, given special tutoring, these youths will revert to illiteracy. What are the literary rates of countries in the region? Unesco data shows that: 1. Five countries in the region have almost attained universal literacy: Australia, Japan, New Zealand, Republic of Korea and USSR; 2. Ten countries have already achieved 80 per cent or higher literacy rates: Fiji, Lao People' s Democratic Republic, Maldives, Philippines, Samoa, Singapore, Sri Lanka, Socialist Republic of Viet Nam, Thailand and Tonga; 3. Four countries have between 50 per cent and 80 per cent literacy rates: China, Indonesia, Malaysia and Turkey; 4. Seven countries are below the 50 per cent literacy rate: Afghanistan, Bangladesh, India, Iran, Nepal, Pakistan and Papua New Guinea. It is obvious that the extent of the illiteracy problem varies considerably among countries in the region. In fact the United Nations Development Programme (UNDP) described the situation succinctly when it said that "the map of illiteracy coincides almost exactly with the map of poverty". Experts have pinpointed illiteracy as one of the primary causes of low productivity, high unemployment, insufficient food supply and poor health conditions. They have also underscored the correlation of several social and economic indicators such as the fertility rate, mortality rate, average life expectancy and per capita income to the illiteracy problem. According to the experts, countries with low literacy rates have almost double the fertility rate and three times higher a mortality rate than countries with high literacy rates. Also, the average life expectancy for women in countries with a low literacy rate is 45.5 years compared to 68.3 years for women in countries with a high literacy rate. Even per capita income appears to be higher in countries with high literacy rates. 5

REVIEW ACTIVITY
1. What can you say about the literacy situation in your country? a) Does your country have a high literacy rate or a low literacy rate? b) Are there many school drop outs? c) In which areas are there more illiterates? Please check. [ ] Rural [ ] Urban [ ] Both

d) What sex has more illiterates? [ ] Male [ ] Female

2. What problems are associated with illiteracy in your country?.

3. What is being done about these problems?

Check your answers: 1. Refer to data from your country to determine if it is similar to the regional data on literacy. 2. The problems may be low productivity, high unemployment, poor health conditions, malnutrition, etc. 3. Mention the services available in the locality, which address these problems.

Why a literacy programme? The main issue today is that illiteracy is a critical problem in Asia and the Pacific region. In spite of educational efforts that have already been made, some countries are lagging behind. This could be because literacy programmes are not coming up with the expected results. Thus, some kind of major intervention is required. APPEAL has an approach that may help solve the problem. 6

What is APPEAL? APPEAL is the Asia-Pacific Programme of Education for All. If is Unesco's major programme to ensure that no one in the region is left illiterate or uneducated by the year 2000. APPEAL is designed to help Member States in Asia and the Pacific in the universalization of primary education (UPE), the eradication of illiteracy (EOI) and providing continuing education for development (CED) in support of UPE and EOI. The APPEAL LTC described in this volume aims to systematize and improve national literacy training programmes and, thus, help countries overcome the illiteracy crisis through the improved training of literacy personnel and the achievement of universal literacy by the year 2000.

REVIEW ACTIVITY
Please explain the importance of literacy programmes. . . . Check your answer: With the critical problem of illiteracy, the need for a programme to meet this problem has become a matter of great concern for countries, especially in Asia and the Pacific region. Most if not all of the countries in the region have literacy programmes. Their aim is to raise the level of literacy, if not "to eradicate illiteracy". This is because literacy is recognized as one of the variables in development. To tackle the problem of illiteracy, a literacy training programme is of utmost importance.

B.

Concept of the LTC

Objective 2: Explain the LTC concept.

Why an LTC? Literacy training activities in the region are often criticized for being short-term, ad hoc in nature and inadequately planned. One reason for this is the lack of a common LTC that is acceptable to all literacy training agencies in a country. The development of systematic training manuals for literacy personnel cannot be effected without a well-structured, flexible curriculum framework designed to meet the needs of various clientele groups. In the absence of such a framework, inevitably there will be gaps and overlaps. Unesco endeavoured to develop a set of guidelines that would enable countries to design and implement an LTC acceptable to all of the agencies concerned with literacy programmes. Applications of these guidelines are illustrated in the steps for developing an actual curriculum, which are outlined in Volume 1 and discussed in other sections of this chapter. Exemplar training curriculum Volume 1, the first volume in the 12-volume set entitled APPEAL Training Materials for Literacy Personnel (ATLP), lists the following criteria to be considered in designing the exemplar training curriculum: 1. 2. 3. Functional content showing logical development from concept to concept; Progressively built literacy skills; A concentrically planned curriculum enabling learners to repeatedly re-examin the main areas of functional content at deeper levels of understanding, using steadily improving literacy skills; Literacy skills sequenced in levels of progression defined in terms of specified outcome; A sufficiently flexible design catering to the needs of specific groups.

4.

5.

The exemplar training curriculum advocated by the ATLP attempts to link literacy skills and functional content effectively. The proposed curriculum could be compared to the map of a newly planned city or town. In such planning, special skills are needed to locate particular elements in the right place at the right time. Also, in city planning changes cannot be made in one part without changing other elements. Like a city plan, the exemplar curriculum follows a systems model in which different components are inter-related and interconnected. 8

The skills needed to understand these curriculum inter-connections are the skills of literacy. This concept needs to be understood by the curriculum developer so that learners will understand how all the parts of their studies are linked. The curriculum framework is flexible so that a learner can enter at the level suited to his or her level of literacy skill. However, the integrated concept of the whole must be understood. It is important to emphasize that while the general approach of the curriculum advocated by ATLP is universally applicable, the detailed content is not necessarily suitable for all situations. This must be adapted by each country or locality to meet their particular needs.

REVIEW ACTIVITY
1. a) Is there a common LTC for agencies concerned with literacy training in your country? [ ] Yes [ ] No [ ] No

b) If not, do you think there should be one? [ ] Yes c) Why?

2. What is the concept of an LTC?

Check your answers: 1. (a) Refer to data from your country. For (b) and (c) there is no wrong answer. This is your personal opinion. 2. The concept of an LTC is one that: a) Links literacy skills and functional content effectively; b) Must be sufficiently flexible to meet the needs of specific groups and /or allow learners to enter at the level suited to his/her literacy skills; c) Follows a systems model in which different components are inter-related and inter - connected, where the skills needed to understand those curriculum inter-connections are the skills of literacy;

REVIEW ACTlVITY (cont'd.)

d) While the general approach is universally applicable, the detailed content must be adapted to suit local needs and situations; e) Is a framework upon which the development of literacy training manuals/materials should be based.

C.

Study of the APPEAL LTC and the ATLP

Objective 3: Explain the LTC and the ATLP. What is the LTC? The APPEAL LTC is a proposed curriculum framework in the context of APPEAL, which can be used by all agencies concerned with the planning, management, supervision, teacher training, learning materials development and evaluation of literacy programmes. Volume 1 of the ATLP entitled Principles of Curriculum Design for Literary Training describes the LTC and discusses the following aspects: 1. Aims and objectives of the literacy curriculum The statements of aims and objectives should be made in functional terms, which are relevant to the needs of the individual and of society; 2. Functional content of the curriculum In adult literacy programmes, it is important to produce materials that not only develop literacy skills but also provide the learners with knowledge and general skills for daily living; 3. Levels of literacy skills The growth of literacy skills is cumulative involving the simultaneous development of speaking, reading, writing and numeracy. 10

Three levels of literacy are defined: Level I : Basic Level II : Middle Level III : Self-learning; 4. Organization of the LTC To achieve the aims and objectives of the curriculum, literacy skills and functional content need to be focused in such a way that the following criteria are satisfied: a) Overall development : The overall curriculum should reflect a steady growth in achievement, which develops slowly at first and then more rapidly; b) Focus on Achievement literacy: literacy

of

should be seen as the essential outcome; c) Literacy skills: The complex network of semantic concepts should promote steady growth; d) Growth of functional concepts: The functional knowledg that conveys the literacy skills should be sequenced concentrically understanding so that matures as

literacy competence improves; e) Flexibility : The curriculum structure should be sufficiently open to enable individual countries to adapt the programme to meet their specific needs; 11

f) Division into levels: Levels of achievement need to be clearly described in terms of defined stages of development.

REVIEW ACTIVITY
1. Do you have a national LTC at present? [ ] Yes [ ] No

2. If yes, which of the aspects described in this section have been taken into consideration in its development?

Check your answer: 1. 2. Refer to data from your country. This answer is based on your own knowledge of the LTC in your country.

1. Aims and objectives of the LTC. Table 1.1 in Chapter One of Volume 1 lists the aims and general objectives of the exemplar LTC. It is reproduced in this volume as Table 1.1. The aims of a literacy programme should be stated in general terms, relating literacy skills to the functional knowledge needed for daily life. They should indicate the relevant knowledge, attitudes and skills that are needed not only while learners are participating in a structured literacy programme, but also after they have completed the programme. The long-term goal is to ensure that all citizens attain levels of proficiency that will enable and motivate them to continue learning for the rest of their lives. Statements of objectives should be more specific. These should be written in behavioural terms, clearly indicating the areas that will be attained on completion of the actual literacy programme.

12

Table 1.1. The Aims and General Objectives of an Exemplar LTC Aim: To instill knowledge, skills and attitudes in reading, writing and numeracy based on the needs and problems of the clientele. To raise awareness concerning the causes and alternative solutions to the problems. To help learners actively 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 problems faced by the individual and his or her community; 7. Demonstrate positive value 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.

REVIEW ACTIVITY
1. Study the list of aims and objectives in Table 1.1 and check those that are applicable to your programme. 2. What other objectives have not been included in the list, if any? Write them down.

Check your answers: 1. Use data for your country to determine your answer.

2. This is your opinion based on your national data. 13

Table 2.1 in Chapter Two of Volume 1 lists the steps in curriculum development used in the LTC. The table has been reproduced here as Table 1.2. Table 1.2. Steps in Curriculum Development Used in the Present Approach 1. Recognize the clearly stated goals for development and policies for adult education; 2. Identify target groups in accordance with the national goals; 3. Identify the communities where target groups are located; 4. Survey these communities to: a) b) c) d) e) f) g) study the physical, socio-cultural and economic aspects; study the developmental needs; identify the developmental input already effected; discover the felt and real needs of the community as a whole and the target group in particular; identify factors and problems inhibiting development; identify the agencies and structures responsible for development; identify material and human resources in the community;

5. Analyze the survey data; 6. Formulate a curriculum to: a) propose strategies, both educational and developmental, to fulfill the needs of the community in general and the target group in particular; b) c) d) translate needs and strategies into learning objectives and methodologies; formulate content areas; delineate the literacy awareness and functionality tasks to be performed by the various developmental and educational agencies; e) identify media to be utilized or commissioned for each content and learning unit. 7. Write appropriate materials for each content and learning unit; 8. Devise evaluation tools to evaluate the curriculum and to study the teaching / learningprocess. 14

REVIEW ACTIVITY:
Check the. steps in Table 1.2 that describe what you have been or are doing. Check your answer: This is your personal opinion.

2 Functional content of the curriculum.The ATLP exemplar literacy curriculum is based on what are perceived to be the important areas of social concern by most countries in Asia and the Pacific. Four major categories of functional knowledge have been identified: a) Family life; b) Economics and income; c) Health; d) Civic consciousness.

REVIEW ACTIVITY:
The following are general rules concerning the functional content of a literacy training programme. Check those that you agree with and write other rules that you know of, if any. [ ] 1. Content of the curriculum should focus on the real and immediate problems of adult learners and their community; [ ] 2. The content should pose problems or describe potential problem conditions, and should provide related technical information or give indications as to where such information can be obtained; [ ] 3. The content should be presented in an atmosphere conducive to sharing experiences and ideas; [ ] 4. The content should be selected and organized so that it requires learner participation, draws on learner participation, draws on learner experiences, and seeks learner solutions to learner and community problems; [ ] 5. Functional content and literacy skills should be perceived as interdependent, that is, they depend on and enhance each other;

15

REVIEW ACTIVITY (Cont'd.)

[ ] 6. The. teacher's role should be seen to facilitate and encourage learners to consider the problem and their potential solutions in light of their situation and that of their community; [ ] 7. Others, please specify.

Check your answer: This is your personal opinion.

Table 2.2 of Chapter Two in Volume 2 gives the functional content of the. literacy curriculum with the broad areas expanded into sub-topics. The table has been reproduced in this volume as Table 1.3. Table 13. Functional Content of an LTC

A. Family Life A.1 Family members - their roles and responsibilities A.2 Extra money for the family A.3 The family as a social institution A.4 Family needs and budgeting A.5 Family customs and traditions A.6 Responsible parenthood B. Economics and Income B.1 Work and income B.2 Daily savings B.3 Improved agriculture B.4 Home gardening B.5 Village co-operatives B.6 Entrepreneurship

16

Table 13. Functional Content of an LTC (cont'd.)

C. Health C.1 Food, water and nutrition C.2 Healthy family C.3 Common diseases C.4 Health problems C.5 Community health C.6 Health services

D. Civic Consciousness D.1 Rights and duties D.2 People's participation in development and cleanliness D.3 Our forests D.4 Our culture D.5 All people are equal D.6 My country

REVIEW ACTIVITY:
1. 2. Do you agree with the four major categories of functional knowledge? What other categories would you want to include as functional content in your LTC?

Check your answers: 1. 2. This is your personal opinion. There is no incorrect answer. You may add more areas of functional content such as the environment, child-care, etc.

17

3. Levels of literacy skill. Table 3.2 in Chapter Three, Volume 1 gives a consensus view of the three levels of literacy skills and is included here as Table 1.4. Table 1.4. Levels of Literacy Skills: A Consensus View 1. BASIC LEVEL (Level I) a) Target Group i) Adults who have never been to school or who have dropped out of school before acquiring literacy skills.

ii) Adults unable to read and write simple words, paragraphs or any other type of written statement without the help of a teacher. b) Requirements of Level I When adults have completed this level they should have mastered the following skills:
Reading
Read newspaper headlines and sub-headings

Writing Write own name and address Communicate in writing using simple language Write simple letters

Numeracy
Count and recognize figures 1-1000

Other
Communicate clearly

Read and understand posters

Add and subtract up to 3 digits

Use literacy skills in daily life

Read and understand simple printed paragraphs

Understand the principles addition, tion, of simple subtrac-

multiplication

and division

Read and recognize figures 1-1000

Write numerical numbers 1-1000

2. MIDDLE LEVEL (Level II) a) Target Group Adults who have completed basic level and/or have acquired basic skills. b) Requirements of Level Il When adults have completed this level they should have mastered the following skills: 18

Table 1.4. Levels of Literacy Skills: A Consensus View (cont'd.)

Reading Read and comprehead stories, song, directions instructions and simple parts of newpapers Writing Write simple notes and letters Numeracy Demonstrate profiOther Further improvement in communication

ciency in adding and subtracting

and literacy

Indentify the main idea of what has been read

Fill out simple forms and receipts (bills )

Apply basic skills in muitiplying and dividing

Understand measurements ney, weight,

basic (molength,

volume )

solve simple numerical problems (family budget, marketing )

3. SELF LEARNING LEVEL (Level III)

a) Tatget Group
Adults who have completed intermediate level or can study imiependently and who are willing to use books and other resources in search of new knowledge.

b) Requirements of Level III

When adults have completed this level they should have mastered skills such as the following:
Reading Analyze and synthesize main ideas of what they read Write Writing one/two Add large Numeracy and substract with Other Further improvement in communication

pages on certain topics

numbers

accuracy

and speed

and literacy

Discuss with others what they have read

Write letters,

personal letter of

Multiply digit

up

to

5 and

numbers

application, report, inquiries, etc.

functions

Read and interpret simple graphs

Draw grapgs and geometric figures

Divide up to 3 digit numbers and functions

(NOTE: BY THE END OF LEVEL III LEARNERS SHOULD BE ABLE TO LEARN BY THEMSELVES. ) 19

REVIEW ACTIVITY:
1. Do you agree with the consensus view of the three levels of literacy? [ ] Yes [ ] No

2. Are there other skills you would like to add under each level? You may add them to the table.

Check your answers: There are no incorrect answers to questions 1 and 2.

4. Organization of the LTC. After studying a range of literacy training programmes from representative countries, it seems that most require at least 200 contact hours to achieve the level of literacy that enables adults to continue learning on their own. Therefore, the proposed exemplar LTC is based on 200 hours of instruction including time for practising skills. The instructional time has been apportioned over three levels in the appropriate ratio of 3:2:1 (refer to Table 1.5). Table 4.1 in Chapter Four of Volume 1 shows the division of instructional time over levels (hours) and has been reproduced here as Table 1.5. Table 1.5. Division of Instructional Time Over Levels (Hours)

Level

Total Time

Time for new work (approximate)

Time for revision (approximate) 30 20 10 60

100 III III Total 67 33 200

70 47 23 140

20

REVIEW ACTIVITY
Do you agree with the time allotments? What is your country's present practice regarding time?

Check your answer: This your personal opinion. Refer to country data to explain current Practices.

The curriculum grid Because there are four major areas of functional content and three levels of literacy skill and because the time allocation is in the ratio 3:2:1 from level to level, it is possible to arrange the sequence of 24 modular/units/manuals in a curriculum grid. This grid, Figure 1.4, is also in Volume 1, Chapter Four as Figure 4.2.
Scope of Training Manuals Level Content Areas A. Family Life B. Economics and Income C. Health D. Civic Consciousness I.1 IA.1 1 IB.1 2 IC.1 3 ID.1 4 Level I (Basic Level) I.2 IA.2 5 IB.2 6 IC.2 7 ID.2 8 I.3 IA.3 9 IB.3 10 IC.3 11 ID.3 12 Level II (Middle Level) II.1 IIA.1 13 IIB.1 14 IIC.1 15 IID.1 16 II.2 IIA.2 17 IIB.2 18 IIC.2 19 IID.2 20 Level III (SelfLearning Level) III IIIA 21 IIIB 22 IIIC 23 IIID 24

Figure 1.4. The Teaching Sequence of 24 Training Manuals Arranged According to Areas of Functional Content and Levels of Literacy Skill Representing the 24 Cells of the Curriculum Grid Because the curriculum is divided into 24 equal-sired units of work in terms of learning time, each unit provides guidelines for the development of training materials. The ATLP grid shows that each unit corresponds to one literacy training manual. The teaching time required for each manual should not exceed six hours.

21

Referring to Figure 1.4, each manual can be identified by its co-ordinates on the grid. There are 24 such co-ordinates, each representing one cell of the grid. The first manual of the programme is in cell IA.1, that is, it corresponds to the first part of the first level of literacy and introduces the first simple concept of family life (Content Area A). In interpreting the table, it is important to keep in mind that the table represents a statement of the minimum requirements for a literacy curriculum of about 200 contact hours. Figure 1.5 gives the functional content of the 24 literacy training manuals arranged as a teaching sequence in the curriculum grid.

