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DOCUMENT RESUME

ED 285 572 IR 012 788

TITLE Practical Method for Preparation of Neo-LiterateMaterials. Final Report. Proceedings of the RegionalWorkshop on the Preparation of Literacy Follow-upMaterials in Asia and the Pacific (4th, Jayagiri,Bandung, Indonesia, October 20-29, 1986).

INSTITUTION Asian Cultural Centre for UNESCO, Tokyo (Japan).;Ministry of Education and Culture (Indonesia).;United Nations Educational, Scientific, and CulturalOrganization, Bangkok (Thailand). Regional Office forEducation in Asia and the Pacific.

PUB DATE Mar 87NOTE 90p.; For the proceedings of the third regional

workshop, see ED 278 368.PUB TYPE Collected Works - Conference Proceedings (021) --

Reports - General (140) -- Reports - Descriptive(141)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Developing Nations; Foreign Countries; *Games;

*Literacy Education; *Material Development; *NonprintMedia; *Reading Materials; Rural Development;Workshops

IDENTIFIERS Asia; *Neoliteracy; Pacific

ABSTRACTActivities related to the preparation of literacy

follow-up materials in Asia and the Pacific are described in thisfinal report of a regional workshop. Following a summary of theproceedings of the workshop, chapter 1 reviews preparation and fieldtesting of printed book materials, printed nonbook materials,electronic media materials, and games by workshop participants.Planning of national follow-up activities for China, Indonesia,Malaysia, the Philippines, Papua New Guinea, Thailand, and Viet Namare outlined in chapter 2. Reports on the development of neo-literatematerials for these countries are included in the annex, which alsoincludes general information on and the schedule of the workshop, alist of participants, and the full or brief texts of seven papers:(1) "Orientation on Neo-Literate Materials and Process of theWorkshop" (T. M. Sakya); (2) "Presentation on Asian/Pacific JointProduction Programme" (Taichi Sasaoka); (3) "Preparation, Adaptationand Production of Materials for Neo-Literates Based on the Packet Aand AJP Materials" (Maman Suherman); (4) "Evaluation of Materials forNeo-Literates Based on Paket 'A' and AJP Materials" (Jeane DokoSaudale); (5) "The Preparation, Production and Evaluation ofMaterials for Neo-Literates" (Tongyoo Kaewsaiha); (6) "Selection ofFormat and Method of Design of Neo-Literate Materials" (S. Tajima);and (7) "Introduction of New Method for Analysis Using NP Method" (S.Tajima). Texts of the opening statements are appended. (MES)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. * 1

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Practical Method forPreparation ofNeo-Literate MaterialsFinal ReportFourth Regional Workshop on thePreparation of Literacy Follow-upMaterials in Asia and the PacificJayagiri, Bandung, Indonesia20-29 October 1986

Asian Cultural Centre for Unesco (ACCU)

Directorate General of Non-Formal Education, Youth and Sports,Ministry of Education and Culture, Indonesia

Unesco Regional Office for Education in Asia and the Pacific (ROEAP)

Acknowledgement

This report was produced by the Fourth Regional Workshop on the Preparationof Literacy Follow-up Materials in Asia and the Pacific jointly organized by the AsianCultural Centre for Unesco (ACCU), Tokyo, and the Directorate of Non-Formal Educa-tion, Youth and Sports, Ministry of Education and Culture, Indonesia, in collaborationwith the Unesco Regional Office for Education in Asia and the Pacific (ROEAP),Thailand National Commission for Unesco and the Japanese National Commission forUnesco, in Jayagiri, Bandung (Indonesia) from 20-29 October 1986.

This report consists of Proceedings, two Chapters 1. Preparation and Field-testingof Materials by the Groups and !I. Planning of National Fol'ow-up Activities andAnnex and Appendix.

The Chapter on preparation and field-testing of materials should prove to be par-ticularly useful in developing different types of materials for neo-literates 1. printedbook materials, 2. printed non-book materials, 3. electronic media materials, and 4. gamesand others.

Special thanks to the active involvement of the participants, sincere and kind guid-ance of the able resource persons and advisors from Unesco ROEAP, and hearfelt hospi-tality and devoted working of the secretariat staff from the Ministry of Education andCulture of Indonesia, the Workshop brought a great success.

Published byAsian Cultural Centre for Unesco (ACCU), Tokyo

No. 6 Fukuromachi, Shinjuku-ku, Tokyo, 162 JAPAN

Printed in Japan byTaito Printing Co., Ltd.

March 1987

© Asian Cultural Centre for Unesco 1987

CONTENTS

ProceedingsPage

1

1. Introduction 32. Objectives of the Workshop 33. Opening of the Workshop 34. Election of Officers 45. Paper Presentation and Discussion 46. Process of Group Work 57. Preparation of National Follow-up Activities 68. Closing of the Workshop 69. Recommendation 7

Chapter I Preparation and Field Testing of Materials by the Groups 9

Chapter II Planning of National Follow-up Activities 43

Annex 53

1. General Information 552. Schedule of the Workshop 563. List of Participants 584. Resource Person's Paper 605. Country Rtport . 75

Appendix 87

1. Opening Adress by Dr. W.P. Napitupulu, Director-General ofNon-Formal Education, Youth and Sports, Ministry of Educationand Culture of the Republic of Indonesia 87

2. Statement by Mr. Darlis Djosan, Chairman of the Organizing Committee 88

3. Statement by Mr. T.M. Sakya, Educational Advisor, Unesco Regional Officefor Education in Asia and the Pacific (ROEAP) 89

4. Statement by Mr. Taichi Sasaoka, Executive Director,Asian Cultural Centre for Unesco (ACCU) 90

5

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1. Introduction

The Fourth Regional Workshop on the Preparationof Literacy Follow-up Materials in Asia and the Pacificwas jointly organized by the Asian Cultural Centre forUnesco (ACCU) and the Department of Education andCulture of Indonesia in collaboration with the UnescoRegional Office for Education in Asia and the Pacific(ROEAP) and with the co-operation of the IndonesianNational Commission for Unesco as well as the JapaneseNational Commission for Unesco.

The Workshop was held at the National LearningActivities Development Centre (PPKB) Jayagki, Ban-dung, Indonesia, from 20 to 29 October 1986 and wasattended by 16 participants from 7 countries in theRegion (List of participants is given in Annex 3).

2. Objectives of the Workshop

The objectives of the Workshop were to prc.videtraining experience concerning the neo-literate mate-rials relevant to the needs of the rural people, to theparticipants from seven Unesco Member States regard-ing:

1. The development and production of neo-literatematerials including design and illustration;

2. The study of needs and pro !ems in rural areas; and3. The distribution and utilization of neo-literate

materials.

3. Opening of the Workshop

.

Opening of the workshop at BPKB Jayagiri

The Workshop was inaugurated by Dr. W. P.Napitupulu, the Director-General of Non-FormalEducatir, Youth and Sports, on behalf of the Ministerof Education and Culture of the Republic of Indonesia,on 20 October 1986 at 9.30 Al' in the ConferenceHall of the National Learning Activities DevelopmentCentre (BPKB) Jayagirl, Lembang, Bandung, Indonesia.

At the beginning of the opening session, Mr. DarlisDjosan, the Chairman of the Organizing Committee of

the Workshop, welcomed the participants and guestson behalf of the Department of Education and Culture,Government of the Republic of Indoresia.

He reported that prior to the Workshop, the Direct-orate General of Non-Formal Education, Youth andSports had organized a National Workshop on Develop-ment of Paket "A" Supplementary Learning Materialsin Indonesia, the result of which would be utilized inthis Regional Workshop.

Representing Unesco, Mr. T.M. Sakya, EducationAdvisor of the Unesco Regional Office for Educationin Asia and the Pacific, Bangkok, extended welcomeand greeting to the participants of the Workshop onbehalf of the Director-General of Unesco and the As-sistant Director-General for Coordination of UnescoActivities in Asia and the Pacific.

He emphasized the importance of the neo-literatematerials in the context of the Regional Programme"Asia-Pacific Pregr:Imme of Education for All" (AP-PEAL), which was about to be launched on the occa-sion of the 40th Anniversary of Unesco.

APPEAL is aiming at eradication of illiteracy, uni-versalization of primary education and provision ofcontinuing education by the year 2000 in Asia and thePacific.

He expressed hope that the Workshop would helpto develop neo-literate materials so that the APPEALcould be successfully implemented.

