Materials, Training, Evaluation and Income-Generation Programs for Post-Literacy
Materials, Training, Evaluation and Income-Generation
Programs for Post-Literacy
By: Dr. Hafiz
Kosar
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In Pakistan,
post-literacy programs are an integral part of the country's efforts to sustain
and expand literacy gains beyond initial education. These programs encompass a
range of activities aimed at consolidating and deepening literacy skills among
learners. While some efforts focus on developing specialized materials for
post-literacy, others emphasize broader post-literacy activities tailored to
meet the diverse needs of learners.
Similar to
Tanzania's approach, Pakistan's post-literacy provision extends beyond
traditional classroom settings. It includes the establishment of urban and
rural libraries, community learning centers, vocational training institutes,
radio broadcasts, educational films, distance learning programs, and localized
newspapers. These diverse avenues not only reinforce literacy skills but also
foster continuous learning and community engagement. Despite the importance of
post-literacy initiatives, the number of participants often dwindles compared
to initial literacy classes. To address this challenge, Pakistan, like India,
clusters post-literacy centers to ensure their viability and optimize resources.
Interestingly, reports suggest that women are more likely to sustain their
learning journey post-literacy, although variations exist across different
regions and demographics.
Post-Literacy
Materials: Pakistan boasts a rich array of materials to support post-literacy
endeavors, categorized into two main groups: special and 'real'. Special
materials are designed explicitly for post-literacy activities, offering
tailored content and exercises to reinforce literacy skills. On the other hand,
'real' materials encompass everyday texts, such as newspapers, magazines, and
practical documents, which serve as authentic resources for continued literacy
practice and application in real-life contexts.
These materials
play a crucial role in sustaining literacy levels and empowering individuals to
navigate and contribute to society effectively. Through a combination of
targeted initiatives and accessible resources, Pakistan continues to advance
its post-literacy agenda, ensuring that literacy remains a lifelong pursuit for
all its citizens.
Special Materials
of Post-literacy
Characteristics: These materials mainly aim to share
messages that help individuals and society grow. Studies by groups like JMI in
India show that learners usually prefer reading things that they find useful.
But sometimes, adults want to read just for fun. That's why some materials,
like magazines, are made especially for enjoyment. In Pakistan, various
provinces have their own State Resource Centers (SRC) dedicated to supporting
literacy initiatives through material production, training, and monitoring.
These SRCs play a crucial role in the Total Literacy Campaign, producing
primers for initial literacy at different levels, along with training manuals.
For post-literacy, the Tamil Nadu SRC, for instance, has developed a range of
materials including posters, booklets, a monthly newspaper for literacy
classes, and audio-video resources. Popular radio programs on topics like
banking and health, broadcasted by All India Radio, are supplemented with
materials prepared by SRC.
Material production involves
collaborative efforts in district-level workshops involving government and NGO
experts, academics, journalists, and education activists. These materials,
tailored to local contexts, are then distributed statewide. While workshops
typically don't involve instructors and learners, local involvement may include
contributions from farmers or collaboration with other agencies like the
Ministry of Health or local newspapers. Post-literacy
materials in Pakistan are structured into three levels catering to
neo-literates, with content ranging from basic primers to more advanced novels
and serious magazines. Materials are pre-tested and often targeted towards
specific demographics, with a focus on women at lower levels and men at higher
levels. Vocational training serves as an incentive for learner participation.
The material predominantly targets
rural areas, acknowledging the urban roots of many learners. Distribution
remains a challenge, with copies typically supplied to literacy centers and
communities at the cost of the State Department of Non-Formal Education. While
efforts have been made to extend the use of SRC materials to other development
agencies, distribution constraints persist. Despite these challenges, SRC
materials continue to play a vital role in promoting literacy and lifelong
learning in Pakistan.
Languages of Materials Production:
Most PL materials
are usually in national or official languages rather than local ones. In Kenya,
for instance, ILT primers use local languages, while current PL materials are
mainly in KiSwahili. But for the new PL curriculum, materials will be in English,
KiSwahili, and sometimes in the mother tongue (Thompson 1998; Newell-Jones 1998
p8). Some have tried using bilingual PL texts. For example, World Education in
Nepal made a booklet called Diyalo, which is for new readers and has both
Nepali and English. Vanuatu has also tested bilingual materials (Teaero 1993).
This isn't just
about minority languages (Clinton Robinson 1990, 1994). The real issue is in
places where the local language has little or no reading or writing material.