Levels Content Areas I.1

Level I (Basic Level) I.2

IA.2 5.Extra Money for the Family

Level II (Middle Level) I.3 II.1 II.2

IIA.2 17.Family Customs and Traditions

Level III (SelfLearning Level) III

IIIA 21.Responsible Parentood

A. Family Life

IA.1 1. Family Menbers, Their Roles & Responsibilities

IA.3 IIA.1 9The Family as 13.Family Needs a Social Institution & Budgeting

B. Economics and Income

IB.1 2. Work and Income

IB.2 6. Daily Savings

IB.3 10. Improved Agricultre

IIB.1 14. Home Gardening

IIB.2 18. Village Co operatives

IIIB 22. Enterpreneurship

C. Health

IC.1 3. Food, Water & Nutrition

IC.2 7. Healthy Family

IC.3 11. Common Diseases

IIC.1 15. Health Problems

IIC.2 19. Community Health

IIIC 23. Health Services

D. Civic Consciousness

ID.1 4. Rights and Duties

ID.2 8. Peoples Participation in Development & Cleanliness

ID.3 12. Our Forest

IID.1 16. Our Culture

IID.2 20. All People Are Equal

IIID 24. My Country

Figure 1.5. The Functional Content of 24 Literacy Training Manuals Arranged as a Teaching Sequence in the Curriculum Grid The curriculum grid is flexible and can be changed to meet the needs of specific countries. The LTC is the curriculum framework upon which the ATLP is based.

22

REVIEW ACTIVITY
1. In what ways can you adapt/improve on the grid to suit your country's literacy training programme? Check the appropriate boxes. [ ] Add more functional content areas for example: community life, use of leisure time, values development, etc. [ ] Add more time for each level, for example, 4:3:2 ratio. [ ] Others, please specify.

2. Could you organize your present training curriculum based on the LTC? [ ] Yes [ ] No

3. If yes, what general issues would you need to consider in organizing it?

Check your answers: 1. You may check any one or all. 2. Yes or No. 3. General issues to consider would be: a) Relevance of literacy and functional concepts to the daily needs of learners and society; b) Sequencing of functional content conveying the literacy skills; c) Time considerations; d) Flexibility of curriculum structure.

23

What is the ATLP? The ATLP are materials for literacy training, which are published in a 12-volume set. They are intended to be used to train three levels of literacy personnel. The three levels of literacy personnel who need training were identified in a previous Unesco workshop. They are: 1. Level A - Senior administrators and policy-makers; 2. Level B - Provincial and district supervisors (including trainers of trainers); 3. Level C - Instructors and trainers (teachers). What are the titles and training levels of the ATLP? The titles and training levels of the volumes are shown in Table 1.6.

Table 1.6. The ATLP

Volume No.

Title

Level

Principles of Curriculum Design for Literacy Training

All

Principles of Resource Design for Literacy Training

All

Manual for Senior Management and Policy-Makers

Manual for Supervisors and Trainers of Trainers

Exemplar Training Manual I: Extra Money for the Family

6 7

Exemplar Manual II: Our Forests Exemplar Manual III: Village Co-operatives

C C

Exemplar Manual IV: Health Services

24

Table 1.6. The ATLP (contd.) Volume No 9 10 Title Specifications for Additional Manuals Post-literacy Activities and Continuing Education 11 Evaluating a Literacy Training Programme 12 Implementing a Literacy Training Programme All A and B Level C and B A and B

What are the volumes about? Volume 1 discusses principles of curriculum design for literacy training. It expounds on the APPEAL LTC, which is well-structured but flexible. It also shows the sequence of training manuals in a curriculum grid. Volume 2 presents principles of resource design for literacy training based on a systems approach. It also gives step-by-step guidelines for developing training manuals and conducting literacy classes suited to different countries needs and situations. Volume 3 gives an overall view of literacy programme implementation for senior management and policy-makers (Level A). Volume 4 contains guidelines for trainers of trainers, resource designers and supervisors (Level B) to help in the development of local training materials and systems. Volumes 5 to 8 are the manuals and teachers guides for teachers of literacy. The manuals illustrate how to develop training manuals and give literacy lessons using the APPEAL LTC. The four volumes are entitled: a) Volume 5: Exemplar Training Manual I: Extra Money for the Family (Curriculum Cell IA2); b) Volume 6: Exemplar Training Manual II: Our Forests (Curriculum Cell ID3); 25

c) Volume 7:

Exemplar Training Manual III: Village Co-operatives (Curriculum Cell IIB2);

d) Volume 8:

Exemplar Training Manual IV Health Services (Curriculum Cell IIIC).

Volume 9 gives the principles of materials design and suggests additional specifications for developing more manuals by Member States. Volume 10 is a guidebook for developing continuing education after the literacy programme has been established. It also suggests other follow-up activities. Volume 11 concerns literacy programme evaluation. It explains criteria, methods and processes of evaluation. Volume 12 deals with implementation procedures. It gives suggestions on how ATLP could be used by Member States in developing their own training curriculum and materials and in organizing training courses. The main purpose of the 12-volume set is to facilitate the development of a totally integrated and coherent training system within a given country. The important features of the 12-volume ATLP are: 1. ATLP is based on a systems approach but has a built-in flexibility that lends itself well to adaptation by other countries; 2. ATLP incorporate elements for instructor training within the learning materials; 3. ATLP provides examples of literacy training materials and helps literacy personnel use these to develop their own materials and organize training programmes; 4. ATLP emphasizes a continuous, built-in evaluation system for personnel and outcomes; 5. ATLP considers the psychology of adult learners.

26

REVIEW ACTIVITY
Volume 2 provides further reading about the first four important features of the ATLP listed above. Do you think such information would be helpful to you in your task as a trainer of trainers? If so, you are invited to read Volume 2. Check your answer: This is your personal opinion.

The psychology of adult learners The ATLP focuses on andragogy or helping adults learn. The target clientele of the literacy training curriculum are adults who have never gone to school and/or have dropped out of school before acquiring sufficient literacy skills. The following basic concepts tell how adults learn: 1. Self-concept. Adults who have achieved psychological maturity are capable of self-direction. Hence, they tend to resent being put into situations that violate their self-concept of maturity, such as being talked down to or treated like children; 2. Experience. Adult experiences are valued as rich resources for learning. Hence, experiential forums, that is two-way, multi-directional techniques such as group discussion, simulation and role playing, buzz groups, team designing and skill practice sessions, should be utilized. In this way, the experiences of all adult learners can be used to enhance and improve on existing learning resources; 3. Choosing the learning content. The adult learners should decide what they need to learn based on their perceptions of the demands of their social situations; 4. Time perspective and orientation to learning. Adult learning is a process of problem-finding and problem-solving in the present to discover where we are now and where we want to go. Hence, learning is problem-centred rather than subject-centred. In the preparation of the LTC, these concepts of how adults learn must be taken into consideration.

27

REVIEW ACTIVITY
Please cheek the statements that are considered to be principles of adult learning: [ ] 1. In adult literacy programmes it is important to produce materials that not only develop literacy skills but also provide the learners with knowledge and general skills for daily living. [ ] 2. People cannot be developed or educated. They must develop and educate themselve. through the process of thinking, learning, problem-solving and acting. [ ] 3. [ ] 4. Adults should be told what to do. The phrase 'too old to learn' is a fallacy.

Check your answers: Statements 1, 2, and 4 consider the adult learner, while statement 3 does not consider the adult learner.

Table 1.7 summarizes the features of adult learning and how these features are reflected in the ATLP. Table 1.7. Adult Learning and the ATLP

Features of adult learning

How these features are reflected in the ATLP ATLP encourages trainers to start the programme at the point where learners would gain the most benefit. ATLP includes activities that encourage learners to draw on what they know and what they can do.

Strengthen self-concept by accepting the learner as he or she is especially in regard to strengths and weakness. Recognize the previous experience and knowledge of the adult learners, which can help them learn quickly.

28

Table 1.7. Adult Learning and the ATLP (cont'd.)

Features of adult learning How these features are reflected in the ATLP ATLP uses areas of functional knowledge that reflect problems of daily life. Learners can work in small groups and test their ideas in a non-threatening way. Maintain positive attitudes among adult learners by recognizing their individual potential and showing respect for their language and sub-culture. By encouraging local adaptation of the ATLP curriculum and materials, individual and group differences can be catered for. Group work also allows opportunities for individuals to contribute from different cultural perspectives. The ATLP provides a curriculum grid with time budgeting, where each unit provides knowledge and skills that the learners can apply immediately. The learners' workbooks in ATLP have been structured in such a manner that they help the learners use their new knowledge and skills in daily life. The ATLP provides repetitive practice in a creative way that maintains interest. It is not possible for the authors of ATLP to provide physical conditions at the grass-roots level, but a happy and relaxed learning environment has been facilitated by encouraging participation and active learning. 29

Maintain morale by focusing on his or her real problems and not by criticizing the learner publicly when mistakes are made.

Appreciate that adult learners desire rapid learning of concepts and skills, which they can apply immediately.

Recognize that learners may need help in finding ways to use their new knowledge and skills.

Encourage the adults to practice these newly acquired skills and ideas.

Arrange a comfortable atmosphere where the adults feel at ease with their teachers and fellow learners.

Table 1.7. Adult Learning and the ATLP (cont'd.) Features of adult learning How these features are reflected in the ATLP The ATLP provides every

Appreciate that adults need to maintain their sense of dignity and independence and seek the respect of others. Recognize that most adults are busy people with many competing commitments.

opportunity for individuals and groups to report to others and gain their respect. The design of each ATLP training session ensures effective and efficient learning that does not waste the valuable time of participants.

REVIEW ACTIVITY
1. What is the LTC?

2. What is the ATLP?

3. Do you think you can use or adapt the LTC and the ATLP in your literacy training programme? If yes, how are you going to do this? Which volume or volumes will you adapt? How are you going to go about this adaptation?

30

REVIEW ACTIVITY (cont'd)

Check your answers: 1. The LTC is a curriculum framework for literacy training that can be used by all agencies concerned with planning, management, supervision, teacher training, learning materials development and evaluation of literacy training programmes. 2. The ATLP is a 12-volume set of materials for training literacy personnel, which is based on the LTC. 3. This is your personal opinion. There are no right or wrong answers. You may go about the adaptation through curriculum workshops.

D.

Analysis of Country Literacy Training Programmes

Objective 4: Identify the strengths and weakness of your country's literacy training programmes including the areas needing improvement. An analysis of the literacy programmes in the 15 countries represented at the

Regional Workshop on Development of Training Materials (Kathmandu, Nepal, 7-14 October 1987) revealed the following similarities and areas of concern. 1. Management system a) In almost all participating Member States, responsibility for the training of literacy personnel rests with the central government agencies, which are responsible for implementing the overall national literacy programme; b) A number of non-government agencies are likewise involved in literacy training in some countries; c) Linkages with involved government and non-government agencies are being undertaken in all the countries; d) Literacy programmes are implemented from the national, regional, provincial/state levels down to the district and village levels in all countries; e) Some countries have special training institutes/centres to train literacy teachers at the national, regional, provincial and district levels while others do not. Those countries without established institutes conduct literacy training programmes as the need arises. 31

2. Problems and issues. Most countries encounter similar needs and problems in implementing their literacy programmes. a) Programme planning and implementation i) Lack of accurate data on the target clientele; ii) Lack of administrative support/low priority for literacy; iii) Inadequate physical facilities, equipment, supplies, training and other literacy materials; iv) Lack of trained teachers resulting in poor quality training; v) Inadequate support from the mass media; vi) Need for effective recruitment procedures for target clientele; vii) Unfavourable learning environment (difficult geographic conditions, local or national political unrest); viii) Some programmes are purely ad hoc; ix) Lack of proper planning and supervision; x) Need to develop a training management system; xi) Need for more efficient networking systems; xii) Absence of post-literacy and continuing education programmes. b) Literacy curriculum and materials i) Uniform curriculums are unsuitable for various ethnic groups; ii) Lack of a systematic literacy curriculum; iii) Difficulty in the development of literacy materials due to the many ethnic languages; iv) Lack of written and properly graded curriculums in a few countries; v) Need to develop curriculums for higher literacy-level and functional literacy. c) Literacy teachers i) Lack of incentives for literacy teachers;

32

ii) Lack of full-time literacy teachers, most have other responsibilities; iii) Need for more literacy training. d) Target clientele i) Not motivated to join literacy programmes; ii) Cultural barriers for women and girls in some countries; iii) Migration of population from neighbouring places; iv) Poverty and depressed living conditions of clientele especially in remote areas.

REVIEW ACTIVITY
What are the strengths and weaknesses of your country's literacy programmes? What areas need improvement? Review the list of findings and write your answers under the categories that follow. You may list other strengths, weaknesses and areas that are not mentioned in the text, which apply to your programme. Strengths Weaknesses Areas needing improvement

Check your answers: The strength of any country's literacy training programme lies in its management system, where the central government agencies are responsible for the programme's implementation on a nation-wide scale. Established linkages with government and non-government agencies and the existence of special training institutes/centres to train literacy teachers are evident strengths of a national literacy programme. By and large, most problems occur in programme planning and implementation, in the literacy curriculum and, to a certain extent, with the literacy teachers and target clientele. These are the areas that usually need improvement.

33

E.

Suggestions for Improving a National LTC

Objective 5: Give suggestions for improving your national literacy curriculum using the LTC and ATLP.

What areas need improvement? The areas of a country's literacy training programme that may need improvement are: programme planning and implementation; development of a literacy curriculum; skills of literacy teachers; and definition of target clientele. These were identified in the analysis of the 15 country literacy training programmes presented in the preceding section of this chapter. Do these same areas need improvement in your country? If the answer is yes, let us find out how these improvements could be made using the APPEAL LTC and the ATLP. How to improve the component areas of a country's literacy training programme The implementation of ATLP may overcome weak areas in a country's literacy training system in several ways: l. Programme planning and implementation a) ATLP has two volumes (Volumes 3 and 4) for personnel involved in implementing the programme. One is for senior managers (Level A) of the literacy training programme and the other is for trainers of trainers (Level B); b) ATLP emphasizes a continuous, built-in system of evaluation for personnel and outcomes (Volume 11); c) ATLP provides examples of literacy personnel training materials and helps trainers develop their own materials and training programmes (Volume 9); d) ATLP is designed as a total management system catering to all levels of personnel (Volumes 1, 2 and 12); 2. Development of an LTC and training materials a) ATLP has a well-structured, flexible curriculum for literacy training (Volume 1); b) ATLP introduces principles of instructional design based on a systems approach and provides step-by-step guidelines for developing training manuals and conducting literacy classes that are suited to local needs and situations (Volume 2); 34

c) ATLP has four exemplar manuals (Volumes 5 to 8) and provides additional specifications for developing more manuals to make the systems design approach clear and easy to apply (Volume 9). 3. Literacy teachers. ATLP has four exemplar manuals (Volumes 5 to 8), which include teacher's guides to help literacy teachers teach their clientele. 4. Target clientele. ATLP considers the psychology of adult learners. Thus, its content and strategies are suited to adult needs, problems and interests.

REVIEW ACTIVITY
1. Now that you know what ATLP can do to improve the weak areas of a
country's literacy training curriculum, can you make plans to do this for your literacy training curriculum and adapt and apply the ATLP to your own situation? If yes, what do you plan to do?

2. What are your suggestions for improving your national literacy training
curriculum through the LTC and the ATLP?

Check your answers: 1. You can initiate planning for an orientation and/or adaptation workshop for literacy personnel on the LTC and the ATLP. 2. Compare your national literacy training curriculum vis-a-vis the LTC and ATLP and determine your problem or problems and how ATLP can help (refer to Figure 1.6).

35

IS THIS YOUR PROBLEM?

HOW ATLP CAN HELP

Ad hoc, unsystematic literacy training

Built-in, systematic literacy training

Production and use of ad hoc literacy materials

Production and use of carefully targeted literacy materials

1 2 3 4 5 6 7 8 9 10 1112 13 14 15 16 1718 19 20 21 2223 24

Training approach understood differently by each A B C trainer and teacher

Development of an agreed approach understood and used by all trainers and teachers IPO A IPO IPO B C

Lack of common training approach with no steps or defined levels, needs extra tests

Existence of defined levels of literacy achievement, programmed steps and built-in assessment I II III

Figure 1.6. ATLP Helps Systems to Change 36

IS THIS YOUR PROBLEM?

HOW ATLP CAN HELP

Lack of co-ordinated design principles that apply I??? to all aspects of the training system

Application of common principles of design to all aspects of training system I-P-O

Materials produced title-by-title and not according to a structured curriculum

Materials produced according to a structure training sequence

A system which is hard to adapt to the needs of different groups

A system which has built-in opportunities for rapid response to changing needs
B A

A system which has A system which may waste resources because of uneven development built-in quality controls to ensure even and minimal resource develop-ment

UNSYSTEMATIC LOW LEVEL OF LEARNING

SYSTEMATIC HIGH LEVEL OF LEARNING

Figure 1.6. ATLP Helps Systems to Change (contd.) 37

F.

Summary This chapter has described the literacy situation in Asia and the Pacific region and has

focused on the critical problems and needs that have emerged from the situation. The immediate need is to solve the problem of illiteracy. This is the rationale for the literacy programme under APPEAL. The concept of the LTC is presented here as an exemplar of a systematic, flexible framework that can be adapted to meet local situations and the needs, problems and interests of learners. An analysis of 15 country literacy training programmes in 1987 revealed the strengths and weakness of the countries programmes as well as areas needing improvement. It should help readers identify, strengthen and improve features of their own national literacy training programmes. The analysis revealed the need for a systematic LTC in most countries and was followed by more detailed discussion on the APPEAL LTC and the ATLP. The text highlighted the salient points of the programme and how countries may use or adapt these to improve their national literacy training programmes.

38

Chapter Two DEVELOPMENT OF THE LTC

General objective: To enhance knowledge and skills in developing a national LTC.

A.

Analysis of Needs and Problems Objective 1: Explain the analysis of needs and problems in relation to LTC: development.

The APPEAL training scheme stresses that literacy training manuals should be the vehicles for implementing a rationally organized LTC that meets local and national needs. The functional content of a literacy training programme should encourage people to change themselves or their environment or both. Hence, the content of the curriculum should: 1. Focus on the real and immediate problems of adult learners and their community; 2. Pose problems or describe potential problem conditions, provide related technical information and give guidance as to the location of additional materials.

How to assess needs and problems The curriculum development process under the Experimental World Literacy Proramme (EWLP), promoted by Unesco and the UNDP from 1965 to 1975, suggested the following steps: 1. First and most important, make a context study of the area where the literacy programme is to be implemented, including the areas geographic, demographic, economic, socio-cultural, linguistic and educational conditions. This might be done through community surveys, observation, interviews, field visits and documentary analysis. Answers to questions such as the following would be 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.) 39

d) e) f) g) h) i)

What is the economic situation? What language is being used? What are the available resources? What is the literacy level? What are the pressing problems? What are the priority needs?

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 the objective: 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; 3. There must be a study made of the target group. In the objective-oriented approach, the target group is studied using the job or task analysis method. First, the expected roles and functions of the target group are prepared in terms of the socio-economic and technical- occupational objectives determined under step two 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. The target groups of the literacy training curriculum are: a) b) c) d) Senior administrators and policy-makers (Level A); Provincial/district supervisors including trainers of trainers (Level B); Instructors and trainers/teachers (Level C); People needing basic literacy training (Learners).

Questions like the following will help identify literacy personnel needs: a) b) c) d) What should they know about the LTC? What do they already know? What competencies and skills should they have to implement the LTC? What competencies do they already have?

Additionally, answering the following questions about the learners will facilitate the development of an LTC that meets their specific needs: a) b) c) d) What literacy skills should they possess to be considered literate? What is their present literacy level? What functional knowledge should they know? What functional knowledge do they already know?

Information about the target group can be obtained through questionnaires, personal records and interviews. Small group discussions with the target group during the first day of the session may also provide useful information. Additional data may be gathered during the course of the programme. 40

REVIEW ACTIVITY
1. a) How do you get information about your target group?

b) About the community in which they live?