He thanked the Government of the Republic ofIndonesia for hostin- the Workshop and the ACCU fororganizing the Workshop in co-operati, Unesco.

Spea,cing on behalf of Asian Cultural Centra forUnesco (ACCU), Mr. T Sasaoka, the Executive Directorof ACCU, expressed deep appreciation to all par'ici-pants, resource persons, and observers who have comeall the way to attend th., Workshop.

He thanked Dr. W. P. Napitupulu, and the Indone-sian Nationa! Commission for Unesco for readily con-senting to organize the Workshop jointly with ACCU,and the Department of Education and Culture ofIndonesia, in co-operation with Unesco Regional Officefor Education in Aisa and the Pacific.

Highlighting the main activities of ACCU, he ex-plained that ACCU has so far developed 23 kinds ofmaterials under Asian/Pacific Joint Production Pro-gramme, of which 19 kinds have already been translatedinto 12 national languages of 8 countries.

ACCU has been organizing Regional Workshops fortraining of experts on the development of neo-literate

73

materials in cooperation with Unesco. Fo far three Re-gional Workshops have been organized.

Mr. Sasaoka observed that ACCU's third importantliteracy programme is the organization of NationalWorkshops, one of which was recently concluded inJay agiri.

He hoped that the outcome of the Fourth RegionalWorkshop will help to further development of neo-literate materials in Asia and the Pacific.

Delivering a keynote address Dr W. P. Napitupuluobserved that the Fourth Regional 'Workshop is a sig-nificant event in the continuing struggle against illiteracyin Asia and the Pacific Region. He thanked the UnescoRegional Office for Education in Asia and the Pacificand the Asian Cultural Centre for Unesco for theirgenuine interest in the contribution to illiteracy eradica-tion. He noted that Indonesia is currently engaged in anall-out effort to raise the educational level of the masses,through the development and implementation of a non-formal education system. Indonesia's philosophy ofnon-formal education is that both individual needs andin teref , and national socio- economic developmentgoals are intertwined, geared towards better qualityof life of the individuals and of society as a whole.

He also explained basic characteristics of KejarProgramme and stated that the program-le is so designedthat it contains the strategies aiming at retention andstabilization of literacy skills, condnuation of learningbeyond the literacy skills in order to impart adequatebasic education, and application of learning for personal,social and economic development.

He expressed his opinion that follow-up materialsshould be designed to serve as remedial and functionalextensions of education to meet the needs. The readingmaterials should be related to kcal conditions, problemsand needs.

These materials should also be able to attract theattention of new literates and induce them to readfurther.

Finally, he expressed hope that the Workshop wouldenable participants to share experience that would helpin developing and preparing reading materials for neo-literates in rural areas in order to improve their standardof living.

4. Election of Officers

The participants of the Workshop unanimouslyelected the following officers for the Workshop.

Chairman: Dr. Zainudin Arif (Indonesia)Vice-Chairman: Dr. Manuela Quisido (Philippines)

4

Rapportetv: Mrs. Kasirah Rusini (Malaysia)

Resource persons of the Workshop were Dr.

Tongyoo Kaewsaiha (Thailand), Mr. Maman Suherman(Indonesia), Mrs. J.A.Doko Saudale (Indonesia).Mr. T.M. Sakya (Une , L.JEAP) was advisor to theWorkshop and Mr. T. Sasaoka (ACCU) was Secretary ofthe Workshop.

5. Paper Presentation and Discussion

...xt

Lector* by the trealuce paws

Prior to the presentation of papers, all the partici-pants and resource persons including all members ofthe Organizing Committee present in the Workshop,were requested to introduce themselves.

Then the resource persons from Unesco, ACCU,Indonesia and Thailand presented their papers. Thetopics of their papers are presented below and theirsummaries are presented in Annex 4.

Mr. T.M. Sakya, Education Advisor, UnescoRegional Office for Education in Asia and the Pacifichas explained the context of the neo-literate materialsdevelopment and the role of the Fourth RegionalWorksl op on the Preparation of Literacy Follow-upMaterUs in Asia and the Pacific.

The topics of Mr. Sakya's orientation were as follows:

a. Present Literacy Situation in Asia and the Pacific

b. Need for Regional Programme (APPEAL)

c. Importance of Neo-Literate Materials

d. Role of Non-Formal Education for Development

e. The Process of the Workshop

Mr. Taichi Sasaoka, Executive Director of ACCU,together with the ACCU team, presented the LiteracyJoint Production Programme of ACCU.

8

The topics of Mr. Sasaoka's presentation were as fol-lows:

a. Introduction of ACCU

b. Background of ACCU's Literacy Joint Programme

c. Contents of ACCU's Joint Literacy Programme

Mr. Maman Suhennan, Director of National Learn-ing Activities Development Centre (BPKB) Jayagiri,Lembang, Bandung, presented his paper on Prepara-tion, Adaptation and Production of Materials for Neo-Literates based on the Paket A and AJP Materials.He mentioned three reasons for the need of havingPaket A Supplementary Materials.

Dr Tongyoo Kaewsaiha, Director of OperationDivision, Non-Formal Education Department, ministryof Education of Thailand, presented the talk on thePreparation, Production and Evaluation of Materialsfor Neu-Literates.

The topics of Dr. Tongyoo's presentation were as fol-lows:

a. Needs and characteristics of Neo-Literate Materials

b. Development and Production of Materials forNeo-Literates

c. Evaluation of Materials for Neo-Literates

Mr. Shinji Tajima, Head of Book DevelopmentSection, ACCU, presented his paper on selection offormat. He introduced some ideas on how to selecta format and also on designing Neo4iterates Materials,showing the varieties of formats. He suggested that theparticipants of the Workshop should be more creativeand more flexible in creating a new format. He thenstressed the importance of considering at least fouritems in selecting format.

The topics of Mr. Tajima's presentation is as follows:

a. Understanding needs and literacy level of targetneo-literates

b. Location and conditions in which materials are tobe used

c. Methods of application and their clarification

d. Production costs

Presentation of Country Reports

Members of each participating country in the work-shop were requested to prepare in advance a paper on

the neo-literate materials production programme in theircountry. These papers were presented in the afternoonsession on 20 October 1986. At the end of each presen-tation participants were given chances to raise questions.

The full texts of their papers are given Annex 5.

6. Process of Group Work

Participants preparing the mated& for field-tesdes

On the 21 October 1986, all participants visitedCibodas village which is located 8 kilometres from theNational Learning Activities Development Centre(BPKB) Jayagiri, Bandung. The objective of this visitwas to familiarize participants with the various aspectsof rural life in Indonesia. The observation visit wasnecessary prior to group work to develop materials forneo-literates in their respective villages.

Participants were divided into 4 working groups todevelop the following four types of neo-literatematerials.

Group A or Mawar:Group B or Bakti:Group C cr Anggrek:Group D or Harapan:

Printed book materialsPrinted non-book materialsElectronic media materialsGames and others.

The Chairpersons and Rapporteurs of the groups wereas follows:

Group A Chairman:Rapporteur:

Group B Chairwoman:

Rapporteur:

Group C Chairman:

Repporteur:

Group D Chairwoman:

Rapporteur:

9

Mr. Ali Agam (Indonesia)Mr. Hoang Tan Thu(Vietnam)Dr. Manuela Quisido (Phil-ippines)Mrs. Sharifah Simon(Malaysia)Mr. Rambai Keruwa (PapuaNew Guinea)

Mrs. Rosalinda G. Capinpin(Philippines)Mrs. Susan Malone (PapuaNew Guinea)Mrs. Susan Maine.

5

The following villages were selected for communitystudy. The Groups visited the villates on 22 October1986.

Group A or Mawar:Group B or Bakti:Group C or Anggrek:Group D or Harapan:

Jayagiri VillageLangensari VillageSuntenjaya VillageSukamanah Village.

Community study was undertaken through observa-tion, random sample survey and through dialogueand discussions with the community. Background infor-mation on the village geographical, demographic,social and economic was distributed to the partici-pants for study.

After visiting and studying the communities thegroups attempted to list needs and problems. Thegroups followed the process of developing materials aslaid out in the "Guidebook for Development and Pro-duction of materials for Neo-Literates" with somemodifications to suit the existing situation.

The following materials were prepared by the fourgroups after intensive group work on the 23, 24 and 25October 1986.