In these areas, people don't get to use literacy skills in their daily lives or
read in their first language. So, their hopes for better participation in
society, jobs, or more education are often linked with the dominant language
rather than their own.
Different people
have different opinions about learning in their first language or in recognized
national or international languages (Aikman 1995). But some literacy training
groups say learners don't understand how much time and effort it takes to learn
a language quickly or as a second language. Feeling like they're learning to
read and write things they'll never use can make learners lose interest
(Botswana 1998).
Language is a big
deal in PL, especially when it comes to making curriculum and materials. It's
crucial to openly discuss these matters before starting PL programs (Education
for Development 1994).
Most of the
materials available are for reading. There isn't much for writing, except in
Latin America where some materials are made for people to write and draw.
There's also not a lot for improving math skills after learning to read.
However, in India and Tanzania, they include tasks that involve 'real' writing
in their programs. In Tanzania, it's to practice greetings, dialogue, and
writing letters and telegrams. In India, it's to encourage sending postcards to
local officials about their village's needs. The materials come in different
forms like booklets, posters, newspapers, comic books, and graphic novels.
Newspapers are common, with sections made for easy reading, inserts, or whole
newspapers designed for new readers. They're usually made centrally or
regionally, printed in large quantities, and given to literacy centers for free
or at low cost. In South America, there's a post-literacy magazine called
Enlace, which focuses on development issues and involves its readers. "Some
of these materials are written by different people like experts or teachers who
teach literacy. But the most common way they're made is through writing
workshops. Sometimes, these workshops, like DSE in Kenya, include getting
feedback from people who might use the materials. Occasionally, materials are
made using a set pattern and then changed for different places. The materials
are usually made without thinking much about what's already available locally.
Even though they talk about involving everyone in making the materials, it's
usually decided by people in charge at the regional or national level. They
choose what to write about based on what they think the readers will be
interested in. In workshops like PROAP (UNESCO PRINCIPAL REGIONAL OFFICE FOR ASIA AND THE PACIFIC), they test the materials in selected villages before
finalizing them, but still, the decisions mostly come from above, not from the
people who will use them.
Locally/ Learner Generated Materials (LGM)
LGM is a term which is increasingly being used by literacy agencies.
For some, it means 'locally'-generated materials, for others, 'learner'-generated materials
(Heim 1979). The main way it works is by making materials locally or by
learners themselves, called LGM or learner-generated materials. Sometimes, LGM
refers to exercises’ learners do in class and get marked by the teacher, like
schoolwork. But usually, LGM means learners and community members writing their
own stuff, like news, stories, or postcards. For example, in India, new readers
wrote life stories, in Bangladesh fables were written, and in Sierra Leone and
Nepal, songs and stories were created.
In South Africa, they use the
Language Experience Approach, where learners write their own texts. In Egypt,
they're trying low-cost ways for learners to make newsletters. Most LGM
activities happen in literacy or development programs, not as regular
journalism. These materials often don't get widely distributed because they're
expensive to make, and they're seen as only suitable for very local areas.
They're usually paid for by development groups, governments, or local NGOs and
often need financial help.
In many programs, most of the
writing for LGM comes from facilitators, not learners. But this isn't seen as a
problem because it encourages facilitators and other workers to write about
their experiences. It's important that these schemes are clear about what they
aim to do and what they actually do.
However, in some cases, learners
are involved in making LGM. In places like Tanzania, Nepal, and Kenya, learners
have made a lot of material. But it's not clear how this material is being
made, distributed, or used. Some evidence suggests that people like LGM
materials, but they don't see them as expert writing.
Making LGM can happen in many
ways. Usually, learners help decide what to write about and give feedback on
test materials. Sometimes, learners or groups write entire texts, but this
doesn't happen often. But in some places, local groups can do everything needed
to make materials, like writing, editing, designing, and printing. Many
agencies don't think local groups can do all this, so it's not done more
widely.
People who use LGM methods believe they're important because:
They make people more interested
in using the materials.
They make sure the materials are
more about things people care about.
Making the materials helps people
learn more.
The way they're made helps people
feel more confident and empowered.
They help people use their reading
and writing skills more.
Low-Cost Materials
The trend toward
affordable materials production, though once championed, seems to have waned in
recent years. In Uganda, there's still enthusiasm for silk-screen printing as a
promising avenue for community-based printing. This technique is lauded for its
simplicity and minimal resource requirements, aligning well with the literacy
practices of learners. Community printing, besides saving time, is anticipated
to be popular among villagers, affording them control over publication speed and
frequency.