2. How do you determine the groups needs and problems from the information you have obtained?

Check your answers: 1. Your answer should include any or all of the following: a) For the target clientele: questionnaires, personal records, interviews, small group sessions. b) For the community: surveys, field visits, observation, interviews, documentary analysis. 2. The need or problem is the gap between expected and existing abilities: a) What should they know? What do they know now? b) Where do we want to be? Where are we now?

A suggested method for analyzing and identifying needs/problems After gathering information about the target group through a village survey or field visit, there are several methods for analyzing the data gathered. One method is suggested here. The New Participant or NP method has been found to be effective and practical. It is participatory in that it allows everybody in the group to contribute to the analysis of needs and problems.

41

The procedure is as follows: 1. Participants/observers are divided into groups of eight to ten; 2. Participants visit the village to observe and talk to the villagers; members of each group discuss for 20 to 25 minutes what they observed in the village. From the discussion they will be able to identify problems/needs/issues in the order of their importance; 3. Each member should think of at least ten problems and needs that he/she considers most serious or critical. Then he/she writes down one problem/need on a small paper strip (e.g., 1 inch x 4 inches). He/she should have ten separate strips of paper for the ten problems/needs identified. Each statement of the problem should be short and written in simple language with the content clear and easily understood. This activity should last about 20 minutes; 4. The strips of paper are collected, sorted, and grouped according to similarities. This is done by pasting together the strips containing similar ideas on a big sheet of paper. Several clusters/categories/groupings will result. Encircle each cluster/category/group to distinguish it from the other clusters/categories/ groups; 5. Write down a heading for each cluster/category/group of problems and needs. The headings of all the clusters/categories/groups summarize all the needs and problems of the surveyed village. Therefore, the headings are the identified needs and problems of the village. After identifying the villages problems and needs, the participants can do a similar exercise to suggest solutions to the problems/needs identified. Or, instead of asking the participants to write only the needs and problems, they could be asked to write both problems and solutions (about ten items for each participant). Please refer to Annex A for an illustration of the NP Method.

REVIEW ACTIVITY
Explain one good point of the NP method.

After discussion in the group, what is the next step in the NP method

42

REVIEW ACTIVITY (contd)

3. How would the villages needs and problems be identified by the NP method?

4. What other methods for analyzing and identifying needs do you know?

Check your answers: 1. One good point of the NP method is that it is participatory and allows everybody in the group to contribute to the analysis of needs and problems. 2. After discussion, each member thinks of at least ten serious or critical problems and writes one on each of ten separate, small pieces of paper. 3. The headings of the clusters/categories/groups of similar problems and needs serve as the summaries and are the identified needs and problems of the village. 4. There is no incorrect answer. What is important to remember is that there are other methods that can be used to analyze and identify needs/problems.

How to select functional content in relation to needs To ensure that the knowledge taught in an LTC is truly functional in terms of individual and societal needs, the following criteria should be considered (also refer to Volume 1 of the ATLP for further information): 1. Awareness. The learners, individually and as a group, should be made aware of the conditions in which they live and work. They should be motivated to undertake an analysis of the factors contributing to their existing problems and be encouraged to think of possible ways in which they can help themselves change their situations for the better; 2. Functionality. The literacy training programme should be related in a practical manner to the environment, work and family situation of the learner; 43

3. Flexibility. The literacy curriculum should allow for modifications, alterations and additions to make it responsive to learners needs and environmental requirements; 4. Diversity. The curriculum should be sufficiently varied to cater to the interests and needs of particular groups, such as farmers, labourers, women, urban dwellers and cultural communities; 5. Appropriateness of learning relationship. The potential abilities and experiences of the adult learners and their needs should determine the instructor-learner relationship, building on what the learners already know and can do; 6. Action-oriented. The curriculum should aim at mobilizing the learners to take actions to improve their lives. How defined levels of literacy reflect need Essential literacy skills as they apply to daily life can be grouped in several ways. Table 2.1 is an example of such a classification. The table is also found in Chapter Three of Volume 1 as Table 3.1. Table 2.1. Some Essential Literacy Skills: Applicable to Daily Life

1.

Understand links between speech and print left to right or right to left or top to bottom words make sounds words have meaning Word recognition and comprehension context clue phonic analysis structure analysis comprehension Recording and communicating writing down name, numbers, addresses making simple notes/letters filling out forms, receipts Following instructions read directions, road signs, posters read labels on medicines and foodstuffs and follow instructions Finding the main ideas find out about the weight, price, differences, similarities,facts, opinions, etc. -

2.

3.

4.

5.

44

While the information in the table is grouped into categories, it is not arranged in a developmental sequence. The growth of literacy skills is cumulative, involving the simultaneous development of speaking, reading, writing and numeracy. Each level of development represents the total integration of these areas of skill. For organizational reasons, it is convenient to define certain points in this overall developmental sequence in terms of specific learning requirements. What needs are reflected in this regard? Consider the following: 1. Adults, like school children, need to master skills in an effective learning sequence; 2. Because of their considerable background knowledge and general skills, adults need a different baseline for learning from that of school children; 3. Adults need considerably more time than school children to acquire literacy skills. These needs have implications for the sequencing of learning steps, time allotments and teaching/learning strategics to be used in developing an LTC. Sequencing of skills and functional content Within each level (please refer to Table 1.4 in this volume), the integrated skills of reading, writing and numeracy need to be arranged in a learning sequence appropriate for adults. Because most adults have difficulties achieving basic skills, the early stage should deal more with literacy skills than with functional content. Development may be slow at first (Level I), then will proceed more rapidly at Level II and even more rapidly on reaching Level III (self-learning level). Functional content would likewise increase in proportion to literacy skills as one reachcs the higher levels of literacy.

REVIEW ACTIVITY
In the development of your national LTC, have you considered the needs of particular groups of learners in terms of their literacy levels and how adults learn? If not, how could you make use of or adapt the analysis of needs and problems suggested in the ATLP?

Check your answer: There is no wrong answer. 45

B.

Procedure for Developing an LTC Objective 2: Explain the steps in developing a national LTC considering the ATLP.

What are the steps? The procedure for curriculum development includes the following: 1. Assessing needs; 2. Determining the aims and objectives of instruction; 3. Selecting appropriate content and learning experiences; 4. Choosing the best methods of instruction; 5. Selecting the evaluation process appropriate to the designated objectives. With this procedure in mind, the steps in the design and development of a national LTC considering the ATLP are shown in Figure 2.1. Please study Figure 2.1 carefully and go through the steps as follows: 1. Assess needs a) Study the 12-volume ATLP. Focus on the LTC. Read Chapter One, Section C and D of this volume and Volumes 1 and 2 for further information. These three volumes should give you a comprehensive view of ATLP. Think about the distinctive features of ATLP which may improve your national literacy training programmes; b) Study your LTC; c) Think about the training needs of literacy training personnel and the, learning needs of the clientele. 2. Do you have an NLTC? a) If yes, proceed to Step 3; b) If no, proceed to Step 4. 3. Analyze your literacy curriculum in terms of the various features of the ATLP a) Is it systematic? b) Is it flexible? c) Are levels of literacy carefully defined? 46

ASSESS NEEDS Read the 12-volume ATLP Analyze existing literacy training curriculum Determine learners needs

2
No

3
Yes

Is there a national LTC

Does it include all the ATLP aspects

Yes

Stop

No

4 Write Objectives

Revise

Select appropriate content and learning experiences 5 * Study the steps in the preparation of the ATLP curriculum grid

Choose method of instruction

Evaluation

Figure 2.1. Steps in the Design and Development of a National LTC

47

d) e)

Is the functional content concentrically arranged? Does it have elements of instructor training built into the learning materials themselves?

f)

Does it help literacy personnel use these materials to develop their own materials and organize a training programme?

g)

Does it emphasize a continuous built-in system of evaluation of personnel and outcomes?

If your answer is yes to all these questions, your national literacy curriculum is fine. If not, you may decide to revise it your national LTC. Proceed to Step 4. 4. Write your objectives based on identified needs. The aims and objectives of the exemplar LTC are given in Table 1.1 of Volume 1 and are reproduced as Table 1.1 in Chapter One, Section C of this volume. a) b) How did you write the aims and objectives of your national LTC? Do the aims and objectives reflect the genuine needs of those for whom the curriculum is intended? Are they consistent with national development goals? c) Are your aims written in general terms relating literacy skills to functional knowledge? d) Are your objectives specific and written in behavioural terms indicating the areas of knowledge, skill and attitude that will be attained on completion of the actual literacy programme? 5. Select appropriate content and learning experiences. Study the steps in the preparation of the ATLP curriculum grid as follows: a) Select broad areas of functional knowledge or content that are responsive to the needs of the clientele. ATLP has identified four broad areas: family life, economics and income, health and civic consciousness. What broad areas have you identified for your learners based on their needs? You may have more than four broad areas depending on your learners needs. The broad areas of functional knowledge may be written horizontally as follows: 48

Broad areas: 1. 2. 3. 4. b) Determine and define the levels of literacy skill that are appropriate to clientele needs. The ATLP identifies three levels of literacy skill, which are presented in Chapter One, Section D of this volume as Table 1.4. Note that Level I has three sub-levels, while Level II has two and Level III has only one sub-level. Altogether, there are six sub-levels, as shown in Figure 2.2. Level I (Basic) I.1 I.2 I.3 II.1 Level II (Middle) II.2 Level III (Self-learning) III

Figure 2.2. The Levels and Sub-levels of the ATLP c) Now that the three literacy levels and corresponding sub-levels have been defined and arranged vertically, select sub-topics from each broad content area for each of these levels and sub-levels. For example, in the case of the ATLP broad content area Family Life, there are six sub-topics: i) Family members - their roles and responsibilities;

ii) Extra money for the family; iii) The family as a social institution; iv) Family needs and budgeting; v) Family customs and traditions; vi) Responsible parenthood. Literacy skills progress from sub-level I.1 to sub-level III. (Please refer to Figure 2.2). Therefore, sub-topic 1 Family Members was chosen as a sub-topic for level I.1 because it is easier to teach than sub-topic 6, Responsible Parenthood, which was placed in level III. Figure 2.3 shows how this progression has been done for all areas of functional knowledge in the ATLP. d) The content sequence of the curriculum is laid out in a grid with the topics shown vertically and the literacy levels indicated horizontally. The grid is made up of a series of cells, with each cell defining one area of functional knowledge at a specified level of literacy skill.

49

Scope of Training Manuals

Levels Level III (Self-Learning Level) III

Level I (Basic Level)

Level II (Middle Level)

Content Areas I.1 I.2 I.3 II.1 II.2

A. Family

Family Members, Their Roles & Responsibilities

Extra Money for the Family

The Family as a Social Institution

Family Needs and Budgeting

Family Customs and Traditions

Responsible Parentood

B. Economics and Income

Work and Income

Daily Savings

Improved Agricultre

Home Gardening

Village Cooperatives

Enterpreneurship

C. Health

Food, Water and Nutrition

Healthy Family

Common Diseases

Health Problems

Community Health

Health Services

D. Civic Consciousness

Rights and Duties

Peoples Our Participation in Forest Development and Cleanliness

Our Culture

All People Are Equal

My Country

Figure 2.3. The Organization of ATLP Topics and Sub-Topics e) Number the cells of the grid in a teaching sequence, one column at a time starting from the top left cell until all 24 cells have been numbered. Also note that each cell can be identified by a grid co-ordinate reference. For example, Cell 6 can be labelled IB.2. This shows that it is the second subtopic (B) of the broad area of functional knowledge called Economics and Income, and it is at the second level of literacy skill. Figure 2.4 shows the functional content of 24 literacy training manuals arranged as a teaching

50

sequence in a curriculum grid. The figure is also found as Figure 4.3 in Chapter Four of Volume 1. f) Check that each broad content area is represented at each level of literacy skill. By numbering the cells, it is obvious that each horizontal row representing one broad content area of functional knowledge is found every sixth cell. For example, the functional area of Health is reached in cells 3, 7, 11, 15, 19 and 23. g) Carefully define the contents of each cell in terms of functional knowledge and literacy skills. Table 4.3, Chapter Four, Volume 1 tabulated this information for the ATLP curriculum. Part of this table is reproduced here as Table 2.2.

Table 2.2. The Contents of One of the 24 Manuals Representing tile Minimum Requirements of an Exemplar LTC Lesson No. 1 Manual Code (Curriculum Grid) IA.1 Manual Scope and Content Family Life: Family Members: Their Roles and Responsibilities i) Functional Content a. Family members - father - mother - son/daughter b. Roles and responsibilities of - father - mother - son/daughter - big and small family ii) Literacy skills a. Keywords b. Ten letters (alphabet) c. Numbers 1-10 d. + and - signs iii) Using Skills in Practice Write familiar names using letters learned h) Now that you have defined the content of your literacy curriculum in terms of functional knowledge and literacy skills, validate the curriculum by seeking critical comments from representative literacy groups. You may prepare a short questionnaire or guide questions to facilitate the consolidation of responses. You may revise the curriculum based on feedback that would improve the curriculum.

51

Scope of Training Manuals

Levels Level I

(Basic Level)
Content Areas I.1 IA.1 1 Family Members, Their Roles & Responsibilities IB.1 2 Work and Income IC.1 3 Food, Water & Nutrition ID.1 4 Rights and Duties I.2 IA.2 5 Supplementing Family Income I.3 IA.3 9 Extra Money for the Family IB.3 10 Improved Agriculture IC.3 11 Common Diseases ID.3 12 Our Forests II.1

Level II (Middle Level)

Level III (Self-Learning Level) II.2 III IIIA 21 Responsible Parenthood

A. Family Life

IIA.1 13 Family Needs & Budgeting

IIA.2 17 Family Customs and Tradition

B. Economics and Income

IB.2 6 Daily Savings IC.2 7 Health Family ID.2 8 Peoples Participation in Development & Cleanliness

IIB.1 14 Home Gardening IIC.1 15 Health Problems IID.1 16 Our Culture

IIB.2 18 Village Co-operatives IIC.2 19 Community Health IID.2 20 All People Are Equal

IIIB 22 Entrepreneurship

C. Health

IIIC 23 Health Services IIID 24 My Country

D. Civic Consciousness

Figure 2.4. The Functional Content of 24 Literacy Training Manuals Arranged as a Teaching Sequence in a Curriculum Grid

i)

Prepare the training manual specifications for one cell at each literacy level. Instructions on how to use the specifications for additional manuals is given in Chapter One, Volume 9 of the ATLP. The reasons for preparing these specifications at this stage are to further validate the curriculum structure by checking whether representative cells can be operationalized, and to begin materials production.

j)

To help with the development and implementation of the curriculum as a whole, some sample materials should be developed as soon as practicable. These sample materials will show potential users how the curriculum translates into action and also will begin materials production for the total curriculum grid.

k) After feedback from (h) to (j) has been reviewed and collated and any final amendments made, the curriculum is ready for implementation. A suitable implementation plan can then be developed. 6. Choose the method of instruction. People learn in different ways. The wider the range of learning techniques used, the broader the experience of the learners. Multi-faceted learning activities that incorporate reading, observation, analysis, research work, experimentation, synthesizing and construction will enhance the learners capacity to master content and develop habits of critical thinking. Considering how adults learn, experiential, two-way, multi-directional techniques such as group discussion, simulation and role playing, buzz groups, team designing and skill practice sessions should be utilized. In this way, the experiences of all adult learners can be used as resources for learning. Choosing the best method for a particular group will require consideration of the character of the subject matter, the nature of the learners and the available facilities. In addition, teaching becomes more meaningful when it is accompanied by such audio-visual aids as flipcharts, posters, slides, films and printed materials. 7. Evaluation. The methods of curriculum evaluation include any method that can be used to secure evidence on the attainment of objectives. These could be through paper-and-pencil tests, records of various sorts such as the Learners Workbook, observations of behaviour and performance. Evaluation should be built-in to all the steps of curriculum development. By carefully defining the standards for each of the 24 cells in the ATLP curriculum, the criteria for assessing progress are built-in. This will be further discussed in Chapter Six.

53

REVIEW ACTIVITY
1. Explain the steps in the development of a national LTC considering the ATLP.

2. What steps in the ATLP would you use or adapt to revise your national LTC?

Check your answer: 1 Make a statement or two about each of the steps in the flow-chart (Figure 2.1). 2. There is no incorrect answer. This is your personal opinion. You could mention all or any of the steps listed in Figure 2.1.

C.

Implementation of a National LTC

Objective 3: Explain how to implement a national LTC in your country.

How to implement the national LTC Once you have a national LTC, it has to be implemented. The three levels of literacy personnel, that is Level A-senior administrators and policy-makers; Level B-provincial/district supervisors or trainers of trainers; and Level C - trainers or teachers of people needing basic literacy training, are given the task to implement the curriculum at various levels. Figure 2.5, which is self-explanatory, suggests how the national LTC may be implemented in your country assuming that top administrators and policy-makers have decided to implement such a curriculum and an agency has been mandated to take charge of its implementation.

54

Dissemination of LTC and ATLP to National Co-ordination Step 1 Committee of APPEAL through orientation meeting

Workshop on adaptation of LTC and ATLP (modify, Step 2 improve, develop, etc.) to suit local needs and situations to come up with a national LTC

Workshop on materials development based on national Step 3 LTC to modify, improve, develop, etc.

Formation/strengthening of network and linkages through Step 4 committee and/or task force meetings and utilization of local resources

Step 5

Training of Level B personnel for the national LTC

Step 6

Training of Level C personnel based on the national LTC

Step 7

Teaching basic literacy to learners by Level C personnel

Monitoring and evaluation of learners achievements and Step 8 programme implementation

Figure 2.5. Implementation of a National LTC

55

It can be seen from Figure 2.5 that orientation on the APPEAL LTC and ATLP is necessary to situate the adaptation/development of the national LTC in the context of APPEAL. Features of the APPEAL LTC and ATLP showing how the LTC can be made more systematic and relevant would help improve a countrys literacy curriculum and enable it to come up with a national LTC. Steps 3 to 9 in the figure involve the actual implementation of the national LTC. It should be noted that monitoring and evaluation are built-in to all the steps shown in the figure. A special feature of ATLP is that its implementation is facilitated by its design. For example, at Step 7 (training of Level C personnel) conventional workshop training can be minimized because the materials themselves have a built-in training component. What are the roles of the different levels of literacy personnel in implementing the national LTC? The management roles of the three levels of literacy personnel are discussed in Chapter Four of Volume 3. The three levels, which are based on a functional hierarchy, are illustrated in Figure 2.6.

Senior administrators and policy - makers Provincial/district supervisors (including trainers of trainers) Instructors and Trainers (Teachers) Level C Level B Level A

Figure 2.6 The ATLP Functional Hierarchy The equilateral triangle also represents the relative number of literacy personnel in each level; there are more at the bottom than at the top. Each level of literacy personnel has specific roles and responsibilities. 1. Roles of Level A personnel a) Decide and review policy on literacy training; 56

b) c) d) e) f) g) h) i) j) k) l) m) n) o) p) q) r) s)

Influence government policy; Plan the overall national training system; Identify problems and needs concerning training; Provide guidelines for designing national training programme; Initiate the development of a national LTC; Create an infrastructure and resources for training; Establish a training network system; Provide staff development programmes; Approve training manuals; Approve the training budget; Develop, monitor and evaluate the training system; Make the whole system work at all levels; Establish linkages with development agencies; Promote training through non-government agencies; Develop links with CED and UPE; Foster national and international links; Promote research and development activities; Initiate impact studies on national development and quality of life.