1. A Clean Home Environment (Booklet)2. Take Care of Yourself Today (Folder)3. How to Increase Our Income (Poster)4. How to Improve the Well System (Folder Poster)5. How to Imp.ove the Environment for Health

(Flannel Board)6. Get More Money from Your Sheep (Game Picture)7. Nutrition (Card Game)8. Let's Improve our Quality of Life (Card Game)9. From a Bumpy Road to a Good One (Development

Cycle)10. Let's Be Happy (Box Puzzle)11. Good Care for Food, Good Health for Us (Slide

Kit)12. Good Care for Food, Good Health for Us (Serial

Poster)13. We Can Help Ourselves (Card/Dice Game)14. How to Care and Prevent Cholera (Serial Poster)

The prototype materials were first developed inEnglish and presented and discussed in a general sessionof the Workshop. After that the materials were trams-lated into Indonesian language for testing in the villages.

Testing of the above prototype materials was doneon 27 October 1986 in the villages both in structuredand unstructured groups to assess the relevance ofthe theme of the materials, clarity, simplicity of thelanguage and illustration, presentation, styling andformat, etc.

The groups reviewed, field tested and revised the

6

following AJP Materials:

Group A: Mari the girl who could not go tothe festival. (Booklet)

Group B. a. How Wonderful a Clean Home is!(Poster)

b. Let's Wipe Out Intestinal Parasites(Poster)

c. Let's Keep our Environment Clean(Poster)

Group C: Let's Form a Cooperative (Radio Pro-gramme)

Group D: a. Jigsaw Puzzle of Home Gardeningb. Ladder Game of Tree Plantation.

7. Preparation of National Follow-upActivities

One of the objectives of the Workshop was toprepare plants of follow-up activities by each country'steam to further apply the result of this Regional Work-shop in earch participating country. On 25 October1986 the teams of each of the participating countrieswere assigned to prepare their plans. Prior to this as-sigiunent they were briefed on how to make theirplans and what Asian Cultural Centre for Unesco incooperation with Unesco Regional Office for Educationin Asia and the Pacific could do to help with somefinancial assistance.

The National follow-up activities prepared by eachcountry's team are presented in Chapter IL,

8. Closing of the Workshop

"Was of die worlohop in lasoluos

Closing ceremony was held at 17.30 on 28 Octoberin King's Garden Restaurant art: nded by all the partici-pants of the Workshop and some invited guests. First,Mr. Darlis Djosan, the Chairman of the OrganizingCommittee reported the outcome of ti. e Workshop.Then Mr. T.M. Sakya, representative of Unesco RegionalOffice for Education in Asia and the Pacific, Mr. TaichiSasaoka, Representative of Asian Cultural Centre forUnesco, and Dr. Manuela Quisido, from the Philip-

10

pine on behalf of all the participants, made a fewrem irks. Finally, the Director-General of Non-FormalbZocation, Youth and Sport delivered his speech andclosed the Workshop officially.

9. Retommendations

The following recommendations were proposed byparticipants of the Workshop and adopted unanimously:

A. In vie,/ of the large number of Lood AJP materialsadopted and produced many nto-literates in thecountries of Asia and the Pacific, financial and tech-nical assistance from ACCU and Unesco for literacyproduction should he increased in the coming years.

B. A network should b' developed within the AsiaPacific Region to promote the development of neo-literate materials. ACCU should provide servicesas the centre of the witwork and each participatingcountry should establish a National Point of Con-tact to support and follow-up on the implementa-tion of Regional Neo-Literate Materials Develop-ment Programme.

C. ACCU, in coperation with Unesco and UnescoMember States, should continue to organize annualRegional Workshops on the Development of Neo-Literate Materials in those countries of the regionwith a large number of illiterates.

D. ACCU, in co-operation with Unesco, should organ-ize more National Mobile Training Programmes todevelop neo-literate materials for use in the coun-tries of the region.

E. There should ae a personnel exchange programmeand personnel training on the development of

Exhibition of the literacy materiels produced inthe participating countries

learning materials for the Asia - Pacific Region.

F. ACCU, in cooperation with Unesco, should developa resource file of case studies and research activitiesdemonstrating different methods used for develop-ing neo-literate materials for different target groups.

G. ACCU and Unesco should assist Member States inorganizing national and regional programmes fortraining illustrators and designers of neo-literatematerials and also assist them in evaluating newAJP materials produced.

H. ACCU should serve as a clearing house for receivingdifferent types of matenals for neo-literates fromMember States. Countries within the Region shouldincrease communication and sharing of materials.

I. ACCU and Unesco should continue to develop AJPprototype materials in co-operation with UnescoMember States in Asia and the Pacific and shouldalso provide financial and technical assistance toUnesco Member States for producing local languageeditions of AN neo-literate materials.

J. UNICEF, other international organizations and con-cerned governments should provide substantialassistance for strengthening national follow-upactivities.

K. Unesco Member States in the region should givehigh priority to neo-literate material productionwithin the context of National Literacy Programmesby allocating more funds, training adequate numberof personnel and by linking their efforts. with thoseaf Unesco. ACCU and other external assistancesources.

11

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Introduction

The participants in the Workshop formed four for neo-literates, and developed materials following thegroups according the the four categories of the materials steps shown below.

1. Steps of devolping materials in the Workshop 2. Materials developed by the groups

I.

II.

1. Preparation for community study

2. Community study at the village by the group

3. Analysis of zommunity study

44. Selection of therme and topics of materials

to be prepared

5. a. Preparation and production of materialsby the group

b. Adaptation and translation of AJPmaterials to be tested

16. Preparation for field-testing

7. Feild-testing of materials prepared by thegroup and AJP materials adapted

8. Analysis of field-testing

4IV. i 9. Revision of the materials

CategoryTitle of

material developedFormat

1. Printed bookmaterials

(Group A)

1. A Clean HomeEnvironment

2. Take Care of Your-self Today?

booklet

folder

2. Printed non-bookmaterials

(Group B)

1. How to Increaseour Income

2, How to Improvethe Well System

3. How to Improvethe Environmentfor Health

4. Get More Moneyfrom YourSheep

5. From a BumpyRoad to a GoodOne

6. Let's Be Happy7. Let's Improve

our Quality ofLife

8. Nutrition

poster

folder

card match-ing game

phrase com-pletion game

developmentcycle

box puzzlecard game

card game

3 Electronicmadiamaterials(Group C)

1. Good Care forFood, Good Healthfor Us

2. Good Care forFood, Good Healthfor Us

slide kit

serial poster

4. Games andothers

(Group D)

1. We Can HelpOurselves

2 How to Careand PreventCholera

game

serial poster

1311

vt, 14

3. Four Groups

Group A(Printed book materials)

Group B(Printed non-book materials)

Group C(Electronic media materials)

Group D(Games and others)

1. Village selected(Learning Group)

Jayagiri(Mawar)

Langensari(Bakti)

Suntenjaya(Anggrek)

Sukamana(Harapan)

2., Chairperson Mr. M. Ali Agam(Indonesia)

Dr. Manuela Quisido(Philippines)

Mr. Rambai Keruwa(Papua New Guinea)

Mrs. Susan Malone(Papua New Guinea)

3. Rapporteur Mr. Hoang Tan Thu(Viet Nam)

Mrs. Sharifah Simon(Malaysia)

Mrs. Rosalinda G. Capinpin(Philippines)

Mrs. Susan Malone(Papua New Guinea)

4. Members Ms. Kasirah Rusini(Malaysia)

Mr. Wuthichai Wannakul(Thailand)

Mr. T.M. Sakya(Unesco)

Ms. M. Tase(ACCU)

Mr. Pulungan(Indonesia)

Mr. Vu Dinh Hai(Vietnam)

Mr. S. Tajima(ACCU)

Mrs. J.A. Doko Saudale(Indonesia)

Dr. Tongyoo Kaewsaiha(Thailand)

Mr. S. Aoyagi(ACCU)

Dr. Zainudin Arif(Indonesia)

Mr. Song Zhaoxian(China)

Mrs. Dong Jian Hong(China)

Mr. T. Sasaoka(ACCU)

5. Illustrators Mr. Trya Yudhantara(Indonesia)

Mr. Agus Ruhiyat(Inaclesia)

Mr. Endang Djumaryana(Indonesia)

6. TranslatorsEnglish <4. Indonesian

Mr. Pepep SudrajatMs. Hasnah Gasim

Mr. Darlis DjosanMr. Maman Suherman

Mr. Iman SatochidMr. Soegeng Padmowihardjo

Mr. SuyonoMrs. Endang Prati vi Pr.

