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1. Need-Based LiteracyCurriculum Development

Dr. Magdalena E. DugeniaDirector IV, Bureau of Nonformal EducationDepartment of Education, Culture and SportsPHILIPPINES

Introduction

A research entitle, an Ethnographic Study of Func-tional Literacy in Fourteen Philippine Communities(LCC-UP-ERP, 1994) revealed findings which haveimplications for literacy program development. Someof the significant findings which directly relate to lit-eracy curriculum and materials development andliteracy measurement are the following:

1) The least sustainable literacy programs are thosethat are limited only to literacy - numeracy skills,followed by those including livelihood programs.

2) The one with the best chance of being sustained arethose implemented by the people themselves and re-lated to their own needs and aspirations (i.e.community-based).

3) Measures of functional literacy should include in-formation on actual literacy - numeracy skills as wellas questions related to community life.

4) Literate practice is developed through communityactivities in the context of a learning community.

The study surfaced a wide range of community activi-ties from which to draw contents for literacy curriculumand materials development and thus enhance the skillsbase necessary for literate practice. These include:

a) livelihood activities,b) production and commercial activities,c) political needs and people’s political involvement in

the community decision making processes,d) cultural activities, ande) traditional and popular (through not standardized)

technologies still being observed in the communi-ties.

-----------------------------------------------------------*Presented at LRC Training Workshop (Cotabato Ci ty ,Philippines, 20 - 29 September 1995)

B. ON MATERIALDEVELOPMENT

Development of the Curriculum

The curriculum development may have the followingsteps:First and for most, make context study of the area wherethe literacy programme is to be implemented to generateinformation on the geographic and socio-demographiccharacteristics. This can be done through various meth-ods as community survey, observation, interview, fieldvisit and documentary analysis.

1. Illustrative Case:

The Rapid Community Assessment (RCA) conductedin the two initial ADB-Assisted NFE Project sites -Cotabato and Sorsogon - illustrates the kinds of infor-mation a context study can generate, which include; thegeneral livelihood - economic, socio-cultural, and po-litical-civic activities of the community folks, as well astheir needs, aspirations, and resources. These includesdescription of people’s indigenous knowledge andoracy and literacy practices and needs as they engage inconcrete community activities.

The RCA also gathered empirical data on : 1) availableand needed technical reading materials, 2) actual num-ber and names of people willing to join a literacyprogram, and 3) preferred and suggested venues of lit-eracy activities (i.e. at the rice mill, on the farm, in thebarangay hall).

A salient characteristics of the RCA is its participatorynature wherein the community folks together with theirorganizations, government offices, NDOs and other in-stitutions participate in defining the nature of theircommunity, in making analysis, and in preparing a com-munity plan of action. The RCA is designed to impressupon the people that they are an essential part of theprogram from its conceptualisation to its evaluation. Itis thus people and development-oriented.

2. Objectives:

The functional literacy programme needs to be speci-fied in terms of the developmental objective. Forexample, the development objective of nonformal edu-cation in the Philippines is stated, thus :“To improve the socio-economic status of the out-of-school youth and adults by enhancing their capacitiesthrough functional education and literacy and continu-ing education programs, which will enable them tobecome more self-reliant and be integrated into themainstream of social and economic development.”

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3. Study of the Target Group:

This can be done using any one of these approaches:

a. Objective - Oriented Approach. This is donethrough task analysis of expected roles and func-tions of the target group vis-a-vis the competencyrequirements to achieve the objectives set. At thesame time, profiles of the KAS of the target groupsare drawn up in order to ascertain the existing abili-ties. An analysis of the anticipated and existingabilities yield a list learning needs that will guide thedevelopment of the curriculum for the functional lit-eracy program.

b. Problem - Oriented Approach. Problem related tothe achievement of the development objective areidentified and the educational input to solve theseproblems comprises the curriculum for the func-tional literacy program.

c. The Investigation Approach. Paulo Freire’sconscientization methods is illustrative of this ap-proach. It will be recalled in an earlier paper thatFreire’s literacy program for the farmers in the Bra-zil is truly illustrates a need - based and community -oriented curriculum for literacy

A regional workshop organized by UNESCO-PROAP(1979) outlined the steps for the development of a lit-eracy.

1) Recognise the clearly stated national goals for de-velopment and policies for adult education

2) Identify target groups in accordance with the na-tional goals.

3) Identify the communities where target groups are lo-cated.