2. Roles of Level B personnel a) b) c) d) e) f) g) h) i) j) k) l) m) n) o) p) q) r) s) t) u) v) w) x) y) z) Provide feedback for reviews of training policy; Provide input for designing a national training programme; Identify the training needs of supervisors, trainers and instructors; Develop a training scheme for Level C personnel; Design training programmes for Level B and C personnel; Develop training curriculums for different groups; Develop training materials; Develop training manuals for Level B personnel; Provide staff development for Level B and C personnel; Motivate literacy personnel for training; Identify participants for training; Motivate learners and community leaders; Implement the training programme; Decide on methods of training; Select equipment and audio-visual aids; Train Level C personnel; Encourage use of local resources; Supervise Level C personnel; Provide technical assistance for Level C; Evaluate work of Level C personnel; Undertake research on programmes; Introduce innovations; Experiment with and originate training methods, materials; Monitor and evaluate training programme; Foster links with non-government agencies; Conduct impact studies on quality of life. 57

3. Roles of Level C personnel a) Understand and apply the national LTC and its materials; b) Help to establish a local committee for efficient management of the centre; c) Participate in staff development; d) Identify and prepare lesson materials for learners; e) Motivate learners and local leaders to join the programme; f) Motivate drop-outs to rejoin the programme; g) Organize classes and teach illiterates and neo-literates; h) Manage the learning activities; i) j) l) Create a positive learning environment; Help learners apply the learning to their daily lives; Evaluate the progress of learners;

k) Mobilize and utilize local resources; m) Encourage learners to retain and improve their learning; n) Co-ordinate with primary schools and other local agencies; o) Arrange for vocational skills training; p) Seek and generate maximum participation; q) Report progress and problems to Level B personnel.

REVIEW ACTIVITY
1. Explain briefly how to implement a national literacy curriculum in your country by identifying what level of personnel would initiate each of the steps in Figure 2.5. a) b) c) d) Step 1 Step 2 Step 3 Step 4 e) f) g) h) i) 2. Which level initiates the development of a national LTC? Step 5 Step 6 Step 7 Step 8 Step 9

3. Which level develops the LTC for Levels B and C?

4. Which level helps learners apply the learning to their daily lives?

58

REVIEW ACTIVITY (contd.)

Check your answer: 1. a) b) c) d) Level A Level A Level B Level B e) f) g) h) i) 2. Level A 3. Level B 4. Level C Level B Level B Level B Level C Levels A, B, and C

D.

Summary This chapter discussed the development of the APPEAL LTC and the ATLP. It

focused on the various steps undertaken to develop an effective curriculum and how these seps may be applicable to or used in the development/adaptation of the national LTC. The implementation of the national training curriculum was also discussed, drawing attention to the roles and responsibilities of the three levels (Levels A, B and C) of literacy personnel.

59

Chapter Three DEVELOPMENT OF LITERACY TRAINING MANUALS

General objective: To gain knowledge and skills in developing literacy training manuals

A.

Understanding the Exemplar Design

Objective 1: Describe the exemplar training manuals and explain how they will be used.

What are the exemplar manuals? As mentioned previously, Volumes 5 to 8 of the 12-volume ATLP series are exemplar manuals for teachers of literacy. Each manual illustrates how to develop similar training manuals and how to give literacy lessons using the APPEAL LTC. The exemplar manuals in the series are: 1. Volume 5: Exemplar I Extra Money for the Family (Curriculum Cell IA2); Our Forests (Curriculum Cell ID3); Village Co-operatives (Curriculum Cell IIB2); Health Services (Curriculum Cell IIIC).

2. Volume 6: Exemplar II

3. Volume 7: Exemplar III

4. Volume 8: Exemplar IV

Each exemplar training manual has two parts. The first part is a Teachers Guide and the second part is a Learners Workbook. The two parts are matched and are to be used together. The teaching steps in the Teachers Guide have corresponding learning responses set out in the Learners Workbook. In the first two manuals (Volumes 5 and 6), the Learners Workbooks have instructions that the literacy teacher should read to the learners. However, as the learners gain skill in reading they can go back to these instructions and read them on their own. As their reading skills improve, the learners will be able to read the exercise instructions without assistance from the teacher. 60

The main purpose of each manual is to illustrate the way curriculum guidelines can be translated into training materials. However, the specific training described for each teaching step is suggestive, not prescriptive. While each manual represents approximately six contact hours of teaching, the time allotment for actual teaching is left to the teachers discretion. The specific times included are for teacher guidance only, to indicate the relative weight or complexity of each step in the lesson. What is the format of the Teachers Guide? The Teachers Guide includes the following elements: 1. Title; 2. Place in the APPEAL exemplar curriculum grid; 3. Rationale; 4. Purpose; 5. Aims; 6. Objectives; 7. Programme; 8. Notes on the programme; a) Unit; b) Objectives; c) Activities; i) Input-Process-Output (IPO); ii) Time; iii) Step; iv) Teaching Notes; v) Grouping; vi) Resources. What is the format of the Learners Workbook? The Learners Workbook has the following elements: 1. Unit; 2. Objectives; 3. Activities; - Exercises. The Learners Workbook is essentially an instruction book and answer sheet for the learners to record the results of their practice in reading, writing and numeracy.

61

REVIEW ACTIVITY
1. Study an exemplar manual (ATLP Volumes 5 to 8). a) What are its two parts?

b) What are the elements of the Teachers Guide?

c) What are the elements of the Learners Workbook?

2. How will the exemplar manuals be used?

Check your answer: 1. a) The exemplar manual has two parts: the Teachers Guide and Learners Workbook. b) The elements of the Teachers Guide are: 1. Title; 2. Place in the APPEAL exemplar curriculum grid; 3. Rationale; 4. Purpose; 5. Aims; 6. Objectives; 7. Programme.; 8. Notes on the programme; a) Unit; b) Objectives,

62

c) Activities; i) Input-Process-Output (IPO); ii) Time; iii) Step; iv) Teaching notes; v) Grouping; vi) Resources. c) Elements of the Learners Workbook are: 1. Unit; 2. Objectives; 3. Activities; - Exercises. 2. The exemplar manuals will be used to illustrate how curriculum guidelines can be translated into training materials and literacy lessons.

What are the principles of instructional design for the development of exemplar manuals? Volume 2 entitled Principles of Resource Design for Literacy Training explains the principles of instructional design in detail. However, a brief discussion is given here to introduce the basic design concepts. 1. The systems approach in education. Study Figure 3.1, which is also found in Volume 2

as Figure 1.1.

STEP 4 SELECTION OF STRATEGIES AND METHODS ORGANISA TION OF GROUPS

STEP 2 STEP 1 DETERMINATION OF ENTERING BEHAVIOUR

STEP 3

-------ALLOCATION -----OF TIME AND SPACE

STEP 5 ASSESSMENT OF ACHIEVEMENT

SPECIFICATION OF OBJECTIVES

SELECTION AND SEOUENCING OF CONTENT

------LEARNER BECING (ENTERS WITH CERTAIN BEHA VIOURS) SELECTION OF RESOURCES STEP 6 EVALUATION OF TEACHING EFFECTIVENESS LEARNER LEAVES WITH NEW BEHAVIOURS

Figure 3.1. The Systems Model of Teaching (Meyer,1979) 63

REVIEW ACTIVITY
Explain the model step-by-step by answering the following questions: 1. Why is it necessary to determine the entry behaviour of learners?

2. Why is it important to specify the objectives?

3. How would you base selection and sequencing of content?

4. How do you determine strategies, groupings, time spacing and resources?

5. How do you assess achievement?

6. How do you evaluate teaching effectiveness?

7. Why is this model called a systems model of teaching?

64

REVIEW ACTIVITY (contd.)

Check your answers: 1. The entry behaviour will show where the learners are. This is necessary to establish learners needs if the teaching/training is to bring them to where they should be. 2. Clear statements of objectives indicate to both teacher and learner the scope of the programme and the precise knowledge, skills and attitudes to be acquired and assessed. 3. Selection and sequencing of content should be based on the objectives. 4. All these aspects must be fully consistent with Steps 1, 2 and 3. 5. Assessment of achievement should be entirely determined by the stated objectives and be consistent with content, methods and resources. 6. Systematic methods should be used to evaluate teaching effectiveness and all aspects of teaching should be evaluated. 7. It is a systems model because all steps are inter-active. Decisions made at any one stage of the process influence decisions made at any other stage. This implies that steps in the system are not sequential in practice and that all elements should be planned at the same time.

2. Systems theory and manual design. Systems theory in manual design makes it possible not only to view a total programme as a system, but also to organize each manual as a series of sub-systems. The diagram in Figure 3.1 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). In planning and designing the modular 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 in Figure 3.2. The figure can also be found in Volume 2 as Figure 1.2.

I = Input P = Process O = Output

Figure 3.2. A Systems Approach to the Design of Learning Materials (Meyer, 1979) 65

Input is the information presented to a learner for consideration or action; it is the objectives 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 of achievement 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.

REVIEW ACTIVITY
1. Please identify whether each item below is I (input), P (process) or O (output) by writing the appropriate. letter (I, P, or O) in the blank before the number. a) Objectives of lesson b) Content c) Teaching/learning strategies d) Learners accomplishment e) Evaluation of lesson 2. Give a simple example of an IPO cycle.

Check your answers: 1. a) I b) I c) P d) O e) P 2. The following are two examples (you may have another similar one). a) IListening to a five-minute audio recording of a lecture on how to prepare a script; P- Identifying and/or rating certain characteristics of the programme with the aid of a checklist; O- Outlining the headings for a script for an original five-minute audio programme. 66

REVIEW ACTIVITY (contd.)

b) IStudying a cartoon about the need to earn extra money;

P- Groups and individuals practicing reading words in the cartoon; O- Groups and individuals reading aloud and writing keywords in their workbooks.

B.

Preparing Specifications for an ATLP Training Manual Objective 2: Prepare specifications for a training manual.

What are specitications? As used here, specifications are specific descriptions of certain dimensions in the development of an ATLP training manual. They constitute the elements of the manual that give it a formal. What are specifications for? Specifications provide a clear blueprint for the development of training manuals. By setting out the teaching sequence in minimal detail, the principles of design on which the ATLP is based become clear, making it easier for manual writers to understand the approach. The set of specifications provide criteria for checking whether all elements of the design approach have been effectively utilized. It should be easy to ascertain if the timing and pacing are operational, whether input phases are sufficiently varied or whether the IPO cycles have been strictly followed. How are the specifications arranged? Table 3.1 shows how each set of specifications is prepared. Table 3.1. The Arrangement of the ATLP Specifications Subject I. Title Explanation Indicates the area of functional

literacy covered by the manual. 67

Table 3.1. The Arrangement of the ATLP Specifications (contd.) Subject II. Place of the manual in the teaching sequence Explanation Indicates the position of the manual in the literacy curriculum grid. Reviews the educational significance of the material covered by the manual. Indicates the general role of the manual in the overall training curriculum and specifies for whom the manual is intended. Clarify the scope of the manual and its general impact on the learner. Provide designers with a blueprint for the selection of appropriate content and activities. Outlines the events to take place. This is the core of any set of specifications. It has several elements: Are numbered consecutively and are organized in a teaching order identified by a title; Each teaching topic has one or more activities, which are indicated as sub-headings of each topic; Following each activity, a brief statement of the recommendcd method is given; Most topics include at least three teaching activities and each represents either an Input (I), Process (P) or Output (O) step; 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 prisisely defined for each step; Indicates whether learning will occur in small groups, individually, or with the whole class. 68

III. Rationale

IV. Purpose

V.

Aims

VI. Objectives

VII. The programme

i) Teaching topics

ii) Activities

iii) Teaching notes

iv) Identification of I,P or O

v) Timing

vi) Grouping

REVIEW ACTIVITY
Explain how to prepare specifications for a training manual by answering the following questions after studying Exemplar Manual I, Extra Money for the Family (Volume 5). 1. What is the title of the manual?

2. What is its place in the teaching sequence/curriculum grid?

3. What is its rationale?

4. What is its purpose?

5. What is/are its aim/s?

6. What are its objectives?

7. Give the format of the programme (what are its elements)?

69

REVIEW ACTIVITY (contd.)

Check your answers: 1. Title : Extra Money for the Family. 2. Place: No. IA2. 3. Rationale : In literacy programmes for adults, family life education is one of the more important content areas. Participants in this programme require certain literacy skills to develop awareness and positive attitudes towards raising the quality of family life. 4. Purpose : The purpose of this manual is to consolidate literacy skills developed in previous manuals 1A.1 to 1D.1 of the literacy curriculum through a series of learning activities involving reading, writing and numerical calculations. 5. Aim : Study of this manual enables learners to acquire the literacy skills required to appreciate the importance of alternative means of increasing family income. 6. Objectives : After completing this manual, the learners should be able to: a) Read simple sentences about earning extra- money for the family; b) Write these sentences with correct punctuation marks; c) Write the numbers 101 to 200 in sentences about family income; d) Add and subtract numbers in simple problems relevant to the family income; e) Solve simple problems relevant to the family income. 7. Programme : ( Give just one IPO set as an example).
IPO Time (Min.) I (60) 1 Study cartoon about need to earn extra money P 2 Group and individual practice reading words in the cartoon O 3 Group and individual oral reading etc. Whole class Step Teaching notes Grouping

70

How to prepare specifications for a training manual By studying Volume 5, you can see how the manual was developed based on the specifications previously described. Now let us practice how to prepare specifications for a training manual using a topic of your choice. Refer to Figure 3.3, which shows the functional content of 24 literacy training manuals arranged as a teaching sequence in a curriculum grid. Before you choose a topic, it might be useful to find out which of the functional content areas (topics) of the 24 literacy training manuals in the ATLP grid already have specifications. Table 3.2 categorizes the manual topics for you. The positions of the four published manuals and four sets of specifications are also shown in the curriculum grid, Figure 3.3.
Levels Content Areas I.1
IA.1 1 Family Memberstheir Roles and Responsibilities IB.1 2

Level I (Basic Level) I.2

IA.2 5 Extra Money for the Family IB.2 6

Level II (Middle Level) I.3

IA.3 9

Level III (Self-Learning Level) III

IIIA 21

II.1
IIA.1 13 Family Needs & Budgeting

II.2
IIA.2 17

A. Family Life

B. Economics and Income

IB.3 10 Improved Agricultre

IIB.1 14

IIB.2 18 Village Co-operatives

IIIB 22

C. Health

IC.1 3

IC.2 7

IC.3 11

IIC.1 15

IIC.2 19

IIIC 23 Health Services

D. Civic Consciousness

ID.1 4

ID.2 8 Our Forest

ID.3 12

IID.1 16

IID.2 20 All People are Equal

IIID 24

Figure 3.3. The ATLP Curriculum Grid Table 3.2. Specifications With and Without Developed Manuals
CATEGORY 1 Specification with developed manuals Manual IA.2 : Extra Money for the Family Manual IA.1 CATEGORY 2 Specifications without developed manuals : Family Member Their Roles and Responsibilities

Manual ID.3 Manual IIB.2 Manual IIIC

: : :

Our Forests Village Co-operatives Health Services Manual IB.3 Manual IIA.1 Manual IID.2 (See Volume 9) : : : Improved Agriculture Family Needs and Budgeting All People are Equal

(See Volumes 5 to 8)

71

Now, are you ready to choose one topic for a training manual and prepare specifications for it? Choose one that is not included in Table 3.2 and refer again to Figure 3.3.

REVIEW ACTIVITY
After choosing a topic, arrange the specifications as follows (fill in the blanks for the topic you have chosen): I. Title :

II. Place of manual in the teaching sequence:

III. Rationale:

IV. Purpose:

V. Aims:

VI. Objectives:

VII.The programme:

72

REVIEW ACTIVITY (contd.)

IPO Time Step Teaching Notes Grouping

Check your answer: Congratulations! You have just come up with specifications for a literacy manual. You may wish to consult with your facilitator to find out if you are on the right track.

C.

Developing a Literacy Training Manual

Objective 3: Develop a literacy training manual based on the ATLP.

As previously mentioned, the literacy training manual is composed of two parts: the Teachers Guide and the Learning Workbook. It is important that these two be developed simultaneously as they will be used together. Teaching activities in the Teachers Guide have corresponding learners responses to be read and/or written in the Learners Workbook, so they should follow each other step-by-step.

73

How to develop the literacy training manual Figure 3.4 will help you visualize the steps in developing the literacy training manual. The assumption here is that your country is adapting the ATLP.
Step 1 Study ATLP (12 volumes) Step 2 Select topic for manual development Step 3 Prepare specifications for chosen manual Step 5 Write the draft Step 4 Review all existing materials

Step 6 Peer review

Step 7 Revise

Step 8 Field trial

Step 9 Revise

Step 10 Finalize draft

Step 11 Print manual

Figure 3.4. Flowchart for the Development of a Literacy Training Manual Explanation of Figure 3.4 Step 1. Study ATLP (12 volumes) Review One, Volume Section D 1 and and Chapter Chapter

Three, Section A of this volume (Volume 4), which are about the ATLP and the exemplar manuals (Volumes 5, 6, 7 and 8). 74

Step 2. Select topic for manual development

You already selected a topic in the review activity in Section B of this chapter (Chapter Three) of this volume (Volume 4). You have prepared specifications, i.e., your output found in Section B of this chapter. Review your existing literacy training manual or manuals, if you have others, and see how you could improve them by adapting the ATLP to suit your local needs and situations. What other existing materials can you use to write the draft? (Step 4 is further discussed on page 76). Write the draft of the manual based on the specifications you prepared in Step 3. (Step 5 is further explained on page 76). Have your draft reviewed by your colleagues. You may prepare guidelines for this review. Revise draft based on feedback from the review. Have the draft manual used by Level B personnel in an actual field situation. Field trial methods will be discussed later in this chapter. Further revise the manual based on feedback from the field trial. Finalize the artwork and have the manual edited and prepared for printing. Print the desired number copies for distribution and use in the field. 75 of

Step 3. Prepare specifications for chosen manual:

Step 4. Review all existing materials:

Step 5. Write the draft:

Step 6. Peer review:

Step 7. Revise:

Step 8. Field trial:

Step 9. Revise

Step 10. Finalize draft:

Step 11. Print manual:

1. Notes on Step 4 - Review all existing materials. In the development of a national LTC and training materials based on the ATLP approach, maximum use should be made of existing materials. A key step in preparing training materials is to analyze what resources are currently available. When this analysis is based on the ATLP curriculum grid, it usually becomes apparent that there are gaps and overlaps in relation to the grid. To illustrate how an analysis of existing materials can be done, review materials already produced by the Asian Cultural Centre for Unesco (ACCU), Tokyo, Japan. ACCU has produced a series of excellent training materials for literacy classes in Asia and the Pacific in co-operation with Unesco PROAP. They are produced in English and are intended as exemplars for adaptation by individual countries. For instance, the Philippines and other countries have adapted these materials to suit local needs and situations and has translated them into five major Philippine languages. If you can obtain these materials, study them carefully and see how some of them could be used in your design. Because no one should feel that adopting the ATLP approach means that all that has gone before is unsatisfactory, it is important to see how existing resources can be utilized to develop training manuals. Section D of this chapter provides a case study. 2. Notes on Step 5 - How to write the draft manual. With the specifications you have prepared for your chosen topic, you are now ready to start writing the manual (Teachers Guide and Learners Workbook). The structure of the manual uses the specifications you already filled out (I to VII ), and then involves converting this set of specifications into an actual training manual (VIII), as follows: I. Title of manual;

II. Place of the training manual in the teaching sequence:

III. Rationale:

IV. Purpose:

V. Aims:

VI. Objectives: 76

VII.