7. Guide Mr. Waluyo SaputroMr. Agus Sofyan

Mr. Mahmud MaruaMr. Hidayat

Mr. DayaniMr. Idang Tatang Sumantri

15

(1) Preparation and feild-testing of Printed book materials (Group A)

I Background Information of the Mawarlearning group

. The Learning Group (A)

The "Mawar" learning group was launched inOctober 1985, and located at Jayagiri village, Lembangsub-district.

The total number of participants of learning groupis 18 females which their age ranging from 13 35 yearsold. Session of learning group conducted twice a week(Tuesday and Friday) started from 15.00 17.00.The learning activities of the group includes : 3 R'susing Package A, sewing, embroidery and cooking.

So far the performance of participants in 3 R's packageA8 (8 participants) and package All (10 participants).

This group is guided by 2 tutors, all females. Themain leaming materials used in teaching and learningactivities of the group is package A and it is supportedby supplementary learning materials consists of booklet24 expl; leaflet 12 expl; Flipchart 2 expl; simulationgames 3 expl; and cassette.

This seaming group has received the loan fromBPKB Jayagiri as amount of Rp. 120,000.00 whichrun by selling food and handicraft as embroideredthings.

2. The Community: Kampung Genteng (GentengHamlet)

Genteng is a kampung (hamlet) and it has severalrukun tetangga (neighborhoods). The total populationof the hamlet is 239 (45 households) of which 144 arefemales and 95 males. The classification of populationby age and occupation can be described as table 1 and2 below.

Table 1Classification of population by age

Age group Total number

0 5 years 246 20 years 77

21 35 years 55

36 50 years 2751 above 19

Table 2Classification of population by occupation

OccupationTotal numberof households

Government official 4Farm labourer 10

Small trader 9Artisan 8

Occasional labour 14

It has been reported that 37 women have acceptedfamily planning and 6 women participate in familylife education. The kampung has access to clean waterand electricity, and it has been also reported that 11households have TV sets and 40 households have radios.

The educational background of population canbe described below.

Table 3Educational background of population

Education Total number

Before school age 30Illiterate 26Primary school 45Primary school drop-out 35Primary school leaver 51

Junior high school 18

Junior high school droup-out 12Junior high school leaver 15Senior high school 2Senior school leaver 5

Land:

Neighborhoods has an area 13,200 square metres,located nearby BPKB Jayagiri, around 200 metres farfrom it.

16 13

II. Process of the Group Work

The Group met on 21 October 1986 at 19.30 andon 22 October 1986 at 08.00 to prepare for the fieldwork.

After discussion on the possible methods of fieldwork, the group decided to use the followingmethods:

al observationb) interviewc) search conference

The Group identified the following broad areas forthe field study.

1. Observation

To identify problems and needs by observing thefollowing:

a)b)c)

d)e)

0g)h)i)

j)k)1)

m)n)

daily foodclothinghousingwaterhealthrecreationsportscommunication and populationcommunicationincomeeducationculturespiritual lifeoccupation

It was agreed that after observation, each partici-pant will take notes and identify most problematic areas.Then formulate questions to interview the people. Toobserve deeply or the situation and living conditionof the target group, each participant should concentratehis/her observation on given problems.

The distribution of task and aspects of life to beobserved and interviewed are as follows:

1. Mrs. Kasirah Rusini: a. daily foodb. clothingc. housing

2. Mr. Wuthichai Wannakul: d. watere. health

3. Ms. Tase: i. populationj. communication

4. Mr. Ali Agam: b. incomec. education

5. Mr. Hoang Tan Thu: f., recreationh. sports

14

6. Mr. Pepep Sudrajat:7. Mr. T.M. Sakya:

2. Interview

i. environmentm. culturen. spiritual life

It was agreed that the Group will interview thefollowing persons:

1. Chairman of the RW2. Women leaders3. Youth leaders4. Medical personnel5. Artisans6. Learners in the group7. Members in the cooperative8. Teachers9. Religious leaders

10. Leader of cultural activities

For the interview the following teams were composed:

Group 1:

Group 2:

Group 3:

Group 4:

Mrs. Kasirah RusiniMs. TaseMr. Ali AgamMr. Wuthichai WannakulMr. Hoang Tan ThuMr. Tri SusilowatiMr. T.M. SakyaMr. Pepep Sudrajat

The group formulated following tentative question-naires for the interview. The questions were unstruc-tured and each member will reformulate the questionsaccording to the new situations:

1. Daily foodWhat kind of food do you eat everyday ?What is your meal time ?How many times a week do you eat meat, egg,vegetable, fruit ?How many times a week do you drink milk ?

b. ClothingHow many pairs of cloth do you have?How many new clothes do you get a year?Do you make your own cloth?What kind of cloth do you like?

c. HousingIs this your own house ?Is the space of your house enough for yourfamily ?Is the roof leaking ?

-- Do you plant your garden with crops or flowers ?Do you have any problem in drainage ?How do you dispose your garbage ?Do you have pet animal ?

17

d. WaterWhere do you get water for drinking, cookingand washing ?Who carry water ?Is the water filtered and boiled ?Where do you store your water ?Do you have enough water ?Do you store the raining water ?

e. HealthWhere do you go when you get sick ?What kind of disease do you usually get ?Do you get vaccination ?Do you keep essential medicine at home ?How far is the clinic or hospital from yourhouse ?

f. EnvironmentDo you have your latrine at home ? Private orpublic ?Is there am proper drainage ?Is there any place to dispose community gar-bage ?Is there any problem of security ?How do you keep your environment clean andnice ?

g. Recreation and sportIs there any place for playing sports ?What games do you play ?Do you practice Senam Pagi Indonesia or otherkind of gymnastics ?What type of recreation do you have, cinema,theatre, jaipongan, disco ?What kind of musical instruments do you play ?angklung, guitar ?Are you a member of any club ?

h. PopulationHow many children do you have ?Do you practice "KB"How many babies are born ? And how manysurvive ?

If you have four or more children do you thinkit's a problem ?

i. CommunicationIs the street satisfactory ?How far is the nearest market ?How far is the post office ?Do you have a telephone ?What are the mode of transportation ? cartruck ? delman ?Do you have a radio or television ?What programme do you like best ?

IncomeAverage income of the people in the villagemaximum and minimum.

What other sources of your income - mainincome source and additional income source ?How many person in a family earn ?Is the income enough, if not where do you getthe additional income ?Tentative family budget (How much for food,clothing, housing, education, recreation etc.)

k. OccupationWhat is your occupation ?Is it permanent or occasional ?Are you satisfied with your occupation ?How do you want to progress ?How many persons have occupation in yourfamily ?How did they get into the occupation ?

1. EducationWhat is your family education level ?If you do not have adequate education, why ?Have you taken any courses ?Do you like to go to any course ? what courseWhat kind of books and other reading materialsdo you have at home ?Do you read newspapers and magazines ?What radio and TV programme do you listen orwatch ?

m. C ilture and SpiritualWhat is your belief ?Do you go to mosque or church ? How manytimes a week ?Do your children get religious education ?What religious or cultural festivals do youobserve ?How frequent do you get together with yourneighbours and relatives ?Do you have a cultural centre in this village ?What kinds of cultural activities do you do ?

Field work in the village Jayagiri

i) Group A visited the "Mawar" learning group,village Jayagiri on Wednesday, 22 October,1986 from 10.00 to 17.00.

ii) No structured tools were used to study theproblems.Simple observation schedule and unstructuredquestionnaires were used.

iii) A brief search conference was held concern-ing problems with the community leaders.

3. Analysis of field data

After the field visit, the Group analysed the fielddata on Wednesday, 22 October 1986 from 20.00 to21.30 on 23 October 1986 from 08.00 to 13.00.

18

The Group used brainstorming technique at first,

15

then it used the ACCU technique as explained by Mr.Tajima. Many youngsters could not find jobs.

work.

The Group also prepared a problem map.As a result of those analysis the following problemswere identified:

Low incomeLow incomeNo family budgeting

UNHEALTHY COMMUNITY Lack of skillsNot enough skills

Lack of environment cleanlinessThe road in the village is not good. The people do not take initiative to organize co-Around the house is not clean. operative and enterprise for production.The roads, gardens, houses are not clean.The surrounding is not clean. OVER POPULATIONGarbage collecting system is not regular, encourag-ing breeding place for flies. There are many households in a small area.