However,
experiences in other African and Asian countries, notably Kenya, suggest that
local and low-cost printing methods are not sustainable. Materials produced
through these means often lack quality and relevance for literacy training.
UNESCO's observations on a West African project underscored the challenges of
providing low-cost type-setting facilities, highlighting the need for modernization.
The equation of 'low cost = low technology' appears outdated, as 'low cost =
high technology' gains traction. New reproduction methods offer cheap yet
high-quality material runs. While not universally accessible, such technology
is rapidly spreading. Donor interest in bolstering commercial markets in
developing countries extends to publishing, possibly offering a more effective
avenue for producing educational materials than relying solely on low-cost,
community-driven processes. The notion of low cost must be contextualized
locally. Utilizing local commercial presses at reduced rates, as demonstrated in
places like Chittoor, India, has proven highly cost-effective for literacy
agencies. Leveraging existing equipment, facilities, and staffing supported by
commercial activities results in low-cost or even free educational materials.
Visual literacy
Many of these practical materials
rely on pictures instead of, or alongside, written words. There's a growing
interest in visual literacy, which is the ability to understand and interpret
drawings, symbols, or colors rather than written language. This includes
interpreting symbols in the environment and using them in literacy programs.
Examples of visual literacy can be seen in everything from signs on bathroom
doors to road signs and even political symbols. It's often assumed that people
who can't read can easily understand visual materials, which explains the
popularity of comic strips and books in educational programs. The success of
initiatives like Storyteller in South Africa suggests that in places where visual
messages and television are familiar, new readers can grasp comic book styles
easily. When visual materials are created locally using familiar conventions,
understanding them isn't usually a problem. However, when materials are
imported, people may need to learn new ways of viewing and interpreting.
Developing visual literacy skills may require assistance. Comic books, for
example, are quite complex, and sometimes, intermediaries need training to help
others access these materials. Further research is needed to fully understand
this area before making clear recommendations.
Using Real Materials for Literacy
The connection between practical
materials and the literacy needs of their intended audience is rarely
acknowledged. Development programs seldom use these materials, such as
instruction leaflets or extension posters, to improve literacy. While some
agencies consider literacy needs when creating these materials, few literacy
programs utilize them, even when available. However, some integrated rural development
agencies do incorporate post-literacy materials into their extension efforts.
Adapting real materials for literacy practice presents a significant challenge.
Assessing their effectiveness for promoting literacy and adapting them to meet
the needs of new literacy learners is unclear. Traditional criteria from formal
education systems, such as vocabulary complexity or sentence length, are now
considered inappropriate for adult learning programs. Instead, a focus on
understanding learner difficulty is preferred. Adults, like children, learn
best when topics are relevant and when language is simplified. Industrialized
countries have recognized this need for simplification in various documents
through initiatives like the Plain English Campaign.
Moreover, providing assistance to
new readers is essential. Many assume that recipients of extension materials
can use them independently, but this isn't always the case. Technical leaflets
and newspapers are distributed without ensuring proper interpretation or
reaching the right audience. Similarly, books and brochures are circulated
without facilitating discussions or providing support for comprehension. This
lack of support can undermine the confidence of early literacy learners and
deter them from further attempts. Further research is needed to explore
effective strategies for adapting materials and supporting literacy learners
across different contexts.
Extension materials
These materials are made by
organizations working on development projects. We saw many examples during our
visits to different countries. For instance, UNICEF creates a lot of reading
material for people in towns and villages. In Kenya, KWAHO makes excellent
materials in various languages about water, health, and activities to help women
earn money. In India, the Bay of Bengal Programme (BOBP) produces similar
materials. Government departments and other services also give out leaflets and
posters with useful information. A lot of this is about health, but there's
also stuff about farming and reducing poverty. However, there isn't much to
help people practice writing among these materials. Also, not all of them are
easy for people with limited literacy skills to understand. But with help from
literacy experts, this could be fixed. We were impressed by how willing many
organizations are to change their materials so they can reach more people
better.
Within its operations, the BOBP
creates materials suitable for post-literacy activities. Two examples stand
out:
1. Technical Leaflets:
The Post-Harvest Fisheries Technology Project, funded by the ODA,
explores innovative methods for handling and marketing fish and other crops.