Programme:

VIII. Teachers Guide

Learners workbook

The following example for a Teachers Guide and Learners Workbook (Table 3.3) is taken from Volume 5, Exemplar Manual IA2: Extra Money for the Family. Although the Guide and Workbook are prepared together, they should be printed in separate editions. Dont forget to make maximum use of writing materials. See Section D of this chapter.

REVIEW ACTIVITY
Write a Teachers Guide with its corresponding Learners Workbook for your chosen topic. Incorporate one or two activities. Use separate sheets. Check your answers: Consult your facilitator for feedback on your work.

CONGRATULATIONS! You have written a literacy training manual for literacy teachers and learners. Now write some more manuals to fulfill your countrys LTC. Keep up the good work.

77

Table 33. One Training Unit of an Exemplar Manual (Volume 5, Exemplar Manual 1A2: Extra Money for the Family)
Time (min.)

IPO

Teaching Notes

Grouping

Resources Learners workbook, ex-ercise 1, cartoon show-ing a tricycle driver with tongue out and pocket inside out. Strips: What shall I do to earn more? Attached to his tricycle are several strips of metal or blocks of wood with words: food, house, clothes, fuel, light, school needs, etc. Enlarge the cartoon for presentation to whole class Learners workbook, exercise 2

(30) 1.1 Present a cartoon and use it as springboard for class discussion

Whole class

Ask the following questions: a) What can you say about the cartoon? Learners will have several interpretations of the cartoon, but guide the discussion by asking specific questions b) What does the tricycle driver represent? (The head of the family) c) What do the strips/ blocks attached to the tricycle represent? (The different needs of the family) d) Why is the tongue of the tricycle driver out? (He finds the needs of the family very heavy) e) Why are his pockets inside out? (He does not earn enough to meet the family needs) f) What is he thinking about? (What he can do to earn more) 1.2 Ask the learners to prac- IndiviLearners workbook, tice reading the words dual exercise 4 and the caption of the cartoon silently 1.3 Learners read the words Individual/ and caption aloud Whole class

78

D.

Asian/Pacific Joint Production Programme (AJP) of Materials for Neo-literates

Objective 4: Describe how to utilize existing resources and explain the AJP materials in relation to the curriculum grid.

One rich source of literacy materials that can be tapped is the ACCU, which is based in Tokyo, Japan. Established in 1971 as an NGO, its aim is to contribute to educational and cultural development in Asia and the Pacific in line with the principles of Unesco. To achieve this aim, ACCU carries out various joint programmes in three major fields: literacy, book development and culture. The launching of APPEAL has further intensified ACCUs work. ACCUs literacy programme aims at developing quality materials for neo-literates in cooperation with Unesco and Member States in the region. What is the AJP? AJP is the Asian/Pacific Joint Production Programme of Materials for Neo-Literates in Rural Areas. Under AJP, regional workshops on the production of materials for neoliterates are organized by ACCU and attended by experts from Member States/countries. Prototype materials are produced in English and are used as exemplars for adaptation by individual countries. For instance, the Philippines has adapted AJP materials to suit local needs and situations and has translated these resources into five major Philippine languages. The ACCU prototype materials include booklets, posters, flip charts, games and audio-visual programming, which reflect the needs of people in the region in terms of functional content such as health (sanitation and nutrition), production or income-generating activities, science, culture and social and general topics. The materials are attractive and are made of sturdy materials. They have been designed and developed with adult learners in mind. More specifically, they are meant for people who have acquired basic skills in reading and writing but who may revert to illiteracy if they are not provided with enough appropriate reading materials. What AJP prototype literacy materials have been produced so far? Thirty-four prototype ACCU packages in English have been produced on subjects closely related with daily life in rural areas. A guidebook for the development and production of these materials has also been developed. The format of these materials and their titles are provided in Table 3.4. Table 3.5 shows the materials arranged according to category or functional content.

79

Table 3.4. Available AJP Materials Format Booklet 1. 2. 3. 4. 5. 6. 7. 8. 9. Title Grow Mushrooms The Life of Water Raising Chickens Babys Food Bamboo Handicrafts Use of Gas from Daily Wastes Useful and Simple Knowledge for Everyday Living Co-operative for Better Life Mari and the Festival (Lets Eat Vegetables)

10. More Income by Tree Planting Poster 1. 2. 3. 4. 5. 6. 7. 8. 9. Lets Read Do You Know Numbers? Public Pollution Inside. the Bus Sanitation Everyones Water Tree Planting Home Gardening Charcoal Water Filter The River and Us

10. Lets Safely Use Electricity 11. Lets Make the Home Clean 12. Lets Wipe Out Worms 13. How to Improve the Well System Game 1. 2. 3. 4. 5. 6. 7. Around Asia and the Pacific Sugoroku* Building up a Happy Community Sugoroku Animal Sugoroku A Balanced Diet (rotating pie-graph) Proverb Card Game Nutrition (card game) Good Use of Water (jigsaw puzzle)

* Sugoroku is a game in which players who take the right step will succeed and those who step wrongly will fail.

80

Audio-visual

1. 2. 3. 4.

Water in Everyday Life (slide kit) Lets Form a Co-operative (radio programme) Pit Latrine for a Clean Village (picture story-telling) Lets Make a Co-operative (cassette drama/ radio programme) Guidebook for Development and Production of Materials for NeoLiterates

Guidebook

1.

Table 3.5. Materials Produced Under AJP (1981-1988)

Format Category 1. Health Sanitation Booklet Poster Sanitation Everyones Water Charcoal Water Filter Lets Wipe Out Worms Lets Make the Home clean Babys Food Mari and the Festival (Lets Eat Vegetables) Grow Mush rooms Raising Chickens Bamboo Handicraft More Income by Tree Planting Use of Gas from Daily Wastes Home Gardening Tree Planting Game Good Use of Water (Jigsaw puzzle) Audio-Visual Pit Latrines for a Clean Village (Picture story-telling) Total 7

2. Health Nutrition

A Balanced Diet (rotating pie graph) Nutrition (card game) Lets Plant Tree (stepby-step game)

3. Production

4. Science

Do you know numbers Lets Safely Use Electricity How to Improve the Well System Around Asia and the Pacific (sogoroku) Animals sogoroku Proverb Card Game

5. Culture

6. Social and General

The Life of Water Co- operative for Better Life Useful and Simple Knowledge for Everyday Living

Lets Read The River and Us Public Pollution inside Bus

Building up a Happy Community (Sogoroku)

Water in Everyday Life (slide kit) Lets Make a Co-operative (cassette drama

81

REVIEW ACTIVITY
Compare Table 3.5 with the ATLP curriculum grid (Figure 3.3). Take note of the scope of the training manuals for Levels I, II and III (there are 24 manuals in all). Now, answer the following questions. 1. Can you make use of the AJP materials listed in the table to develop the manuals in the grid?

2. Which manuals can utilize the AJP materials?

3. Which manuals cannot use AJP materials?

4. (a) What can you say about the AJP materials vis-a-vis the curriculum grid? (b) What does this illustrate?

Check your answer: 1. Yes, we can make use of the AJP materials in developing the training manuals in the grid. 2. The manuals that can make use of the AJP materials are as follows: a) Family Life IA.2 IB.1 IB.3 IIB.1 IIB.2 IIIB Extra Money for the Family Work and Income Improved Agriculture Home Gardening Village Co-operatives Entrepreneurship b) Economics and Income

82

REVIEW ACTIVITY (contd.)

c) Health IC.1 IC.2 IIC.1 IIC.2 Food, Water and Nutrition Healthy Family Health Problems Community

d) Civic Consciousness ID.2 ID.3 IID.1 IID.2 IIID Peoples Participation in Development and Cleanliness Our Forests Our Culture All People are Equal My Country

3. There are no AJP materials for: a) Family Life IA.1 IA.3 IIA.1 IIA.2 IIIA Family Members: Their Roles and Responsibilities The Family As a Social Institution Family Needs and Budgeting Family Customs and Traditions Responsible Parenthood

b) Economics and Income IB.2 c) Health IC.3 IIIC Common Diseases Health Services Daily Services

d) Civic Consciousness ID.1 Rights and Duties

4. a) There are 34 kinds (1988) of materials on health, economics and income and civic consciousness but very few on family life. These AJP materials were produced based on local needs in the Asia/Pacific region expressed during regional and national workshops and upon requests from the Member States in the region. There are manual topics in some content areas of the ATLP grid with no AJP materials. These grid cells should be covered in coming workshops. 83

REVIEW ACTIVITY (contd.)

b) The important lesson from this case study is that the ATLP LTC provides a framework for the most efficient and effective utilization of existing resources. Literacy workers do not have to start all over again. An important step in designing manuals for the LTC is to identify all relevant existing resources and to see if, where and how they can be fitted into the curriculum. This step also identifies gaps and overlaps and so ensures that resource development planning is fully cost-effective.

E.

Field Trial

Objective 5: Explain the field trial of a literacy training manual.

The manual that you have revised based on feedback from the peer review should be tried out in actual field situations for further validation and refinement. Chapter Three, Volume 2 discusses the field trial of one exemplar manual. However, you may make your own plans for field trials. Such planning should be done with other members of the training staff and Level C personnel. Feedback is needed from the users of the manual (Level C personnel) as well as from the recipients of instruction from the manual (learners). Hence, the questions you ask should be structured to elicit the needed information from both Level C personnel and learners Observation guides for observers of the actual field trial (including yourself) should also be prepared. Questions should focus on the manual as a teaching/learning material with a view to improving it based on the responses given by the respondents. Sample questions are given in Annexes B, C and D. The field trial venue and participants have to be selected in consultation with Level C personnel. There should be guidelines for these selections. For example, will the venue be in a rural or urban setting? Will it be in a fishing or farming community? For the participants, what should be their literacy level? Will they be adults, out-of-school youth, both? Will they be male or female? What occupation will they have? (Please see Annex E). The Level C personnel who will use the manual in actual teaching situations should be briefed on the expectations of the trial, e.g. that it is the material (manual) under trial and not him/her as a teacher. 84

REVIEW ACTIVITY
1. What is the purpose of a field trial?

2. Who are the respondents in the field trial?

3. What instruments should be used during the field trial?

4. How should the questions be structured?

Check your answer: 1. The purpose of the field trial is to further validate, refine and improve the manual based on user feedback. 2. The respondents are: a) Level C personnel ( users of manual); b) Learners; c) Observers. 3. Instruments to be used during field trial are: a) Questionnaire; b) Interview guide; c) Observation guide; d) Others, as needed. 4. Questions should focus on the implementation of all aspects of the manual in an actual teaching/learning situation.

85

F.

Summary This chapter described the exemplar manuals (Volumes 5 to 8) of the 12-volume

ATLP and explained how to develop literacy training manuals and prepare literacy lessons based on the APPEAL LTC. The principles of instructional design for the development of exemplar manuals were also discussed. Specifically, the systems approach was presented to show how a manual can be organized as a series of sub-systems with the learning sequences arranged in linear chains of INPUT-PROCESS-OUTPUT (IPO) cycles that are linked together. Input is the information presented to a learner for consideration or action; process is some form of interaction between a learner and the content; and output is a demonstration of achievement on the part of the learner by the production of something tangible. In maximizing the use of existing literacy materials, ACCUs AJP prototype materials for neo-litcrates were analyzed vis-a-vis the ATLP curriculum grid. The analysis pointed out the need for closer co-ordination of AJP and ATLP. The lesson learned from this is that all existing, relevant resources should be utilized to the fullest; there is no need to start on-going literacy programmes over from the beginning. The chapter also explained how to prepare specifications for a literacy training manual, thus guiding the reader in developing a literacy training manual based on carefully prepared specifications. A brief discussion on the field trials of a manual was presented with suggested instruments given in the annexes to this volume.

86

Chapter Four

IMPLEMENTATION OF A LITERACY TRAINING PROGRAMME

General Objective: To enhance knowledge and skills in designing and implementing literacy training programmes.

A.

Designing Literacy Training Programmes Objective 1: Explain how to design literacy training programmes.

What are the literacy training programmes to be designed? In connection with the implementation of the national LTC discussed earlier in Section C, Chaptcr Two of this volume, the following training programmes are indicated: 1. Workshop on adaptation of LTC and ATLP; 2. Workshop on materials development based on the national LTC; 3. Training of Level B personnel; 4. Training of Level C personnel. The levels of literacy personnel that will take charge of these training programmes have likewise been identified. This discussion on designing literacy training programmes is applicable to all previously mentioned training programmes. Because this volume is intended for Level B personnel, i.e., for supervisors and trainers within the ATLP systems, all of the training programme categories listed are relevant. Level B personnel need to be trained using this volume as a resource (see Chapter Seven for a suitable training design). Once they are trained, some Level B personnel will become the trainers of trainers and so must organize training for Level C personnel, that is for the actual literacy teachers. This training, however, must be undertaken with the knowledge that the ATLP approach has a built-in training component in the form of detailed Teachers Guides, fail-safe learning strategies and a carefully structured curriculum and assessment procedure, which may minimize the need for training through conventional workshops. 87

Of course, Level C personnel would benefit greatly from workshop-type training. Such training should be implemented to the extent that is possible, given the funding available. Certainly, trained Level B personnel should act as facilitators and as training supervisors, meeting with and helping as many Level C personnel as possible. What are the basic considerations in designing a training programme? The basic considerations are: 1. Cost; 2. Time; 3. Objectives; 4. Content; 5. Staff; 6. Clientele / participants; 7. Environment / setting. Let us discuss each of these considerations briefly. 1. Cost. The cost or budget for a programme is a question of any of the following: a) Is the budget enough to carry out the whole programme? b) Will the budget allow for the use of varied training materials and strategies/methodologies? c) Will the budget allow use of the best venues, facilities and resources? 2. Time. This considers the following questions: a) How much time is available for the training? b) What are the time limitations? c) Is there enough allowance for flexibility? d) What scheduling problems do you foresee? 3. Objectives. What is the trainee expected to do and where is he or she expected to be at the end of the training programme? 4. Content. This encompasses the need areas in terms of knowledge, attitudes, behaviours and skills. a) What do the trainees need to know about APPEAL, LTC, ATLP, a national LTC and andragogy? b) What attitudes, behaviours, and skills should they have to be effective teachers of literacy? c) What are the strategies / methodologies to be used in training? 88

5. Staff. The training staff is composed of officials in the organization: the trainers, consultants, resource persons and support personnel. For the programme designer, several questions have to be considered: a) Who is available to make major decisions? b) Is each staff member qualified to handle training assignments? c) Are there consultants/resource persons available who are authorities in their own right? d) Do the trainers have the needed expertise to handle their assigned content areas? e) Does everybody have a well-defined share of work and responsibility? 6. Clientele. The questions listed below are prerequisites for considering the clientele using the programme. a) What knowledge, attitudes and skills do they bring to the programme? b) What prior literacy training do they have? c) What are their learning capacities, levels of maturity, and reading and speaking abilities? d) What level of education have they already attained? e) To what extent is their socialization within the mores of their community? f) What are their tasks, duties and responsibilities? g) What are their training needs? h) What is the size of the group? It would also be helpful to have a personal profile of the participants: sex, age, marital status and ethnicity, as well as their belief systems and social and political orientations. 7. Environment /setting. This is inclusive of materials, equipment, training venue and the surrounding training climate. Is there adequate availability of: a) Materials and equipment: sound system, chalkboard/bulletin board and paraphernalia, audio-visual equipment (projector, camera and video tape); b) Training venue: rooms, chairs and tables, garden/greenery, dormitory, ventilation and lighting availability; c) Surrounding climate: the following questions concern other important conditions necessary for training: i) Is the area free of noise, air, land and water pollution? ii) Is language in the area not a barrier to three-way communication? iii) Are communication (telephone/telegraph) lines open for use anytime? iv) Is there good service from the staff, i.e., is the staff courteous and open to suggestions?

89

REVIEW ACTIVITY
1. Which of the following are basic considerations when designing training programmes? Circle the appropriate letter(s). a) Cost and time b) Objective and content c) Staff and clientele d) Environment e) All of the above. 2. Is the following statement true or false? Studying the different factors in designing a training programme has shown that programme design is a process that calls for analysis and decision- making. Check your answers: 1. e) 2. True. A model for designing training programmes The task of designing training programmes can be facilitated by the use of a model. Please study Figure 4.1 carefully. Establish Training Needs

Conduct Training Evaluation and Feedback Obtain Resources

Set Objecttives

Build Curriculm

Select Methodologies Figure 4.1. A Model for Designing Training Programmes*

* Adapted from Leonard Nadler. Designing training programmes, the Critical Events model. Reading, Massachussetts, 1982

90

REVIEW ACTIVITY
1. Please interpret Figure 4.1 by listing the components of training consecutively from first step to last. a) b) c) d) e) f) g) 2. Explain the position of evaluation and feedback as the centre box.

Check your answers: 1. a) Establish training needs; b) Set objectives; c) Build curriculum; d) Select methodologies; e) Obtain resources; f) Conduct training; g) Evaluation and feedback. 2. Evaluation and feedback are built-in to all the other components. This is why they are found in the centre box with two-way arrows to the other boxes.

91

B.

Organizing a Training Programme for Level C Personnel

Objective 2: Design a training programme for Level C literacy personnel.

Who are Level C literacy personnel? They are instructors and trainers (teachers) who teach literacy directly to the clientele /learners. How to design a training programme for Level C personnel 1. Establish training needs a) What should Level C personnel know about LTC and ATLP? Andragogy? What do they already know? b) What competencies should they have in teaching literacy? What competencies do they have now?

Actual knowledge If: and competencies

Expected knowledge and competencies

Then:

There is no gap. There is no identified need.

If:

Actual knowledge and competencies

Expected knowledge and competencies

There is a gap. Then: There is an identified need.

If there are discrepancies or gaps, then training is indicated.

92

2. Set objectives. These are statements of what is to be accomplished by the training programme, which arise from the training needs identified. They are of two categories: general and specific. A general objective relates to an identified need and describes the general area of training. It usually starts with words like to learn, to understand, to be able to appreciate,etc. Study the following example: Need/Problem Level C personnel are expected to teach basic literacy (reading, writing, numeracy) to adult learners, but they feel that their knowledge of the LTC and ATLP and their skills for teaching adults are inadequate.

General Objective To enhance the competencies of Level C personnel in teaching basic literacy to adult learners based on the LTC and ATLP

REVIEW ACTIVITY
Try stating the general objective for each of the following needs: 1. Trainers realize that how adults learn should be emphasized in their training programme, but they are not certain on how to do it. General objective:

2. Trainers feel that they should develop literacy training manuals for learners, but they do not know how to go about it. General objective:

93

REVIEW ACTIVITY (contd.)

Check your answers: Your answers may be similar to the ones below: 1. To gain knowledge of the psychology of adult learners and how to apply this in teaching/learning situations. 2. To gain knowledge of and skills in the development of literacy training manuals for learners.

A specific objective is a statement about a desired behaviour that results from a learning activity. It tells what the trainee will be able to do at the end of training that he or she was not able to do before the training. It differs from the general objective by being very precise in describing the desired outcome of a learning activity or series of activities. Its focus is on a particular, previously identified need, knowledge, skill or attitude. Behavioural objectives must be observable and measurable.