Lack of proper drainageThe drainage is not properly equipped.There is no proper drainage.Drainage system is not well kept for easy flow ofwater.No proper drainage in the village.

Lock of personal cleanlinessPersonal hygiene i.e. long finger nails.Personal cleanliness is not observed by majority ofpopulation.Children do not keep their bodies clean.Children's clothes and their bodies are not clean.

Lack of proper dietUnbalanced dietMalnutrition amongst children

Narrow roadsThe roads are narrow and slippery in a slope

especially during rainy season.

LACK OF PUBLIC PLACE

There is no gathering place.

SOCIAL PROBLEMS

No religious teachingChildren get no religious teaching.

No good human relationSome times people quarrel.

The following six problems were identified aspriority problems:

1. Unclean home environment2. Lack of personal hygiene3. No proper drainage4, High illitera,,5. Unbalanced diet6. Unemployment

Dirty water The priority problems were selected through brainThe villagers use dirty water for bathing and wash- storming first and they were verified through problem

ing. map.

Keeping chicken near the houses-excretes develop Material Preparationbreeding places for flies

having identified priority problems, the

LITERACY AND DROP-OUTS group discussed and initiated material preparation task:

Drop outsMany youngsters can not continue their schooling.School drop outs

IlliteracyThe rate of illiteracy is too high.

LOW INCOME

UnemploymentMany young men and women do not have permanent

16

Theme selection

The group selected the theme of clean environmentinside and outside the house.

The group decided the title, objective, techniquesand contents of the new booklet as follows.

1. Title:2. Objectives:

A clean home environmentTo motivate and encourage peopelto keep clean their home

3. Techniques: Story a ' picture form4. Contents: a. Cleanliness front of the house

road leading to the houseyard and the garden

b. Cleanliness inside of the houseliving roombedroomkitchenlightventilation

c. Backside of the housesurroundingdrainageanimal keepingvegetable gardenlatrinegarbage placewellsstore roomfences

The Group A Prepared the following materials:

1. Clean Home Environment (Booklet)2. Take Care of Yourself Today ? (Folder)

The Group revised the AJP Material "Man thegirl who could not go to the festival" (Booklet).The tutor's guide and evaluation tools for each ofthe materials were also prepared.The materials and the revised materials were presentedto the plenary ;essien of the Workshop on 25 October1986 through rok:piay method.

The two new materials and one AJP material werefield-tested in the "Mawar" Learning Group, Jayagirivillage on 27 October 1986. The field test has shownthat the materials were quite effective. Illustrationwere quite attractive, contents were relevant, and thelanguage is not difficult to understand.

The result of the field testing is given below:

I. Name of the Material: A Clean Home Environment(Booklet)Number of the Learners partisipated: 1! persons.

Following is the feedback

1) Language(a) Vocabulary... Difficult Not so difficult Easy

none 9 1

(b) Statement . .. Too long Reasonable Shortnone 10 1

2) Manner of Presentation(a) Format physical content Interesting Dull

10 none

(b) Illustration1) Attractive

2) Informative

3) Subject Matter

Yes10

Yes10Difficult

1

Nonone

NononeEasy

9

a. 10 persons said the information is useful andpractical for themselves and their community.

b. 10 persons said they will use the information andthe material willingly.The reason for their willingness to use the infor-mation are as follows.

1. Cleanliness is good for health.2. Clean Home Environment is Beautiful.

II. Name of the material : Marithe girl who couldnot go to the festival (Booklet).Number of the learners participated : 11 persons


1. Language

a. Vocabulary ... Difficult Not so difficult Easynone 9 2

b. Statement ... Too long Reasonable Shortnone 10 1

2. Manner of presentationa. Format physi' al content ... Interesting No

10 noneb. Illustration

1. Attractive Yes No10 none

2. Informative Yes No10 none

3. Subject matter Difficult Easy1

____

9

a. 8 persons said they want to eat more vegetablesand fruits.

b. 3 persons said they want to eat eggs, nutnciousfood, vegetables, milk and fish.

III. Name ,i the material : Take Care of YourselfToday ? (Folder)Number of the learners participated : 12 persons.


1. Languagea. Vocabulary Difficult Not so difficult Easy

none 9 3

b. Statement Too long Reasonable Shortnone 11 none

2. Manner of Presentationa. Format physical content Interesting Dull

10 none

20

17

b. Illustration1. Attractive

2. Informative

Yes11

Yes

NononeNo

10 1

3. Subject matter Difficult Easy1 11

a. 5 persons said cleanliness was important foreverybody.

b. 4 persons said they were interested in clean-ing and washing their bodies to be healthy.

Materials prepared by Group A

1. A Clean Home Environment

c. 2 persons said they should clean themselvessuch as washing their hands, brushing theirteeth and combing their hair.

d. 1 person said cleanliness was a part of hisrelegion.

Some sugestions:1.. All the pictures of the AJP material should be

coloured.2. The text of the AJP material should be written

in bold letters.

18

21

9

J

4.' , ,11 ,

11 I

2.'"

io

': -.'"' 4

I

n

ill a Olp.retO.Y. ... slimy Any /yry.WI ler Ilts,f y.reAmu clean

,,...3. ,.(s.1;1, sib.ej ' 0PI 0,

ili

1

I _

i'lo A.., Poem -.-UN!. I II* ~yowl/

.....00. I AmuYu AlI

-I

P 411

1.-2, -.1.;4-. 4

.

V',4,44*,,

1 4.64 I. 1w,s hews rod UV *is. refs....., Ire3,,,A. a ././I.J. J /WI A ..ry. cram yore

P.r. .,...,;:

----"'(ie

, , . ,f LI

t I-. ;:- 4!

gr..' ' t-.r. 740 3

1t 4 --;:,!

Ya. Nana A,nli 04 look AO fa /km, nu..

.-41111111111,-----1111.1'1P------ ./..:-':'.*:.i, ,:-,-...., .

c: ....'..o,

22 19

CLEAN HOME

GOOD HEALTH

4*,57 tiA.P ZI*4.Af

20

2. Take Care of Yotaself Today?

ttIttifft,'7

DO YOU IVA:USAND BRUSH

YOUR HAIR ?

*Do you EXUsnyoute retry?

DO you WEAKCLEAN SHIRT5P

*DO YOU CurYOUR NAILSAND WASHYouR NAMn

* Do.You REGULARBATHE WITHSOAP ? *DO you WEAR.

SANDALS ?

Togreo matzaPrzei?*DO You WASH

AND BRUSH

C11::"..)1 ET-L;iysELF YouR HAIR

*DO You coYOUR NAILSAND WASHYouR HAW

* DO yOU RESULARy

BATHE WITHSOAP

* DO YOU WEARSANDALS ?

Tomregral

*Do you WASHAND BRUSH

YOUR HAIR.?

*Do YoU WEAKCLEAN SHIRTS?

Do you DkusmyouR METH ?

I DON'T CARE

*oo you curYOUR ?JAILSANp WASH

YOUR HANDS

IF I DO, ONCE

IN AWHILE

* DO you WEAR.SANDALS ?

23

(2) Preparation and field-testing of Printed non-book materials (Group B)

I. Background Information of "Bakti"Learning Group

1. The Learning Group (B)

The "Bakti" learning group was launched in June1979, and located at neighborhood 28, LangensariVillage, Lembang sub-district. The total number ofparticipants of teaming group is 27 females of whichtheir age ranging from 16 to 40 years old. Session oflearning group conducted twice a week Tuesday andThursday) started from 16.00 to 18.00. The learningactivities of the group includes: 3 R's using Package A,Bahasa Indonesia (Indonesia language) and skill train-ing. This group is guided by a male tutor (Mr. Karla).So far the performance among participants in 3 R'svaries, where 2 participants for Al, 5 participantsfor A2, 2 participants for A3, 4 participants for A5,2 participants for A3, 4 participants for A5, 2 partici-pants for A7, 2 participants for A8 ana 10 participantsfor A9.

The main learning materials used in teaching andlearning activities of the group is package A, and thispackage is supported by supplementary learning mate-rials consists of poster 7 expl.; simulation game I expl.;discussion starter II expl.; photo novela 2 expl.; andcassette.

