The campaign never aimed at "eradicating" illiteracy in the country. We always said weaimed at reaching and motivating as many people as possible in order to teach them to readand write, and to ensure a level of literacy that would enable them to continue learning ontheir own if they wished to. Strong emphasis was therefore placed on the pedagogical issuesinvolved in literacy instruction. Learning achievement results revealed that over 80% of thelearners who completed the campaign were able to read comprehensively a short text onhuman rights, and to write creatively about their own experience in the campaign.
Around 350,000 literacy learners (“
”), including children, youth and adults,were enrolled in rural and urban areas. We established 12 years – not 15 - as the minimumage. However, as expected, many children under that age enrolled (children with no schoolexperience or early school dropouts), and many learned together with their parents. Literacyeducators were oriented to organize separate groups for children, youth and adults whenever possible.
The campaign aimed at addressing the needs of both the illiterate and the semi-literate(people with some school experience, but with weak reading and writing skills). Thus, amongothers, pedagogical instructions for literacy educators included peer tutoring and peer learning, with those with some school experience helping their less advanced classmates.Learning results of the campaign, however, showed no significant differences between thoseenrolled with some previous school experience and those with none.
Around 75,000 secondary-school students participated as literacy educators. Specialattention was given to their education and training vis a vis their multiple tasks during thecampaign. A two-pronged training program was designed for them. The program lasted 8months and started 5 months before the actual literacy instruction period. Training includedboth (a) distance education (a Literacy Educators' Library consisting of 32 booklets ondifferent topics that were published weekly and distributed on a massive scale throughout thecountry prior to and throughout the campaign) and (b) face-to-face education (one-weekworkshops organized with the assistance of educational videos especially prepared for thecampaign).
In order to enhance adult enrolment and learning, every secondary-school involved in thecampaign was instructed to organize two types of brigades: (a) brigades dedicated to literacyinstruction, and (b) brigades aimed at providing support to learners, such as taking care of young children while their parents -especially mothers- attended classes. Students engagedin both types of brigades obtained a formal recognition for their contribution to the campaignand to the country.
Human Rights were adopted as the overall framework and content of the campaign. Thetwelve lessons of the literacy primer "
" ("Our Rights") were organizedaround the Universal Declaration of Human Rights (each lesson refers to one or to a group of related human rights). The training of literacy educators also focused on Human Rights andtheir relationship to Ecuador's realities in the fields of health, nutrition, education, gender equality, freedom of expression, etc.
Approaches, methodologies and techniques proposed for literacy teaching incorporatedupdated trends in literacy instruction and benefited from updated research in this field. Thepreparation of literacy materials was based on an analysis of a large sample of literacy