REVIEW ACTIVITY
Check any of the following specific objectives that meet the criteria of being observable and measurable. [ ] 1. At the end of the session, the trainee should be able to add five-digit numbers in one minute. [ ] 2. After the session, the trainee should be able to recognize numbers. [ ] 3. After the lesson, the trainee should be able to correctly read aloud eight sentences out of ten that have been written on the board by the teacher. [ ] 4. At the end of the lesson, the trainee should be able to understand how to add numbers. [ ] 5. After completing the session, the trainee should be able to explain a familys monthly income and expenses. Check your answers: You should check numbers 1, 3 and 5. 94

3. Choose a design process. After the training objectives have been set, the next step is to plan how to achieve these objectives. This developmental phase of the process brings content and methodologies together in a systematic, organized design. In Figure 4.1, these are addressed as build curriculum and select methodologies. Decisions on the content to be included and how it is sequenced as well as the methodologies to be applied are influenced by learning theories Assumptions about the learners and how they learn are pivotal in designing learning experiences. The humanistic approach professes that trainees learn best when they are involed in the learning process. In andragogy, the trainee and the facilitator both assume responsibility for learning. The approach underscores participatory and discovery processes, which influence the designer in the selection of learning activities that are consistent with the nature of the trainees. Therefore, in designing learning experiences for Level C personnel, these processes should be taken into consideration. 4. Select Content/Subject Matter. Study Figure 4.2 on grading subject matter.

Nice To Know

#3

Nice To Kno w

#3

#3

Nice To w Kno

Shou Kno ld w

#2

#2

uld Shoow Kn

Mus Kno t w

#1

Figure 4.2. Grading Subject Matter

95

Considering the time limitations on the conduct of training programmes, priority numbers 1, 2 or 3 are assigned to content and subject matter as in Figure 4.2. For content, we have the national LTC, which was explained in Chapter Two of this volume. Chapters One and Three explain inputs to content/subject matter for the literacy training programme for Level C. You may need to prioritize the topics to be included in your national LTC and arrange them in the sequence that would best meet the needs of your countrys Level C personnel. The next step is to formulate training activities that will respond to the objectives that have been set. These are learning situations that will enable Level C personnel to interact with appropriate subject matter in accordance with the principles of learning. This is the instructional phase. To help Level C personnel understand a concept or practical application: a) Review key points; b) Encourage understanding using examples; c) Restate new ideas using familiar words; To help Level C personnel as they do something new: a) Arrange for practice/use of the new skill; b) Furnish positive and negative models; c) Provide for feedback as reinforcement; To help Level C personnel change their values: a) Clarify old and new values; b) Arrange opportunities to experiment; c) Provide reinforcing linkages for changes over time. 5. Select Methodologies. Training methodologies deal with the processes, techniques or approaches that a trainer employs in teaching and developing learners knowledge, skills and attitudes. The methods must be congruent with the learning domains contained in the established objectives. As an example, Table 4.1 defines a few domains and the suggested methods of attaining the required knowledge, skills or attitudes. With the content determined, methodologies selected and sequencing arranged, the next step is to convert the material into a learning design or plan. Lesson plans may vary in format, but the essential elements are: a) b) c) d) e) Behavioural objectives; Concepts; Training activities, indicating that of the trainee and facilitator; Methodologies; Time. 96

Table 4.1. Selecting Training Methodologies Domain Knowledge Generalizations about experience and internalization of information Programmed instructions, lecture, leclurette, lecture/forum, films, slide shows, reading, drama, discussion, panel Insight and understanding (application of information to experience) Problem-solving, discussion, feedback, devices, laboratory experimentation, trips Skills The incorporation of new ways of performing through practice Demonstration, skills practice, laboratory, games, simulation, drills, practicum, role play Attitudes Incorporation of new feelings by experiencing greater success Role play, role reversal, case method, counselling-consultation, laboratory method, permissive discussion, mirroring, in-basket Suggested Method

Other essential information includes the physical environment, facilitators, trainees and training aids. 6. Obtain Resources. Resources are defined in terms of personnel, money and materials. They must be available before the training can be implemented. As mentioned earlier, in preparing training materials it is important to analyze what resources are currently available. 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 these resources. 7. Conducting Training. What training approaches should be used? Any one of the following work well: 97

a) Individual self-directed study and use of the ATLP manuals in actual teaching by Level C personnel (no Level B involved); 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 centres throughout the country; e) Combinations of the above. 8. Evaluation and Feedback. From Figure 4.1, it can be seen that evaluation and feedback are built-in to all other components from the planning stages to completion of the training. The inclusion of feedback, which is really a part of the programme evaluation, is simply to stress that evaluation results are communicated and thus serve as a basis for decisions. It signifies that there is open communication between the designer and other persons involved in the training efforts. Details of such an evaluation will be discussed in Chapter Six.

REVIEW ACTIVITY
Select the correct answer (circle the letter): 1. After the training objectives have been set, which step follows? a) Establish training needs; b) Build curriculum; c) Select methodologies; d) Conduct training. 2. Decisions on the content to be included and how it is sequenced as well as the methodologies to be applied are influenced by: a) Learning experience; b) Learning outcomes; c) Learning methods; d) Learning theories;. 3. To which learning domain is lecture-discussion best suited? a) Knowledge; 98

REVIEW ACTIVITY (contd.)

b) Attitude; c) Skills; 4. To which learning domain is demonstration best suited? a) Knowledge; b) Attitude; c) Skills. 5. List the essential elements of a training lesson plan. a) b) c) d) e) Check your answer: 1. 2. 3. 4. 5. b c a c a) b) c) d) e)

Behavioural objectives Concepts Training activities (for trainee and facilitator) Methodologies Time.

Designing a training programme for Level C literacy personnel Decisions on what training approach to use will depend on the cost or budget, staff and time available for the programme. The following alternatives are suggested: 1. Individual self-directed study and use of ATLP manuals in actual literacy teaching by Level C personnel (no Level B supervisors directly involved); 2. Use of ATLP manuals in literacy teaching by Level C personnel with the help of visiting supervisory Level B personnel;

99

3. Individual study followed by group discussion after using one or two manuals, facilitated either by one leader of the group acting as manager or led by a visiting Level B supervisor; 4. Withdrawal workshops of short duration for groups of Level C personnel conducted by Level B personnel in literacy training centres throughout the country. Preferably the workshops should be residential or live-in to ensure maximum results; 5. Combinations of the above.

REVIEW ACTIVITY
Prepare a five or ten-day training programme for Level C personnel. Check your answer: Please refer to Annex F. Consult your facilitator to find out if you are on the right track.

C.

Summary This chapter explained the basic considerations in designing a training programme.

They are cost, time, content, staff, clientele/participants and environment/setting. The steps in designing training programmes were presented in the form of a model (Figure 4.1) for better clarity and were briefly discussed. The steps are: establish training needs, set objectives, build a curriculum, select methodologies, obtain resources, and conduct training. Evaluation and feedback are built-in to all the steps. An example of a ten-day residential/live-in workshop for Level C personnel is furnished as Annex F to this volume.

100

Chapter Five ESTABLISHING LINKAGES

General objective: To enhance the capabilities of literacy training personnel in establishing linkages within their agencies and with other allied agencies/organizations.

A.

Linkages and Networking Objective 1: Explain linkages and the networking of literacy training programmes.

What are linkages? For ATLP materials, a linkage is any point of meaningful contact within and between agencies and organizations regarding literacy training programmes. There are many levels and kinds of linkages. Some may be of an organizational nature, such as shared personnel, facilities and administrative structures for training. Linkages can be made through the sponsorship of one mode of education by another, either formal or non-formal. This could include the sharing of concepts that have developed within each mode (for example, non-formal training may use pedagogical methods associated with formal schools). Linkages may be planned or unplanned. They may occur as a result of efforts to co-ordinate literacy programmes at the local or national level or may develop spontaneously, because a particular training programme needs the resources of other training programmes. What is networking? The dictionary definition of networking is the exchange of information or services among individuals, groups or institutions. For ATLP purposes, networking is defined as the linking of groups, organizations and institutions for a common purpose. This purpose may be building institutions or strengthening group, organizational and institutional capabilities for literacy training.

101

What is a network? A network is an arrangement or administrative structure that links a group of individuals or organizations, which have agreed to work together and/or share resources (Unesco, PROAP, 1985). An example of a network is the APPEAL national training network shown in Figure 5.1.

National Training Institution (Literacy and NFE)

Formal Teacher Training Institutions (UPE)

National Co-ordination Committee

NGO Institutions

Professional Institutions: Health Agriculture, Co-operatives etc.(CED)

Figure 5.1. APPEAL National Training Network Figure 5.1 shows a national co-ordination committee that is the centre of the network linking other institutions. This committee would be composed of the heads or representatives of nonformal education, formal education and development agencies and NGOs. The committee would identify institutions that could be linked into the network and would find ways of pooling all national resources for mutual benefit. A focal point or co-ordinating body is always the core of a network.

102

REVIEW ACTIVITY
1. Give some examples of linkages in literacy training programmes.

2. What is networking?

3. What is the core of a network. Give examples.

Check your answers: 1. Some examples of linkages in literacy training programmes are shared personnel, materials, facilities and administrative structure. 2. Networking is the linking of groups, organizations and institutions for a common purpose. It is the exchange of information or services among them. 3. A co-ordinating body or focal point is the core of a network. This could be a national co-ordinating committee, a national council or task force, or a national commission or body.

B.

National Training Network Objective 2: Discuss the national training network and describe the advantages of net-working. APPEAL has established a network of institutions, organizations and agencies, which are

concerned with the training of personnel for APPEALs three components, that is, universalization of primary education (UPE), eradication of illiteracy (EOI), and continuing education for development (CED).

103

What are the aims of a training network in the context of APPEAL? Networking at the national level as it applies to the training of literacy personnel within the overall framework of the training network for APPEAL has several goals: 1. Mutual sharing of physical, human and technical resources among those training institutions working for human resource development; 2. Exchanges of innovative ideas and experiments among institutions involved in training; 3. Co-ordination of the activities of various training institutions; 4. Sponsorship of joint research on training 5. Better utilization of the capabilities of existing training institutions; 6. Expansion and modernization of existing training institutions; 7. Establishment of more training institutions with updated technology and personnel for formal and non-formal areas; 8. Encouragement of mass participation in building an appropriate training programme. What are the steps in building a national training network? To establish a national training network systematically, four action areas are needed: 1. Preparation; 2. Planning and development; 3. Operation; 4. Assessment and follow-up. Each action area involves a number of steps, which are defined in Figure 5.2.

104

Preparation

Planning and Development

Operation

Assessment and Follow-up

Step 1
Study general concepts of networking

Step 1
Formulate a common goal, expected outcomes, aims and objectives

Step 1 Organize a meeting among institutions

Step 1 Determine the accomplishment of the objectives

Step 2 Etplore existing networks

Step 2 Develop tentative plans of action

Step 2 Review developed plans

Step 2 Modify goals and objectives according to evaluation results

Step 3 Analyze the present situation

- Model(s) of network (levels, linkages) - Process of operation - Co-ordinators role

Step 3 Design a long-range plan

Step 3 Develop alternative plans

Step 4 Determine a network co-ordinator or lead institution

Step 4 Assign specific tasks to each institution

Step 4 Make frequent progress reports and undertake continuous follow-up

Step 3 Give the network a name

Step 5 Carry out activities Step 6 Assess the congruity and effectiveness of the processes

In many countries UPE has its own network. Therefore, institution-building and networking here will concentrate only on EOI and CED

The goals, aims and objectives of the network have to be adapted in the con-text of the training network for APPEAL Within the framework, develop tentative plans of action.

Adopt an operational strategy that could help enhance participation of those concerned in planning and implementing the network.

Give feedback to the networking process about the effectiveness of the national training network.

Figure 5.2. Steps in Building a National Training Network 105

What are the resources of a network? The resources of any training institution include its physical facilities, physical infrastructure, trained personnel, technology, expertise, research facilities, training materials, study reports, etc. All these can be shared easily among the institutions within the network. To make effective use of such resources, the following actions may be taken: 1. Make an inventory of the existing resources of all institutions within the network; 2. Maximize the use of existing resources; 3. Locate and eliminate wasteful expenditures throughout the network; 4. Raise funds through voluntary efforts at local and national levels. For a national training network, the resource aspects are especially important because most institutions involved in literacy activities usually have a wide range of relevant training materials. Some of these materials may have been provided by international agencies, others by the government and still others by national, regional and local voluntary and other non-government institutions. As has been stressed frequently in other chapters of this volume, the production of this vast bank of materials has tended to be ad hoc and unsystematic. Therefore, a first step in establishing the national training network would be to identify, analyze, categorize and rationalize these important resources (see Chapter Three, Section D). What are the advantages of networking? By and large, the technical support services for implementing a national training network and for including monitoring, evaluation and research may be obtained through the networking process. At the operational level, the administrative set-up for the network may function in collaboration with the existing UPE organization, with professional institutions for CED and with NGOs. While these linkages may vary from country to country, they generally include: 1. Use of the services of experts in developing the LTC and use of manuals, trainers, evaluators and researchers to provide resource support for implementation of APPEAL; 2. Joint supervision and management of the national training network implementation; 3. Use of the services of local school teachers and NGO Level C volunteers to conduct literacy and adult education classes; 4. Utilization of school buildings, local infrastructures and other physical facilities to provide Level C training programmes and conduct literacy and adult education classes; 106

5. Co-operative programmes for the promotion of APPEAL; 6. Development of planning mechanisms to make training more meaningful and to develop national training programmes in a more systematic way; 7. Exchanges of innovative ideas and experiments within the national training network. While some of the linkages may be considered in the network planning stage, the actua1, practical, collaborative arrangements within the network should take shape at the grassroots level as the programme develops. Table 5.1 shows how networking benefits Level B personnel directly in all the major task areas. Table 5.1. How Networking Benefits Level B Personnel

Major Level B Task Areas

Example of type of information needed to perform these tasks

How networking can help in obtaining the information

1. Designing a national training programme

Summary of reports on training policy based on needs assessment

Obtain information from other literacy training centres

2. Development of training curriculum and training materials

Review of locally produced literacy training materials

Obtain lists from other centres and from the libraries of local NGOs/institutions

A range of expertise to write literacy training manuals 3. Implementation of training programme Different levels of expertise and experience to organize training workshops for Level C personnel 4. Monitoring. evaluation and research A survey instrument suitable for collecting evaluative data

Establish central writing teams drawn from several institutions and conduct writing workshops Establish training workshops staffed by task forces composed of personnel from various institutions within the network Request that this be prepared by the nearest formal teacher training institution within the network in close consultation with Level B personnel

107

How to evaluate the national training network Various techniques and methods of evaluation can be applied to assess the functioning of the network. Frequent meetings, seminars and consultations can be held to review the efficiency and effectiveness of the network in each country. Also, some of the more formal methods of monitoring and evaluation that are discussed in Chapter Six may be appropriate. The evaluation of the national training network should concentrate on helping to strengthen the network linkages and make its co-operative aspects more effective and efficient.

REVIEW ACTIVITY
1. Is there a national literacy training network in your country?

If YES, describe it using a diagram.

If NO, do you think there should be one? Why?

2. If you propose a literacy training network for your local situation, what agencies should be involved?

3. Why should these agencies be involved?

108

REVIEW ACTIVITY (contd.)

4. What are the resources of a training network that can be easily shared?

5. What are some of the aims of a training network in the context of APPEAL?

6. a) What are the action areas of networking? (b) Are they the same in your country?

7. How can a national literacy training network be evaluated?

8. Is networking advantageous? Why?

Check your answer: 1. If yes, your diagram should show the various agencies and organizations that are involved in literacy training at your level (local or national) and their linkages. Your diagram should be similar to the one that follows.
National/ Local Agency/ies

Schools (Public and Private)

National/ Local Co-ordinating Committee

NGOs

Professional Organizations

109

REVIEW ACTIVITY (contd.)

If no, this is your personal opinion. Your answer to WHY is important. However, there is no incorrect answer. 2. You should mention the allied agencies involved in litcracy or agencies that have goals and objectives in common with your agency. 3. You could mention that the agencics could share their literacy training resources with your agency. 4. The resources of a training network that can easily be shared are: a) b) c) d) e) f) g) Physical facilities; Trained personnel; Technology; Expertise; Training materials; Research facilities; Study reports.

5. Some of the aims are: a) b) c) d) e) f) Mutual sharing of resources; Exchange of innovative ideas and experiments: Co-ordination of activities; Sponsorship of joint research on training: Better utilization of the capabilities of existing training institutions; Expansion and modernization of existing training institutions.

6. a) The action areas of networking are: i) ii) iii) iv) Preparation; Planning and development; Operation; Assessment and follow-up.

b) This is your opinion. 7. Frequent meetings, seminars and consultations can be held to review the efficiency and effectiveness of the network. 8. Networking is advantageous because it can make existing resources within the network available to network members, thus maximizing their use and achieving the best results. 110

C.

Networking at the Regional Level

Objective 3: Explain the regional training network for APPEAL in relation to your countrys national training network.

We have discussed networking at the national level, which could filter down to the local level. In this section, let us discuss networking at the regional level. The objectives of the regional training network Unesco has established a training network for APPEAL at the regional level. The objectives of the network are to: 1. Exchange ideas and experiences on the training of personnel; 2. Jointly plan and implement research and development programmes for improving training; 3. Share material and physical facilities among the Member States in organizing training programmes; 4. Utilize the training expertise available in the Member States for regional and national training programmes. What is the structure of the network at the regional level? At the regional level, there is a Regional Committee for the Training Network for APPEAL, which is composed of representatives from those national institutes that are linked with the training network for APPEAL (refer to Figure 5.3). What are the functions of the network? The Regional Committee will hold periodic consultations and will prepare the plans for regional training programmes. The action areas for training development are: research on training methods, training materials development and conducting training courses. Regional training activities will be implemented through the national institutes. The Regional Committee may assign regional tasks to the different national institutes in turn. For example, the Regional Committee may assign a research task to the national institute in country A; a material and development task to the national institute in country B; and the training organization task to country C. The following year, all of these regional tasks may be reassigned to the national institutes in other countries. This will help to distribute facilities and resources among the Member States and develop the national institutions. Expertise for the rcgional activities may be utilized by drawing from any country . 111

National Training Institute (Literacy and NFE)

Formal Teacher Training Institution

Professional Institution (Health, Agriculture, Co-operation)

NGO

National Co-ordination Committee

National Training Institute (Literacy and NFE)

Formal Teacher Training Institution National Co-ordination Committee Regional Committee for Training Network for APPEAL National Co-ordination Committee

National Training Institute (Literacy and NFE)

Formal Teacher Training Institution

Professional Institution (Health, Agriculture, Co-operation)

NGO

Professional Institution (Health, Agriculture, Co-operation)

NGO

National Co-ordination Committee

National Training Institute (Literacy and NFE)

Formal Teacher Training Institution

Professional Institution (Health, Agriculture, Co-operation)

NGO

Figure 53. Diagram of the Training Network for APPEAL The Unesco Principal Regional Office in Bangkok will work as a secretariat and facilitator for the APPEAL training network. Unesco has sent official letters to the Member States requesting them to nominate an institute as a national focal point for the network and to link it to the APPEAL training network. The first meeting of the Regional Committee of the Training Network for APPEAL will formulate its rules and procedures. What are the linkages with national institutes? Each country will nominate one national institute as a focal point, which will be linked with the Training Network for APPEAL. This institute will also function as the lead institute of the national training network. The national institute may be given any name the country wishes. It may be named the National Institute for APPEAL if a country so desires. 112

The National Co-ordination Committee for APPEAL will be the national co-ordinating body for the national training network. What are the resources of the network? The regional network will attempt to mobilize and utilize all of the personnel, materials and physical facilities that are available for training in the countries of Asia and the Pacific region. It will also seek external resources to strengthen training capabilities in the region. Unesco will fully support the regional and national training networks and will help to solicit external resources from different international agencies, like UNDP and UNICEF, for the national training programmes. Who will evaluate? The National Co-ordination Committee will evaluate the effectiveness and efficiency of the national training networks, while the Regional Committee for Training Networks will evaluate the performance and outcome of the Training Network for APPEAL.