2. The Community: Neighborhood 28 (kT.28)

The neighborhood 28 (RT 28) as location of thelearning group has 50 households with the total popula-tion 207 of which 103 are males and 104 are females.The classification of population by age and occupationcan be described as table I and 2 below.


Age Group Total Number


21 35 years 6035 50 years 3551 above 32

Communication:8 TV sets38 radios

Cattle:9 horses300 chickens100 sheeps

Housing:17 permanent2 semi permanent31 others

Lavatory:17 family latrinesI public latrine

Table 2Classification of population by occupation

Occupation

Landowner farmerTenantFarm labourerSmall traderOccasional labour

Total number ofhousehold

II7

26

2

4

The neighborhood 28 has access to electricityand it also reported that 8 households have TV setsand 38 households have radios. It is also reportedthat 31 women have accepted family planning and4 women participate in family life education.

Religion:In this neighborhood there are 187 moslems and20 catholics.

Places:1 mosqueI learning place

Transportations.2 cars4 two-wheel carriages

Water:17 wells

Electricity:27 houses have lights

2421

Cooperatives:Saving cooperative

Land:Neighborhoods 28 has an areal sized 10 hectares,located around 7 kms. from BPKB jayagiri.

This learning group has received the loan fromBPKB Jayagiri as amount of Rp. 120,000.06. This groupruns the loan by giving credit for things to leamers orcommunity.

Table 3Educational back ground of population

Education Number Remark

1. Before school age 33

2. Illiterate 14 44 yezrs

3. Primary school 19 above

4. Primary school 108

drop-out5. Pnmary school 30

leaver6. Junior high school I

7. Junior high school 1

leaver8. Senior high school 1

leaver

II. Process of group work

From 19:30 21st. October, 1986 until 10:00 22ndOctober 1986 we prepared field survey tools for identi-fying problems and needs of the Langensari villagepeople. It was based on the main a;pects of life. i.e:food, clothing, housing, water, health, recreation andsports, environment, population, communication, in-come, education, cultural and spiritual. We agreedthat the information used in planning learning materialsfor the target group should be gathered by.

a. Observation.b. Questionnaire.

Which were then prepared by us.22nd October, 1986 at 10:30, we visited the village

and at 20:00 we started to analyze data obtained fromthe village. This process started with

a. Each member wrote an least 7 problems, oneon each small sheet of paper,

b. The problems on the sheet of paper were cate-gortzed by aspects,

c. The aspects with the biggest number .11 sheetswas ranked as problem 1. second biggest as pro-blem 2, and so on until the last prioritization.

d. The problem of the first priority was tackledfirst, and what materials we have to come up(which were interesting and attractive were

made.).

III. Information on materials developed

a) Format: Poster (printed non-book material)

Title: How to increase out income

2225

Purpose: Establish awareness on how to makemore money on tomatoes, sheep, bambooand corn.

Target group:Middle level of literacy, women and girls with

average age of 20 yea'.

Summary of contears.This is innovated poster which we named

"Open the window to be rich" poster. The 4 largecircular windows have 1) 2 tomatoes 2) sheep3) a grove of bamboo, and 4) cars of corn asshutters.

A small circular window at the middle wouldreveal a secret or more as much as between the twolover circles is a rectangular window which whenopened would reveal another secret to get rich.

Method of use:Individttal or group use: to get information

from this poster can he anytime as long as there istime to examine and understand the message of thepictures.

I)) Format. Folded poster (printed non-book materi-

Title: Improve the Well System.

Purpose: Profill the villagers that there are fourways to improve the water system

Target group:All level, men and women from ages 18 up.

Summary of contents:The poster is divided into vertical equal parts.

The left portion bears the illustration of the tradi-

tional, very difficult, tiresome well to manage. Theright portion bears 5 illustrations captioned sequen-tially, as follows: 1) large stationary pulle e; 2)hand driven pump; 3) large water tank with e tricmotor 4) covered well, electric motor; 5) problemssolved, happy people.

Method of use:cold the poster vertically, showing the problem

"How to improve the well system". Invite theinterest and attention of the participants to theproblems, then ask wheather if they wish to solvethe problem. Draw out solutions from the audi-ence. Show the illustrations that dipict the solu-tions to the problem.

c) Format: Card matching game (printed non-bookmaterials)

Title: How to improve the environment forhealth

Purpose: Arouse participants awareness to solu-tions of a problem on how to improvetheir environment for health.

Target group:2nd and 3rd levels, boys and girls, men and

women aged at least 12 years.

Summary of contents:The problem on how io improve the environ-

ment for health is solved through the illustrationsticked on the flannel board. The written languagesolutions are impressed by sticking the words toform sensible sentences. The name of the illustra-tion is formed by having the participants pick andstick letters that spell correctly.

Method of use:The problem is confusedly placed on top of

the flannel board. Words are read and exposed tothe participants. Two set are made known becausethe solutions are illustrated on the flannel board, toname the illustration, letters are read to spell eachand the name formed is sticked near the illustration.

d) Format: Card Game (printed non-book material)

Title: Nutrition

Purpose: Derive fun and knowledge and augmentreading skills on the food for healththrough card and sheet gar.

Target group:1st and 2nd level, 6 yeas old up, for boys, girls,

women and men.

Summary of contents:Form sheet which bear the illustrations of 8

26

kinds of food, and a duplication on 34 smallergame cards an additional "Joker" card which is askull, can give additional fun among the playersand the audience.

Method of ::se:Four players can play this game, each player

gets a large sheet with illustration of food. Eachcard bears a food classification and illustrations.The cards are shuffled and distributed equallyto the players.

The game starts with distributor choosing acard in his hand, et ial to what is on one of theillustrations. He gets a .:ard from the player at hisright, who places down on his sheet one card whichcorresponds to anyone on the sheet and so on untilall cards are down. The one who holds the "Skull"lastly loses.

e) Format: (1) Phrase completion game (printednon-book material)

(2) Picture to picture game

Title: Get more money from sheep

Purpose:

Implant in the participants that much moneycan be derived from the healthy sheep

Target group:3rd level or self learning level, boys, girls, men

and women of the high school levels.

Summary of contents/Method for useThe cards of 3 inches by 2 ft, in dimention

bear the phrases, these cards are grouped at theleft and right colums. Those at the right will eachappropriately finish one at the left until there is butone card left at the right.

0 Format: Development cycle (printed non-bookmaterial)

Title: From a bumpy road to a good one

Puropse: To realize that cooperation or workingtogether makes tasks easy and successful.

Target group:Middle level, male and female 15 years old and

over

Summary of contents:This printed non-book materials "Figure of

Eight" series is so named after the shape or figureno. 8. A story line can be endless and depictsthe metamorphosis of projects which usually is in acircle. Thus, comes the title of this material"Vrom a Bumpy Road to a Good One".

23

g)

Method of use:Hold the material on the two palms and move it

from the left to the right, if you wish, you canstop at any point, where the operator has discernedthe message.

Format: Box puzzle

Title: Let's be happy

Purpose:. Derive fun and knowledge and to aug-ment reading skill through puzzle.

Target group:1st and 2nd level, 6 years old up, for boys, girls,

women and men.

Summary of contents:Nine (9) boxes are joined together to form a

picture, each box have 6 faces, therefore, there are6 pictures all together, each picture have differentbackground colour. The picture are then cutaccording to the size of the box.

Method of use:The boxes are mixed up, and the players are

asked to arrange to form a picture and then askedto read what is written on that picture.

h) Format: Card Matching Game

Title Let's improve our quality of life

Purpose: To imporove the people's reading skillhence improving their quality of life.

Target group: 1st and 2nd level, women and men.

Summary of contents:This game consists of 2 sets of cards numbered

1 and 2. Questions are mentioned in No. 1 andsolutions to the questions in No. 2.

Method of use:The questioned cards are kept by the tutor,

while the solution cards are distributed to thelearner. The tutor throw down one card andthe learners try to match their cards.

24

IV. Evaluation

27th, October, 1986, 13.00 hours, we went to Lan-gensari village to test our new materials, and below is theresult of the evaluation during the field testing of thematerials.

1. Format/Title: Poster "How to increase our in-come"

Conclusion: Accepted by learners.Comments/Suggestions:

They want the message in the poster demo,,strated to them.

2. Format/Title: Folded poster "How to improvewell system"

Conclusion: Accepted by learners

3. Format / Titel:, Card matching game "How toimprove environment for health"

Conclusion: Accepted.Comments/Suggestions:

Illustrations are too small.The writing should be bigger andwell arranged.