Since 1990, it has produced colorful leaflets to accompany its projects. These
leaflets, inspired by UK's 'Torry' extension leaflets, are initially written in
English, then translated into simple Tamil (or other local languages) by local
contacts. They lack specific guidelines and undergo informal pretesting with
local individuals, field staff, and some NGOs for feedback on presentation,
level, and language. Despite being viewed as a minor aspect of the project, the
leaflets are printed with high-quality offset printing on gloss paper in
Madras, though production costs are relatively high. They serve as educational
aids for technical training staff but are not formally integrated into project
activities or staff training. Field visits reveal mixed results regarding their
effectiveness in dissemination and use, with some users appreciating the
illustrations despite limited literacy, while others overlook them altogether.
2. Comic Book:
As part of its participatory fisheries management program, BOBP has
created a comic book series aimed at raising awareness of fisheries issues and
expanding fisherfolk's knowledge. Designed for both school-going children and
adults in literacy programs, the comic format was chosen due to low literacy
levels in the area and the complexity of the subject. The book underwent
careful planning, piloting, and pretesting, with adjustments made to accommodate
different cultural groups. It was distributed freely to local community groups,
literacy centers, and schools. While feedback suggests a positive reception and
understanding of the content, challenges remain in finding suitable artists and
writers, as well as devising effective follow-up strategies. Plans for a
regular magazine have been considered but deemed unviable due to distribution
challenges and mismatched audience expectations. While the book wasn't
initially designed as literacy material, efforts to ensure clarity and
accessibility to the target audience's understanding remain a priority.
Training for Post-Literacy
Those who support individuals with
limited literacy skills often lack formal training for this role. In our research,
we found minimal training for literacy instructors in post-literacy programs.
Although a few places offered some training, it typically amounted to only a
few days or hours of orientation on new materials designed for post-literacy.
There's a general assumption that teaching in the post-literacy stage follows
the same process as in the initial literacy stage. Additionally, many
individuals responsible for local libraries or resource centers lack adequate
training, with some agencies believing it unnecessary. However, investing in
training for all involved in post-literacy activities would yield significant
benefits. Such training should be seen as a development program in its own
right. It has substantial effects on grassroots teachers, library staff,
resource center managers, and community leaders engaged in literacy programs.
These individuals not only benefit from development efforts but also actively
contribute to development initiatives.
Evaluation of Post-Literacy
Activities and Materials
There's a noticeable lack of
effort in evaluating the effectiveness of post-literacy activities and
materials compared to initial literacy programs. This includes assessing
improvements in literacy skills, economic gains, and the achievement of
development objectives. Tanzania has made some strides in this area, with
initiatives like the UIE research project aiming to encourage more rigorous
evaluation of post-literacy and continuing education. Some newspapers have
undergone evaluation as well. While there's evidence of significant and
sometimes unexpected improvements in the quality of life among users of these
programs and materials, much of it remains anecdotal, particularly from real
materials rather than specialized post-literacy materials. Further research is
necessary to better understand the impact of post-literacy efforts.
Income-Generation Programs
No clear evidence available that
literacy and post-literacy programs directly lead to significant economic gains
for participants. However, this assessment is tentative because most literacy
projects we examined primarily aimed to improve literacy skills rather than
directly alleviate poverty. In every country, there are accompanying
income-generating activities and training programs specifically designed to provide
economic benefits and financial independence to learners. These are often
referred to as 'post-literacy' programs. However, these economic activities are
typically separate from literacy and post-literacy instruction and may not
involve much literacy practice, despite involving the same group of
participants. The effectiveness of these income-generation programs as tools
for post-literacy is questionable, although they often do provide substantial
economic benefits independently.
Bibliography
Aikman, S. (1995). Perspectives on Language in Education.
Botswana Literacy Training Group. (1998). Challenges in
Second Language Learning.
Clinton Robinson, J. (1990). Language Issues in
Post-Literacy.
Clinton Robinson, J. (1994). Language and Literacy: A
Global Perspective.
Education for Development. (1994). Guidelines for
Developing Post-Literacy Programs.
Newell-Jones, K. (1998). Report on Post-Literacy
Curriculum Development.
Teaero, T. (1993). Bilingual Materials Testing in
Vanuatu.
Thompson, D. (1998). Personal communication.
World Education Nepal. (n.d.). Diyalo: A Bilingual Primer
for New Readers.
Informative 🖊️
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