REVIEW ACTIVITY
Show how the APPEAL regional network may facilitate the work of a countrys national literacy training programme. Do this by listing some specific aspects of the national programme and how the regional network could help, Aspects of a countrys national programme Assistance from the APPEAL regional network

Check your answers: Aspects of a countrys national programme Organizing training programmes Research on training methods Training materials development Conducting training courses 113 Assistance from the APPEAL regional network Materials, physical/facilities Technical and/or financial Technical and/or financial Technical and/or financial

D.

Establishing Linkages Objective 4: Explain the linkages within the national literacy programme and with the APPEAL regional literacy network. The relationship between the essential elements of the literacy network in the context of

APPEAL is illustrated in Figure 5.4.

APPEAL - Global Literacy Network

CED

EOI Level A Management Manual ( Policy - makers )

Feedback on Policy Policy Decisions

UPE

EOI Level B Training Manual ( Supervisors and Trainers of Trainers )

Feedback on Implementation Implementation Procedures

EOI Level C Training Guides ( Teachers/Trainers )

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Key :

EOI = Eradication of Illiteracy UPE = Universal Primary Education CED = Continuing Education for Development

Figure 5.4. APPEAL Global Literacy Network Figure 5.4 shows the linkages within a national literacy programme as well as its link with the APPEAL Global Literacy Network. The three components of APPEAL, that is, UPE, EOI and CED are shown to have established linkages at the three levels (Levels A, Band C) of literacy personnel. Shown likewise are the linkages among the three levels.

114

The figure also places the ATLP in the linkage, i.e., for Level A personnel, the management manual (Volume 3); for Level B, the training manual (Volume 4); for Level C, the training guides (24 manuals for learners and their teachers). The figure shows the linkages that should be established within a national literacy training programme as well as with the regional APPEAL network. It also suggests the importance of establishing strong linkages between the national literacy training programme and the APPEAL network. The importance of linking with CED and UPE is also indicated. For a literacy training programme aimed at EOI, CED and UPE can assist the programme by providingshared physical facilities, equipment, materials, funding and consultant/resource personnel services. Established linkages would provide valuable support for the literacy training programme of any country. Being a member of the national and APPEAL regional literacy training network would ensure access to existing resources within the regional network. It has to be stated here that linkages are already being made by the countries in the region. Agencies and organizations with which the programmes can link have already been identified. Some countries have directories of agencies/organizations that are involved in literacy training programmes. These directories can provide information about useful agencies. For most nations, establishing a literacy training network is just a matter of strengthening these linkages, wherein several organizations formally agree to work together and/or to share resources for a common purpose which, in this instance, is the literacy training programme.

REVIEW ACTIVITY
1. What linkages are shown in the context of APPEAL?

2. How is the ATLP situated in the linkage?

3. What is the importance of linking with CED and UPE?

115

REVIEW ACTIVITY (contd.)

4. Has your programme established linkages with the APPEAL regional literacy network? If YES, please mention linkage.

If NO, why not?

Check your answers: 1. Linkages between EOI, CED and UPE. 2. The volumes of the ATLP for each level of literacy personnel were indicated. 3. To make use of existing CED and UPE resources for the national literacy programme. 4. Yes or No. If YES, you can mention whether the linkage is financial, technical, expertise, etc. If NO, it could be because your programme was not aware of the existence of the network and how to link with it. Perhaps this chapter has helped.

E.

Summary This chapter described linkages and networking for literacy training programmes. The steps

in building a national training network were discussed. Under-scored were the resources of a network, which could be tapped to maximize the use of existing resources for national and/or local literacy training programmes. The national training network in the context of APPEAL was presented to situate the national literacy training programme in the network. The Training Network for APPEAL was also discussed to give a macro-perspective of networking for literacy training on the regional level. 116

Chapter Six

MONITORING, EVALUATION, FOLLOW - UP AND ASSESSMENT

General objective: To enhance knowledge and skills in monitoring, evaluation, follow-up and assessment of literacy training programmes. A. Monitoring

Objective 1: Explain the monitoring of literacy training programmes.

What is monitoring? Monitoring involves the assessment on a routine basis of the flow of planned programme inputs, the execution of scheduled activities and progress in the achievement of programme outputs without making value judgements. The data derived from such monitoring processes form part of the basis for evaluation. The major purpose of monitoring is to provide feedback about aspects of programme implementation, it is concerned with the quantitative dimension of programme effectiveness, that is, whether a programme has achieved its quantitative outputs. Monitoring and evaluation are complementary processes. While each one has a distinct emphasis, together they strive for the same goal; to improve the training programme. Who monitors the programme? The three levels (Levels A, B and C) of literacy personnel monitor the literacy training programme at their particular level of implementation. Level A monitors the overall implementation of the national literacy training programme. Level B monitors the implementation of provincial/districtlevel literacy training programmes including follow-up activities after training. Level C monitors the literacy training for learners, including learner activities after training. How is monitoring accomplished? A monitoring guide is necessary to make monitoring systematic. Here, we are interested in whether or not the programme or part of the programme is on schedule and is producing the targeted outputs. 117

Monitoring can be done through field visits, observation of on-going activities, interviews and reading reports from the field.

REVIEW ACTIVITY
1. Give one difference between monitoring and evaluation.

2. Who monitors the implementation of the literacy training programme?

3. Give at least three ways of monitoring a training programme.

Check your answer: 1. Monitoring does not provide a value judgement. It assesses the flow of the programme as planned and scheduled. 2. Levels A, B and C literacy personnel monitor the implementation of the literacy training programme. 3. Monitoring can be done through field visits, observation of on-going activities, interviews and reading reports from the Field.

118

B.

Evaluation and Follow-up of the Literacy Training Programme

Objective 2: Explain the why, what and how of evaluating a literacy training programme: Why evaluate training? Training should be evaluated to: 1. Determine the extent to which the objectives of training have been achieved, for example, gain in knowledge, development of skills, and modification of values; 2. Improve the planning and implementation of the training programme including the evaluation process. What are the stages of training evaluation? A training evaluation may be divided into three stages: 1. Pre-training or context evaluation; 2. In-training or process evaluation, also called formative evaluation; 3. Post-training or product evaluation, also called summative evaluation. How is training evaluated? 1. Pre-training 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 be and what is. A pre-training evaluation is the basis for selecting the relevant objectives of training. It also helps in designing training programmes including training strategies, learning activities and the management system. 2. In-training evaluation a) b) c) d) Give short tests to trainees; Have informal talks with trainees; Observe trainee behaviour; 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. 119

3.

Post-training evaluation a) Give comprehensive tests; b) Conduct demonstration lessons; c) Listen to comments of observers and specialists; d) Gather the impressions of trainers and trainees. This evaluation is done to find out the extent to which training objectives have been

achieved and the original training scheme implemented, so that decisions can be made regarding whether the training programme or any of its parts should be revised, continued or terminated. Follow-up activities Evaluation should continue after completion of the training programme using such things as follow-up activities, which would be more meaningful and interesting if the trainees and trainers plan and work them out before the training programme is over. The trainee has the knowledge of his/her role before and after the training, while the trainers have the experience and expertise needed in follow-up strategies. Some examples of follow-up activities are: 1. Keeping two-way communications open (for example, properly acknowledge reports from the trainees); 2. Investigating the trainees performance on-the-job; 3. Visiting the trainees on-the-job; 4. Conducting refresher courses. What to evaluate or the scope of the training evaluation Evaluation of the process of designing training programmes encompasses all the steps/ components in the activity and revolve on such questions as: A. Establishing training needs 1. What are the identified needs/problems? Is there agreement on established needs from the standpoint of the organization, the job/task and the learners? 2. How do the needs/problems affect the organization and job performance? Is training the appropriate solution to the problems? Will those needing training be allowed to attend training programmes? 120

3.

B. Settine of objectives 1. Are the objectives developed in terms of desired outcome? 2. Do the objectives focus on the learner and not the facilitator? 3. Are the objectives well-stated? C. Building curriculum 1. Is the content appropriate for the objectives that have been set? 2. Does the content correspond to the needs of the trainees? 3. Is there application of learning theories/principles in the sequencing of training events? D. Selecting methodologies 1. To what extent do selected methodologies respond to the needs as defined in the objectives? 2. Do the methods consider factors such as content, facilities, cost and time? 3. Will facilitators and trainees be comfortable with the methods chosen? E. Obtaining resources 1. Is there logistical support for the training programme? 2. Is there provision for flexibility of training activities should resources not be available, such as audio-visual equipment (projectors, etc.) and resource persons? F. Conducting training 1. Are there indications that the objectives of the training programme were met? 2. Are there areas for improvement/modification should the training programme be conducted again? The above questions comprise the range of concerns when evaluating literacy training programmes. Getting the answers to the questions leads to refinement of training designs. The true value of any evaluation lies in what is done with its findings. (Reproduced from the Module on Designing Training Programmes in Population Education, Population Education Programme, Ministry of Education, Culture and Sports. Philippines, 1986). 121

Who will evaluate the training? The literacy training programme can be evaluated by any or a combination of the following approaches: 1. Self-evaluation by those participating in the programme; 2. Regular monitoring and evaluation of the programme by the programming agency itself; 3. Evaluation by an outside evaluator, within given terms of reference; 4. Follow-up studies of those who have participated in the programme. It is suggested that the process evaluation be carried out by literacy personnel, who should include staff members from all levels, and the impact evaluation be done by outside evaluators.

REVIEW ACTIVITY
1. Give two reasons why a training programme should he evaluated.

2. What aspects of a training programme should be evaluated?

3. Why is a pre-training evaluation necessary?

4. Give at last four ways of conducting an in-training evaluation.

5. Who should evaluate the process of training?

122

REVIEW ACTIVITY (contd.)

6. Should evaluation continue even after the training programme finishes? Why?

Check your answers: 1. To determine the extent to which training objectives have been achieved and to improve the training programme. 2. All aspects of the training programme should be evaluated. 3. A pre-training evaluation is necessary because it provides the basis for the selection of relevant objectives, including content strategies, learning activities and the management system. 4. a) Short tests; b) Informed talks with trainees; c) Observation of trainees: d) Steering committee meetings. 5. The literacy training staff at all levels should evaluate the process of training. 6. This is your personal opinion but you should say YES, because trainees performance after the training is a measure of the impact of the training they have undergone.

Evaluation instruments Now that you understand the evaluation of a literacy training programme, it would be useful to know what instruments to use in a programme evaluation. 1. What is an evaluation instrument? An evaluation instrument is a tool for gathering data about the process or impact of training. It elicits information in writing (for example,questionnaires, checklists or tests), orally (interviews) or indirectly (observation or organizational records and documents).

123

2. What are the characteristics of a good evaluation instrument? Validity, which refers to the truth of the instrument or the accuracy with which it measures the knowledge, attitudes or skills it claims to measure. Reliability, which refers to the stability of the instrument or the consistency with which it measures whatever it does measure. 3. What are the steps in instrument development? a) Decide what information will be sought. Does it concern knowledge, skills, attitudes, job performance? b) Select the appropriate instruments to gather the information. Will it be interviews, questionnaires, tests, expert opinions, observation, informal feedback, organizational documents? c) Design the instrument around the training performance indicators. Achievement of training goals Question No. 1 Question No. 2 Question No. 3 Question No. 4 Question No. 5 Question No. 6 Question No. 7 Question No. 8 Question No. 9 Question No. 10 Question No. 11 Question No. 12

Value of each training unit Content and delivery of training Value of specific training component

Quality of overall training programme

d) Decide on a form of response: i) Dichotomous: Did you like the training programme? [ ] Yes [ ] No

ii) Multiple choice: What is the first step in the development of an instrument? (a) Decide on a form of response; (b) Edit the instrument; (c) Pre-test the instrument; (d) None of the above. iii) Scale: How would you rate the overall quality of this training? Excellent Good Average Fair Poor 5 4 3 2 1 iv) Essay: How would you rate the overall quality of this training? 124

e) Edit the instrument i) Check the content: - Are all the questions needed? - Is the content relevant to performance indicators? - Are the respondents knowledgeable? - Is the form of response objective? - Is the general appearance of the instrument conducive to the evaluation? ii) Check the wording: - Are the instructions and questions clear? - Are the questions asked fair? f) Pre-test the instrument: Use a representative sample and comparable conditions to those found in the field. Solicit feedback and revise as necessary. Table 6.1. Recommended Instruments for Evaluating Various Aspects of the Training Process and the Impact Instrument Training process Interviews Questionnaires Tests Expert opinion Observation Informal feedback Organizational documents X (X) X X X X X X X X X X X X (X) X X Training impact Knowledge Skill Attitude X (X) Job performance X X

X = Adequate coverage (X) = Excellent coverage From Table 6.1, we can see that observation gives excellent coverage in evaluating the training process. To assess training impact, tests give excellent coverage for measuring knowledge gained, questionnaires are best for measuring attitudes developed, expert opinion measures skills and observation is most suitable for determining job performance. 125

REVIEW ACTIVITY
1. What instrument will you use if you want to get information about the training process in writing?

2. What instruments are used to indirectly gather data about the training process?

3. What are the characteristics of a good evaluation instrument?

4. What are the first and last steps in instrument development?

5. Which instrument gives excellent coverage in measuring the impact of training on job performance?

Check your answer: 1. To get information about the training process in writing use a questionnaire and/ or checklist. 2. To collect data indirectly, use observation and/or analysis of the organizational record/documents. 3. A good evaluation instrument has validity and reliability. 4. The first step in instrument development is to decide what information will be sought. The last step is to pre-test the instrument and revise it based on pretest results. 5. Observation is the best instrument to measure the impact of training on job performance.

126

A model for the monitoring and evaluation of a national literacy training programme Study Figure 6.1. The figure shows that the starting point for monitoring is the implementation of the programme (I-P-O), while evaluation begins with the planning stage and continues throughout the different aspects of the programme including the evaluation of its impact on the participants/learners.

Monitoring

Planning

Input

Process

Output

Primary Effect Awareness Knowledge Attitudes Values Skills, e.g. literacy, vocational, etc.

Behaviour chang Practices related to solving populationrelated problems, e.g. increasing the environment, rational decisionmaking, reading, writing and numeracy productivity

Status Chang Increased literacy level Health Economic conditions Quality of life

Objectives * * * * Target Timing Magnitude Duration Personnel Money Materials

Methods strategies Management Materials development Literacy/ training/ staff development Literacy classes Research and evaluation

Literacy training manuals Trained literacy personnel : (Levels A,B & C) Graduates in literacy programmes

Evaluation

Figure 6.1. Model for Monitoring and Evaluation Applied to a National Literacy Training Programme

127

C.

Assessment of Literacy Achievement Objective 3: Organize a reporting system to assess achievement levels in literacy within a system such as ATLP.

Relationships between monitoring, evaluation of training and assessment of literacy achievement Section A described the characteristics of an effective monitoring system for a programme such as ATLP and section B reviewed the need for and the approaches that could be adopted to evaluate the effectiveness of the training itself. Such an evaluation could be directed at the quality and effectiveness of workshops for Level B personnel or at the various training approaches adopted for Level C. It is important to stress here that in any literacy programme WHAT REALLY MATTERS IS WHETHER OR NOT ILLITERATE PEOPLE ARE BEING MADE LITERATE. All the data collected (from monitoring and evaluating the training of the supervisors and trainers of any literacy programme) is directed at improving the teaching of literacy. Therefore, it is vitally important to collect information such as the following: 1. 2. 3. 4. 5. Number of people attending literacy classes; Characteristics of the people attending; Drop-out rates; Rate of progress through the literacy grades or levels; Number of people per unit time being made literate (locally, provincially, nationally).

Assessment of literacy achievement using the ATLP manuals An important characteristic of, the ATLP training manuals that will be used in literacy classes is that they have a built-in system for assessing levels of achievement and rates of progress from illiteracy to neo-literacy. This minimizes the use of formal tests and examinations. In fact, such tests are largely unnecessary unless an educational system needs them for selection purposes or to determine some degree of equivalence with grades within the formal educational system. The following characteristics of the ATLP training manuals provide this built-in assessment of achievement: 1. The manuals are modular; 2. The content of each manual is carefully defined in behavioural terms; 3. The manuals are arranged in a step-by-step learning sequence (in the case of the ATLP, the LTC has 24 steps); 128

4. The manuals are performance-based and the standard to be attained at each step is carefully defined in performance terms; 5. The steps are grouped into grades or levels of achievement. In the ATLP curriculum there are three such grades or levels (basic, middle and self-learning) and the standards at each level are defined in terms of what the learners can do. From these characteristics, it follows that a literacy teacher (Level C ) will know at any time just which level of achievement has been attained by each individual attending the literacy class. This could be defined precisely as the specific step (out of 24) that has been reached, or it could be in terms of the learning level (basic, middle or self-learning) or in terms of the grades within each level. Thus, it is easy to see how class records can be maintained and how such records could be reported to Level B supervisors and could be accumulated for localities, provinces and nationally as well as over units of time. To illustrate how records of achievement can be organized and reported, a system currently operating in one NGO in Bangladesh that uses a modified ATLP approach will be described. Reporting literacy achievement The Dhaka Ahsania Mission, an NGO, is very large. It has a head office in the capital city and divides the country into small geographical Units and larger Areas. Each Unit consists of 20 to 30 centres, usually representing the literacy centres in 20 to 30 villages. Units are grouped into Areas and each Area contains 100 to 150 literacy centres. Each month, each literacy teacher (the tutor in each centre) is required to submit a report on the achievement of the individuals in his or her class. These reports are written in terms of the point reached in the sequence of graded lessons. Centre reports along with unit reports for each Area are sent to the head office via unit supervisors and area co-ordinators, who after thoroughly checking the centre and unit reports compile consolidated reports that accompany the individual reports. The head office, therefore, has a complete record of the levels of achievement of each individual in each class and of the overall levels of achievement in each Unit and Area. This system is illustrated in Figure 6.2. Recording the achievement of literacy The Dhaka Ahsania Mission has only one primer to cover the basic and middle levels in the ATLP LTC. Therefore, its method of collecting information on individual achievement is geared to that approach. The Monthly Record Sheet shown in Figure 6.3 has been slightly modified from the Bangali edition to correspond exactly with the ATLP approach.

129

Report Title

Centre tutor

Unit spervisor

Area Co-ordination

Head Office

A. B.

Centre report Unit report (consisting of 20-30 centres Area report (consisting of 100-150 centres)

>

> >

C.