4. Format/Title: Phrase completion game "Get moremoney from sheep"

Conclusion: AcceptedComments/Suggestions :

Illustration should be bigger.

5. Format/Title: Box puzzle "Let's be happy"Conclusion: Accepted by learners

6. Format/Title: Card Game "Nutrition"Conclusion: Accepted

7. Format/Title: Figure of 8 "From a Bumpy Roadto a Good One"

Conclusion: Accepted

8. Format/Title:. Card matching game "Let's improveour quality of life"

Conclusion: AcceptedComments/Suggestions:

1. For improvement of the poster, the learnerswould refer to the villages for decision.

2. Indicate where to begin viewing the strip.3. Improve the illustration for more clearly.

2 7

Meterials prepared by Group B

1. How to increase our income (poster)

111111111 4WDMN. MOW YON

.11 0 0 OP OMOW 011., 11 MO

4 OW. MIRO

ONO .110 Om,. MN. Olt. 00. MOWNNNW

4 SOMMI/N4 1/1/4 ele WOW MI.

2. How to improve the well system (folded poster)3. How to improve the emvironment for health (card

1..itching game)

4. r2z.t more money from sheep (picture to picturegame)

PERM/ZIA

28

LF-4771E4 &it:4.5110ES

25

S. Nutrition card game (card game)

,10411.,sownwr issair MUMMY

Mnismt flaw NUTRITION'CARD 6AMC

6. From a bumpy road to a good one (development 8. Let's improve our quality of life (card matchingcycle) game)

r

7. Let's be happy (box puzzle)

29

(3) Preparation and field-testing of Electronic media materials (Group C)

I. Background Information of "Anggrek"learning group

1. The Learning Group (C)

This learning group was set up on 1 January 1985.There is an organization to conduct the learning group.The organization consists of a chairman, a treasurer anda secretary.

The two tutors conduct the learning process.There is a facilitator who facilitates the learning group.Most of learners are males. They consist of ages 1437, a lot of them are fanning workers. So far thereare 21 learners in the learning group.

Learning activities are on Tuesdays and Fridaysat 4 .00 5 30 p.m. The activities including, writing,arithmetic, Indonesian language, basic knowledge, sew-ing vocational, sports, physical education, and local artmusic.

This learning group has equipment such as blackboards, chalks, and erasers. As the supplementary ofPackage A, it has 10 books each of Package Al A10,li books of package All, 3 topics of poster, I photonovella, 9 topics of booklets, 4 topics of simulationgame, 1 discussion starter, and 1 cassette of physicaleducation as well.

This learning group has received the loan fromBPKB Jayagiri as a mount of Rp. 112,500.00. Withthis loan learners run the small shop.

2. The Community.

Learning group "Anggrek" is located in villageSuntenjaya, sub-district Lembang, distric Bandung,province West Java.In this village there are 104 males and 108 females in44 families. On an average each family has 3 children.In general population can be classified as follows.





Education back ground of population can bedescribed below.



1. Before school age 382. Illiterate 15 44 years3. Primary school 50 above4. Primary school 15

drop out5. Primary school 8

leaver6. Junior high school 2

drop out7. Junior high school 3

leaver8. Senior high school 1

There are 32 women involved in family planningand 12 in family life education activities.

Occupation, income and expenditure of popula-tion can be shown in table below.

Table 3Occupation income and expenditure of people

Occupation NumberIncome

Rp.Expenditure

1. Small 2 2,000.00trader

2. Farmer 10 2,000.00 1,500.003. Worker 12 1,500.004 Labour 30 1,000.00 1,000.00

The income of population in average in a yearis Rp. 450,000.00

Places:1 Mosque for 212 moslems1 learning group1 place for weighing baby1 integrated servica (health service)

30 27

Transportations:2 cars2 motor cycles2 bicycles

Communications:11 television Sets43 Radios10 News paper's readers

Sports:1 soccer field2 bad --'-ton courts2 volley ball court

Cattle:6 cows40 sheeps90 chickens

Housing:6 permanent houseb4 semi permanent houses32 others

Lavatory:9 family latrines1 public latrine9 mixed washing, bathing and latrines

Electricity:42 families have electricity in their houses2 families have kerosene lamps1 saving cooperative

Land:(Neighborhoods has an area sized 6 hectares,

located around 13 kms. from BPKB Jayagiri.)

II. Introduction

Advances in technology gave rise to the produc-tion of printed book materials, electronic media, gamesand others in literacy programme. The prevalence ofthe cassette or transistor radio even in the countryside these days trigeed of the media of preparing literacymaterials via such devices.This slide is entitled of "Good Care for Food, GoodHealth for Us" is designed on the needs and problems ofthe village.

III. Objectives

1) To obtain general ideas of caring foods inproper manner

2) To acquire awareness of sanitation

3) To introduce the importance of healthy sur-roundings.

IV. Brief Description

The electronic materials include the slide kit, serialposters, and radio broadcast, specially designed fnr theneeds and problems of village. The slides and posterspresents health and sanitation existing in the village.

The title of the slide kit is "Good Care for Food,Good Health for Us". While the radio broadcast revolvesin the normal theme of forming cooperatives in thevillage.

28

Time allotment for the materials are as follows:

Slide presentationSerial poster

15 minutes10 minutes

Radio broadcast 20 minutes

This materials may be used independently fromthe other materials or to reinforce what has beenlearned through printed materials.

The group arrived at the Learning Group at 3.30in the afternoon. Clienteles were already waiting in theHall. The materials were presented in Sundanese lan-guage. After the presentation, discussion among thegroup was made based on the questionnaires preparedfor the slides, posters and radio broadcasts. Then Eval-uation sheets were distributed to the 16 clienteles forthem to answer.

V. Evaluation analysis from the evaluationsheets for the slides and serial posters

Title:

Content:

56% very interesting44% interesting

75% fully enough for practice25% partly enough for practice

Illustration: 31% meaningful or related to con-tent

69% not so meaningful or notrelated to content

Language:

Music andSound:

Narration:

31 .

50%19%

31%44%56%

easydifficultnot so difficultvery satisfactorysatisfactory

50% clear50% not clr.,r

ti

Relation to 100%the existing:

Time of pre- 6%sentation: 31%

63%

very much related to exist-problems

to longto shortfair average

Application: 100% Willingly intent to apply

Although the materials were 100% accepted bythe clientels as related to their existing problems and100% of them are willing to apply the solutions men-tioned in the slide and poster, there were several pro-blems in the illustration and narration due to the limitof time preparation of materials.

The followings are the observations of the groupin the evaluation process:

1) Instrument used is not clearly stated

2) Items in the evaluation sheet should not tobe too long

3) There is difficulty in the translation of mate-rials from English to the language used for theirlevel of comprehension.

Some suggestions from the clienteles for the im-provement of the materials:

1) The color is good enough but needs improve-ment

2) Improvement of illustration ona) Sandals must not too bigb) House should be completed in the picture

Radio Broadcasts "Let's form a cooperative" wasalso field tested in the same group.

Analysis from the evaluation sheet and the aspectsof assessment are the followings:

1. Relevancy of the theme to the actual needs

2. Clarity and simplicity

3. Presentation style of the programme

4. Arrangement of dialogue

5. Clarity of voice

6. Background, and sowed effects

7. Range of time used for preparation

8. The attractiveness of title and illustration

32

9. The functionality of the content

10. Interesting level of the programme

All of the above items were rated "Satisfactory"except functionality of the content as "Very Satis-factory".

Other suggestion from the clientel are the fol-lowings:

1. More information from the clientele should beemphasized in the story

2. Aspect of co-operative on village products shouldbe include '.

3. The people are willing to have a co-operative inthe village.

VI. Revision on the materials by the group

A. Re-recording of the radio broadcast programme.

a) additional two characters in the casts

b) In order that the story be meaningful, thegroup decided some negative attitude be in-

cluded in the narration.

c) A narration introducing about the radio dramato attract listener.

d) Connection of some misspelled words

e) Instruction for discussion after the dramaamong the listeners

f) Narration or introduction of the next scene in-cluded in the last statement of the last narration.

B. Revision on slide kit and posters

Slides were produced from the posters since wecannot shot picture in the village due to heavy rains.To complete the slide presentation, we used posters.