4) Survey these communities to :a) study the physical, socio-cultural and economic

aspectsb) study the developmental needsc) identify the developmental input already ef-

fectedd) discover the field and real needs of the commu-

nity as a whole and the target group in particular.e) identify factors and problems inhibiting devel-

opmentf) identify the agencies and structures responsible

for developmentg) identify material and human resources in the

community5) Analyse the survey data.6) Formulate a curriculum to :

a) propose strategies, both educational and devel-opment, to fulfil the needs of the community ingeneral and the target group in particular.

b) Translate needs and strategies into learning ob-jectives and methodologies

c) formulate content areasd) delineate the literacy awareness and functional-

ity tasks to be performed by the variousdevelopmental and educational agencies.

e) Identify media to be utilized or commissionedfor each content and learning unit.

7) Write the appropriate material for content of eachlearning unit.

8) Devise means to evaluate the curriculum through theteaching-learning process.

Recommendations called from the Ethnographic Studyof Fourteen Philippine Community Types Re: Need-Based Literacy Curriculum:

1. Any attempt to design a literacy program shouldconsider the following:a) the specific livelihood economic activities of

communities, literacy problems related to pro-duction and commercial activities, the existingknowledge and skills underlying these activities,and the expertise of the common folk who wouldbe tapped as trainers or lecture - demonstrators.

b) the socio-cultural meanings ascribed to literacyin the community as well as such issues as accessto available knowledge, the impact of majority -minority relation, social stratification, languageuse, status, religion or access to this knowledge,and the dichotomy between leisure identifiedwith literacy and work.

c) the specific political needs and activities, as wellas the nature of the people’s political involve-ment in the community.

2. Recommendations that once conceptualised andimplemented, (development projects and literacyprogram) must be sustained and integrated with thegeneral rhythm of the life of community.

3. Instead of immediately embarking on a large projectof making a general taxonomy of functional literacyskills needed by the community, more specific tax-onomies which address actual and specific activitiescould be developed, as well as the possible use ofcommunication technologies (e.g. radio) wheneverpossible.

4. Education (e.g. management and planning) and pro-duction should be integrated in literacy programs.

5. Nonformal training programs should also considerculture-specific management and planning stylesand focus on equipping people with the proper workethic.

6. An examination of the wide array of traditional andpopular (though not standardised) technologies stillbeing used in the participant communities be donefor two reasons: a) for a more scientific study ofthese technologies for possible adoption in literacyprograms with special emphasis on livelihood - eco-nomic skills.

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Sources:

Canieso - Doronila, Maria Luisa and Jasmin EspirityAcuna, Learning from Life: An Ethonographic Studyof Fourteen Philippine Communities, DECS, LCCAND UP-ERP, 1994

Asia/Pacific Cultural Centre for UNESCO (ACCU)New Guide Book for Development and Production ofLiteracy Materials. 1992

Table

The Aims and General Objectives of an Exemplar Lit-eracy Training Curriculum

Aim:To install knowledge, skills and attitudes in reading,writing and numeracy based on the needs and problemsof the clientele. To raise awareness concerned thecauses and alternative solutions to the problem. To helplearners activity participate in their personal develop-ment and the development of the society and to improvetheir quality of life.

Objective:After completing the programme, the learners should beable 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 andnumeracy;

6. Demonstrate ability to identify the problems facedby the individual and his or her community;

7. Demonstrate positive values towards personnel de-velopment and the development of the society;

8. Activity participate in the socio-economic and cul-tural activities of the community;

9. Continue to learn their own.

TableThree Levels of Literacy Skills : A Consensus View

1. Basic Level (Level 1)

a) Target Groupi) Adults who have never been to school or who

have dropped out of school before acquiring lit-eracy skills.

ii) Adults unable to read and write simple words,paragraphs or any other type of written statementwithout the help of a teacher.

b) Requirements of Level IWhen adults have completed this level they shouldhave mastered the following skills:

2. Middle Level (Level II)a) Target Group

Adults who have completed basic level and /orhave acquired basic skills.

b) Requirements of Level IIWhen adults have completed this level theyshould have mastered the following skills:

3. Self Learning Level (Level III)a) Target Group

Adults who have completed intermediate levelor can study independently and who are willingto use books and other resources in search ofnew knowledge.

b) Requirements of Level IIIWhen adults have completed this level theyshould have mastered skills such as the follow-ing:

The original publication showstables/figures on this page

The original publication showstables/figures on this page

The original publication showstables/figures on this page