Reporter

>

Counter-signature (with comments) Feedback process

Figure 6.2. Dhaka Ahsania Mission Literacy Programme: Monthly Report Flow-chart
Centre No : Name of Centre : Name of Tutor : From_____________to_____ Data centre opened :________
S1 Name of Age Data of How many Background learner enrol- days he/she of the learner ment attended (literate/semithe class literate/ illiterate 1 2 3 4 5 6 1 2 3 . 30 Number of times the supervisor visited the centre during the month : Comment of the supervisor : Signature of the supervisor : Date : Signature of Tutor : Date :

Reporting month : ___________

Numbers and Lesson step name of reached in ATLP curri- reading culum cell (manual) 7 8 Lesson step reached in writing

Total class days during the month :____________

Lesson step reached in numeracy Functional knowledge given to the learner (lesson step) 11 Remarks

10

Note :

The report should reach the head office through the area co-ordinator before the 10th of the following month. This will ensure that regular feedback is provided.

Figure 6.3. Dhaka Ahsania Mission Literacy Programme: Monthly Centre Report (Translated from Bengali and slightly modified)

130

The 20 to 30 individual centre reports are then accumulated by the Unit Supervisor in a monthly unit report using a format similar to the one shown in Figure 6.4. This monthly report then goes to the Area Co-ordinator together with the set of 20 to 30 individual reports from each of the centres.
Area Unit Supervisor Month S1 No. Centre No. : : : : Name of Male/ centre Female Date of centre opening No. of drop-outs (cumulative) No. of days visited Level of learners Level recorded acquired 8 I.1 I.2 I.3 II.1 II.2 III 1 . . . 20 Total : Comments of Area Co-ordinator : Signature of Supervisor : Report Form B Monthly Unit Report

Remarks

Signature :

Date :

Figure 6.4. Dhaka Ahsania Mission Literacy Programme: Monthly Unit Report

131

The Area Co-ordinator brings together all the unit reports for each month and attaches a monthly area report (Figure 6.5).

Report Form C Monthly Area Report Area : Month :

Visit notes Problems S1 Unit No. No. of during the No. centres visited month during the month 1 2 3 4 5 . . . 20 Total

Steps taken to overcome problems

Overall comment on performance of the unit

Other information

Signature of Area Co-ordinator : Date :

Figure 6.5. Dhaka Ahsania Mission Literacy Programme: Monthly Area Report

132

Thus, each month the head office receives: 1. An overview of the issues and problems in each Area; 2. For each Area, cumulative records of the levels of achievement in each geographical Unit; 3. For each Area, the levels of achievement attained by each centre in each Unit; 4. For each centre, a list of the levels of achievement reached by each student. Using this information it is possible to state precisely just what the rate of progress is over time, what levels of achievement have been attained by individuals and groups, the drop-out rates and the problems and difficulties being faced and overcome at any level of the system. Thus, this type of record-keeping combines elements of monitoring, programme evaluation and assessment of achievement.

REVIEW ACTIVITY
1. Which characteristics of ATLP provide a built-in system for the assessment of literacy achievement?

2. Describe a system for accumulating reports of literacy achievement from village centres to a national office.

3. What information should be reported on each learner each month to unit and area supervisors by an individual literacy teacher?

4. What is the main advantage of this type of data collection and reporting?

133

REVIEW ACTIVITY (contd.)

Check your answers: 1 a) Modular; b) Contents defined in terms of behaviours; c) Manuals arranged in step-by-step sequence; d) Standard to be recorded is defined at each step; e) Steps organized into groups or levels. 2 Monthly centre reports go to unit supervisors, who accumulate them and send cumulative reports to area co-ordinators, who add area reports and send all documents to the head office. 3 a) Student number; b) Name of student; c) Age of student; d) Number of days attended class; e) Literacy level at outset; f) Name and number of ATLP manual reached; g) Lesson step reached in reading; h) Lesson step reached in writing; i) j) Lesson step reached in numeracy; Lesson step reached in functional knowledge;

k) Remarks. 4 It provides a complete record of the achievement of individuals and groups and makes tests or examinations unnecessary unless these are required for special purposes.

D.

Summary This chapter discussed the why, what, who and how of monitoring, evaluation and

follow-up of literacy training programmes. It explained monitoring and evaluation as complementary processes, each having a distinct emphasis but with the same goal of improving the training programme. Guidelines in the preparation of evaluation instrumentswere discussed and recommended instruments for evaluating various aspects of trainine process and impact were presented. The built-in system of achievement assessment in the ATLP curriculum and training manuals was described and discussed. A system for keeping records of achievement was described.

134

Chapter Seven AN EXEMPLAR ACTIVITY: A TRAINING DESIGN FOR LEVEL B PERSONNEL

Objectives: After completing the workshop described in this chapter, Level B personnel will be able to: 1. Develop a national literacy training curriculum; 2. 3. 4. 5. 6. Develop literacy training manuals for Level C personnel; Design a plan for actual implementation; Demonstrate skill in literacy teaching; Develop an action plan for networking; Develop an action plan for programme evaluation.

A.

Introduction The workshop is programmed over a ten-day period and could be conducted by a group of

Level B personnel, who have prepared for it by carefully studying the ATLP materials. Each unit is more or less self-contained and could be scheduled intermittently. Ideally, the workshop should be residential and the venue should be equipped with basic training resources such as flip boards, chalkboards, an overhead projector and screen. The workshop could, however, be held with quite basic facilities. One essential resource for the workshop would be a set of the ATLP volumes. If possible, there should be sufficient sets of these materials to provide one set for the workshop leader and one for each group of five participants. The programme has been designed using the I-P-O approach. In each unit, there is a series of participatory activities and these proceed through the stages of input, process and output in the same manner as recommended in the ATLP exemplar training manuals. In this way, the training design exemplifies and further illustrates the design approach adopted by ATLP. It is recommended that the workshop leader make this design clear and compare it with the exemplar manual materials. The activities are sequenced so that by following them through step-by-step, participants will not only understand the ATLP approach but will also be able to produce their own local versions of: a suitable LTC; the specifications for training manuals for a selected cell or cells of the curriculum grid; the drafts of actual manuals and possibly the trialling and refinement of these drafts. The workshop also provides opportunities for participants to develop greater skill in literacy teaching and to develop action plans for training Level C personnel, as well as networking and evaluating the training programme. The workshop is, thus, fully practical in approach and focuses on the genuine needs of Level B trainers. 135

B.

An Exemplar Activity: A Training Design for Level B Personnel

Day 1 : Unit I BUILDING THE CONCEPTS OF ATLP 09.00 hrs. 09.30 hrs. 10.30 hrs. : : : Informal greeting Expectations: Reassessing Participants Needs An Overview of APPEAL Training Materials for Literacy Personnel (ATLP) (Lecturing approach) Lunch Characteristics of Adult Learning (Introductory talk and discussion techniques) 15.30 hrs. : Systems Approach and I-P-O (Summary of individual concepts from reading and practice with the I-P-O design) 17.30 hrs. : Informal Discussions - Identifying Needs and Planning for Personnel Development (Participatory techniques)

12.00 hrs. 13.00 hrs.

: :

Days 2-3: Unit II DEVELOPMENT OF LITERACY TRAINING CURRICULUM

Day 2
09.00 hrs. : Summary of Day 1 Concepts (Participants input) Determination of Needs (Introductory talk and practical exercises) 12.00 hrs. 13.00 hrs. : : Lunch Development of a Curriculum Grid (Summary of concepts gained from Chapter Two reading; step-by-step exercises in developing a curriculum grid at the national level) 136

09.30 hrs.

Day 3
09.00 hrs. 12.00 hrs. 13.00 hrs. : : : Development of a Curriculum Grid (contd) Lunch Assessment of the Design of a Curriculum Grid (Checklist technique)

Days 4-6: Unit III DEVELOPMENT OF LITERACY TRAINING MANUALS

Day 4
09.00 hrs. 09.30 hrs. : : Sharing Experiences (Participants input) Writing Specifications (Summary of individuals reading concepts; a brief lecture; step-by-step practical activity in writing specifications) Lunch Writing Specifications (contd)

12.00 hrs. 13.00 hrs.

: :

Day 5
09.00 firs. : Development of Manuals in Accordance with the Developed Curriculum Grid (Introductory talk/small group work) Lunch Development of Manuals (contd)

12.00 hrs. 13.00 hrs.

: :

Day 6
09.00 hrs. 12.00 hrs. 13.00 hrs. : : : Development of Manuals (contd) Lunch Assessment of Manuals (Individual evaluation and group discussion) Trial Run of the Manual (Dry-run technique)

19.30 hrs.

137

Day 7 : Unit IV A PLAN FOR IMPLEMENTATION 09.00 hrs. : Setting the Climate for Planning (Participants input) Designing a Training Programme for Level C Personnel (Review and discussion of reading in Chapter Four; Development of the training programme at the national level in small groups) Lunch Designing a Training Programme for Level C Personnel (contd) Development of Training Materials (Discussion on how to utilize available resources; development of required materials for training as identified in the training programme) Assessment of the Overall Training Design (Assessment form and group discussion)

09.30 hrs.

12.00 hrs. 13.00 hrs. 15.30 hrs.

: : :

19.30 hrs.

Days 8-9: Unit V SKILL DEVELOPMENT IN LITERACY TEACHING

Day 8
09.00 hrs. : Sharing of Experiences (Participants input) Practicing Appropriate Methods and Techniques (Management skills, presentation skills and general teaching skills; interestcentred techniques - Clinics A, B and C) Lunch Practice Teaching Reading, Writing and Numeracy (Simulation technique) Preparation for Peer Teaching (Small group discussion; study of the selected manual for teaching; development of extra materials required for peer teaching) Preparation for Peer Teaching (contd)

09.30 hrs.

12.00 hrs. 13.00 hrs.

: :

15.30 hrs.

19.30 hrs.

138

Day 9
09.00 hrs. : Practice Teaching Reading, Writing and Numeracy (peer teaching) 12.00 hrs. 13.00 hrs. 19.30 hrs. : : : Lunch Review Discussion and Feedback on Peer Teaching Reflection and Group Integration (A potpourri technique)

Day 10: Unit VI ESTABLISHING LINKAGES AND PROGRAMNIE EVALUATION 09.00 hrs. : Summary of Experiences (Participants input) 09.30 hrs. : A Plan of Action for Networking (Role-playing technique; a summary talk using individual plans from Chapter Five; group discussion) 12.00 hrs. 13.00 hrs. : : Lunch A Plan of Action for Monitoring and Programme Evaluation (Participants action planning approach (PAPA) ) 16.00 hrs. : Workshop Evaluation (Individual evaluation) 17.00 hrs. : Closing

139

2 They visit the

village to observe and talk to the villagers

3 After returning they

talk together about the problems and need of the villagers

FINDING OUT ABOUT THE NEW PARTICIPANTS (NP) METHOD

1 Observers form into

groups of 8-10

Annex A

141
Health & education 26 % Culture 15 % Better living happiness 15 %

6 The papers are pasted

on to a sheet of paper in clusters. Each cluster is given a heading

4 Each member of the

group writes down about ten items describing problems and needs. Each item is written on a small slip of paper

Vocational training 44 %

7 Broad categories of need

are identified and percentages calculated

Annex B QUESTIONNAIRE FOR LEVEL C PERSONNEL

Name of respondent: Address: Designation:

1. Do you like the manual as a whole? [ ] Yes [ ] No Why?

2. Do you like the format of the manual? [ ] Yes [ ] No Why?

3. Are the objectives: a) Measurable? b) Attainable? c) Congruent with content? d) Congruent with methodologies? 4. Is the content: a) Relevant to the needs of learners? b) Interesting? c) Suited to the literacy level of learners? d) Easy to teach? 5. Are the methods/strategies: a) Suited to the content? b) Participatory? c) Interesting? d) Suited to adult learners? e) Easy to use?

[ ] Yes [ ] Yes [ ] Yes [ ] Yes

[ ] No [ ] No [ ] No [ ] No

[ ] Yes [ ] Yes [ ] Yes [ ] Yes

[ ] No [ ] No [ ] No [ ] No

[ ] Yes [ ] Yes [ ] Yes [ ] Yes [ ] Yes

[ ] No [ ] No [ ] No [ ] No [ ] No

142

6. Are the resource materials/teaching aids: a) Suited to the content? b) Attractive? c) Easy to understand? d) Easy to prepare/duplicate? 7. Is the I-P-O sequence easy to follow? 8. Do you like the I-P-O cycle? Why do you say so? [ ] Yes [ ] Yes [ ] Yes [ ] Yes [ ] Yes [ ] Yes [ ] No [ ] No [ ] No [ ] No [ ] No [ ] No

9. Is the time allotment: a) Just right? b) Too short? c) Too long? 10. Are the activities: a) Easy to follow/teach? b) Participatory? c) Interesting? d) Relevant to the learning process? 11. Do you agree with the grouping? If no, what do you suggest? [ ] Yes [ ] Yes [ ] Yes [ ] Yes [ ] Yes [ ] No [ ] No [ ] No [ ] No [ ] No [ ] Yes [ ] Yes [ ] Yes [ ] No [ ] No [ ] No

12. Do you have suggestions to improve the manual? If yes, what are your suggestions?

[ ] Yes [ ] No

13. How would you rate the manual as a whole? [ ] Needs improvement [ ] Fair [ ] Satisfactory [ ] Very satisfactory [ ] Excellent

143

14. Did you find the manual useful in teaching literacy to adult learners? [ ] Yes Why? [ ] No

144

Annex C INTERVIEW GUIDE FOR LEARNERS

1. Did you like the lesson? Why?

[ ] Yes

[ ] No

2. Was it interesting?

[ ] Yes

[ ] No [ ] Yes [ ] No [ ] Yes [ ] No

3. Was it easy to understand?

4. Did you like participating in the activities? 5. Was the time: [ ] Just right? [ ] Too long? [ ] Too short? 6. Did you like the grouping? Why? [ ] Yes

[ ] No

7. Did you like the method of teaching? Why?

[ ] Yes

[ ] No

8. What did you learn from the lesson?

9. Would you like to attend more sessions like this one? Why?

[ ] Yes

[ ] No

145

Annex D OBSERVATION GUIDE

1. Were the objectives achieved? Why?

[ ] Yes

[ ] No

2. Were the methodologies/strategies: a) Suited to the content? b} Participatory? c) Interesting d) Suited to adult learners? 3. Was the content: a) Easily understood? b) Relevant to learners/needs? 4. Which was emphasized more in the lesson? [ ] Functional content 5. Did the learners participate actively? 6. Were the learners interested? 7. Was the time allotment: [ ] Just right? [ ] Not enough? [ ] Too long? 8. What are your other observations? [ ] Literacy skills [ ] Yes [ ] Yes [ ] No [ ] No [ ] Yes [ ] Yes [ ] No [ ] No [ ] Yes [ ] Yes [ ] Yes [ ] Yes [ ] No [ ] No [ ] No [ ] No

146

9. What are you suggestions to improve the manual?

147

Annex E BACKGROUND INFORMATION ABOUT THE RESPONDENT

Age at last birthday: Sex of respondent: Marital status: [ ] Male [ ] Single [ ] Female [ ] Married [ ] Separated

[ ] Widowed Education completed: [ ] Primary [ ] Secondary [ ] Collegiate [ ] No formal education Present occupation: Address: Number of children, if any: Year completed

148

Annex F SUGGESTED TRAINING PROGRAMME FOR LEVEL C PERSONNEL

Date Time 8.00-8.30

Day 1 Monday Registration Distribution of resource materials Opening prograrnme Pre-assessment

Day 2 Tuesday

Day 3 Wednesday R E C A P I T U L A T I O N

Day 4 Thursday / S H A R I N G

Day 5 Friday

Lecturette: Development of literacy training manuals

8.30-10.00

Surfacing of expectationas Programme orientation

Continue group work on ATLP

Continue group work

Group work : Writing specifications Study exemplar manuals

Presentation of results of group work

10.00-10.30 Lecturette: An overview 10.30-12.00 of the LTC, ATLP and national LTC 12.00-1.30 1.30-3.00 Lecture-discussion: How adults learn

M O R N I N G Presentation of results of group discussion

B R E A K Continue group work Continue group work Presentations continued

L U N C H Lecturette: Procedures for curriculum development A F T E R N O O N Group work: - Analysis of needs and problems - Writing objectives based on needs - Steps in writing ATIP curriculum - Development of curriculum grid

B R E A K Continue group work B R E A K Continue group work Group work : Developing training manuals

3.00-3.30

3.30-5.00

Lecture-discussion: Systems approach and IPO

Presentation of group work

Continue group work

Continue group work

5.00-6.30 6.30-7.30 7.30-9.00

Orientation to group work Group organvation Election of officers

Continue group work D I N

Presentations continute N E R

Continue group work

Continue group work

Group work: Study of ATLP 12 volumes

Social

Assigned reading: Development of literary training manuals and exemplar manuals

Steering committee meeting

Continue group work

149

Date Time 8.00-8.30

Day 6 Saturday

Sunday

Day 7 Monday

Day 8 Tuesday /

Day 9 Wednesday S H A R I N G Orientation on making action plans Group work : Action plan for organization of literacy classes

Day 10 Thursday

R E C A P I T U L A T I O N Continue group work: Developing training manuals Group work: Continue Demonstration 1 (Level 1) revising manuals

8.30-10.00

Presentation of a action plans

10.00-10.30 Continue group work

D A Y

M O R N I N G Continue revising manuals

B R E A K Group work : Action plan for monitoring and evaluation and networking Presentations continued

10.30-12.00 10.00-10.30

Demonstration 2 (Level 2)

12.00-1.30
F R E E

L U N C H Presentation of results of group work Critiquing Group work: Prepare plans for try-out of manuals Assignments for demonstration

B R E A K Demonstration 3 (Level 3) Continue group work Evaluation of trining Wrapping up Closing programme

1.30-3.00

3.00-3.30 Presentation of results of group work Critiquing Revise manuals

A F T E R N O O N Group work: Prepare for demonstration

B R E A K Continue group work

Post-demonstration conference

3.30-5.00

5.00-6.30 6.30-7.30 7.30-9.00

Continue group work D I N N E R

Conference continued

Continue group work

Continue revising manuals

Steering committee meeting

Finalize manuals based on try-out

Continue group work

150

BIBLIOGRAPHY Pamphlets

Asian Programme of Educational Innovation for Development. APEID. Universalizing education linking formal and non-formal progrannnes . Unesco Regional Office for Education in Asia and Oceania, Bangkok, 1979. Brembeck, Cole S. Educational documentation and information. Bulletin of the International Bureau of Education, 53rd year, Nos. 212/213. Unesco: IBE 3rd/4th quarter, 1979. Population Education Programme. Module on desigrting training programmes in population education. Ministry of Education, Culture and Sports, Manila, Philippines, 1986. Population Education Programme Service. Information networking in population education. Unesco Principal Regional Office for Asia and the Pacific, Bangkok, 1985. Population Information Network (POPIN). Guide to networking for population information centres. United Nations Secretariat, New York, 1982. Unesco Regional Office for Education in Asia and the Pacific. Asia-Pacific Programme of Education forAll (APPEAL). Unesco/PROAP, Bangkok, 1986.

151

Principles of Curriculum Design for Literacy Training

Principles of Resource Design for Literacy Training

Manual for Senior Administrators of Literacy Training Programmes Manual for Supervisors Resource Development and Training Procedures

Exemplar Training Manual I Extra Money for the Family

Exemplar Training Manual II Our Forests

Exemplar Training Manual III Village Co-operatives

Exemplar Training Manual IV Health Services

Specifications for Additional Exemplar Training Manuals

Post-Literacy Activities and Continuing Education

Evaluating a Literacy Training Programme

Implementing a Literacy Training Programme