VII. Proceedings of the Group Work

Oct. 21, 1986

At 7.30 in the evening the session started with thebriefing on the field work done at Cibodas village. Thediscussion was done by Dr. Tongyoo of Thailand. Theparticipants of the Workshop was divided into 4 groups.Chairman and rapporteur were elected by the group.

Planning for the survey of the assigned villagewas done and undertaken by the group. Survey instru-

29

ments were divided by the group before the adjourmentat 10.00 p.m.

Oct. 22, 1986

Group r in the morning discussed on the surveyinstruments t be used in the -Cage Suntenjaya. At11.30 the participants already armed with their surveyinstruments went to the village for gathk ,ng of baselinedata in preparation for the development of neo-literat-materials.

The technique used to collect pertinent data wereobservation and interview. From the observation, theparticipants were able to identify the problems, sub-problems as well as the needs of the targeted group.The interview was conducted by asking some people inthe village like: Village Head, Hamlet Leader, YouthLeader, Head of Woman Association, Health CenterPersonnel, Religious Group Leader, Chairman of theVillage Council, Teacher/Tutors, Villagers, Board ofWoman Association and the Learning Group.

The data covered aspects of life, food, housing,water, sanitation, etc. Sampling was used in the selec-tion of respondent.

The group was divided into three one group didthe search conference; another group observed thecommunity and the other group did the interview inthe Village Hall. Later in the afternoon, they proceededto "Anggrek" Learning Group. Sixteen of the LearningGroup were interviewed and they willingly responded.The groups returned to the center at 6.00 o'clock in theevening. A plenary session was held in the evening.Mr. Tajima presented the new approach for analyzingthe data gathered. The session ended at 9.00 p.m.

Oct. 23, 1986

The morning was spent in the analysis of the datagathered. There was a lively exchange of ideas amongthe participants about the data and suggestions. Afterthe analysis, prioritizing of the problems and needs wereidentified. The group agreed to prepare and delimit theaspect of life into 4 categories.

1. Health and Sanitation (water, food, clothing,housing);

2. Education, Recreation, Sports, Culture;3. Transportation and Communication and4. Income and Employment.

The group decided to produce slide kit and serialprosters on Health and Sanitation.

After lunch the group met and started the develop-ment of neo-literate materials based on the format as-signed.

30

Oct. 24, 1986.

The morning was spent in the preparation of thematerials to be used in field testing. Review of AJPmaterials, "Let's form a cooperative", a radio dramawas done by the group. The followings are the sugges-tions for the improvement of the materials.

1. Radio programme could be audio cassete pro-gramme also.

2. The theme is "Good and important for ruralpeople forming a cooperative".

3. The dialogue narrated by the Cooperative Of-ficial and Village Headman is too long, soanother role should be added.

4. In order that the story be meaningful, the groupdecided to place some negative attitude in thestory.

5. Before the drama start, some introduction aboutthe drama by the narrator should be attractedfor the listeners.

6. Words should be properly spelled out.

7. Instruction for discussion after the drama isnecessary.

Objective, brief discription and guidelines for theelectronic media materials were prepared in the morning.Later in the afternoon the group finished the narrationof the slide kit and serial poster "Good Care for Food,Good Health for Us".,

The AJP materials "radio drama" was taped at theJayagiri National Learning Activities DevelopmentCentre, with the participants as the casts. After listen-ing to the tape a panel discusnion among the group washeld.

The followings were prepared by the group beforethe try-out:

1. Evaluation sheets for the slide kit and serialposter in Bahasa Indonesia and English

2. Evaluation sheet of the AJP Radio Programme inBahasa Indonesia and English.

3. Issues for further discussion on the poster, slidean i radio programme.

Oct. 25, 1986

The group continue the preparation of the neo-liter-ate materials in the morning. Simulation on the newlydeveloped materials were done by each group in the

33

afternoon. National follow-up activities were discussedin the evening by Mr. Sasaoka.

Oct. 26,1986

A free day.

Oct. 27,1986.

The group continued to prepare the materialswhich would be presented in the village of Suntenjayafor field-testing. In the afternoon the participantswent to the village for field-test of the newly developedmaterials. Pictures of the village were taken for the revi-sion of the materials. Discussion on the revision weredone by the group in the evening.

Oct. 28,1986

,tt >170 '16,

4.4

The revision and improvement of the AJP materials(radio broadcasts) was done in the morning by thegroup. Revision in the taping of the other parts of theradio drama were made. Three characters were added inthe cast of the drama. Slide picture were taken from theposters, since the group did not have the chance totake pictures of the village due to heavy rain. Slide kitcan be completed in this way.

Each group presented their field tested materialsin the afternoon. Later, the national follow-up activitiesprepared by the country teams were finalized andsubmitted to ACCU. Adoption of draft firal reportof the Workshop were discussed also.

Closing programme was held in the evening with aDinner hosted by Professor Dr. W.P. Napitupulu,Director-General of Non-Formal Education, Youth andSports.

34 31

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(4) Preparation and field-testing of Games and others (Group D)

I. Background Information of Harapanlearning group

1. The Learning Group (D)

The learning group was set up on 11 January198.j. It is organized by a group leader, a secretaryand a treasurer. Two tutors conduct the learning pro-cess of the learning group. There is a facilitation invillage.

The leamers of this group consists oi.8 females ages between 17 208 males ages between 16 47

The learning activities is held on Wednesdays andSaturdays from 2:00 p.m. to 5.00 p.m. The learningactivities include reading, writing arithmetic, Indonesianlanguage and sports.

The learners have been studying Package A5, 10 and11

The Nuipments they have are a black board, chalk,eraser, Package Al A20 (15 booklets for each pack-age), 4 topics of single or aerial posters, 2 books of 2topics, 4 cassettes 3 simulation games, 40 learninggroup bulletins, 2b topics of leaflets and I flipcharton weighing baby.

The learning group has received a learning fundas a loan form BPKB Jayagiri, on 1 February 1986,the loan amount is Rp. 112,500.00.

The learners run this loan on fish farming by theagreement among them.

2. The Community

This learning group is located in village Sukamanah,sub-district Rancaekek, district Bandung, provinceWest Java.

The total number of population is 217, in 42families. The total number of males is 133, and offemales is 84. On an average each family has 3 children.

The classification of population oy age can bedescribed as follows.





There are 12 people altogether who involed infamily planning, and 4 in family life education activi-ties.

Income and occupation of people can be showedin a table below.

Table 2Occupation, income and expenditure of people

Occupation NumberIncome

RP.

ExrenditureRp.

1. Government 3 2,000.00 1,500.00official

2. Sman trader 5 1,000.00 1,000.003. Farmer 5 2,500.00 ' 2,000.004. Worker 11 1,500.00 1,500.005. Labour 24 750.00 750.006. Others 2 2,500.00 1,500.00

According to the table, the ;ncome of people inaverage per year is Rp. 577,850.00

The educational background of population canbe described below.



I. Illiterate 7 Aged 51above

2. Primary schooldrop -out

17

3. Primary school leaver 16

4. Junior high schooldrop-out

4

5. Junior high schoolleaver

5

6. Senior high schooldrop out

2

7. Senior high schoolleaver

3

36

Places:- 2 small mosques

I learning place1 place for weighing babyI place for integrated health service

33

Transportations:2 cars2 motorcycles25 bicycles5 tricycles1 two-sheeled carriage

Communications:14 televisicr sets31 radios5 news paper's readers.

Cattle:5 sheep1 hourse39 chickens3 fishing pcunds

Housing:15 permanent5 semi-permanent16 others

Lavatory:21 family latrines use well water21 mixed washing, bathing and latrine use

water pump

Electricity:each house has electricityRice hulling works use 'electricity as well.There are 2 rice hulling works in the village.

Cooperative:Village Unit Cooperative has 3 membersTricycle Cooperative has 3 members.

Land:Neighborhood 03 has an area sized 10 hectares,

located around 42 kms. form BPKB Jayagiri.

II. Process of the Group Work

Our group, Group 1), was assigned to visit Suka-manah village about 1.5 hour drive from the JayagiriCentre.

We planned our visit to consist of three main parts.In each part we wanted to get information from dif-ferent groups of people:

1. Village headmen,2. General population of the village between ages

16 40,3. Members of the two Learning Groups.

In general, our time went according to schedule,although we were unable to get statistical data at theVillagl Hall because of lack of time.

Follwing is a brief descriptor of each pa.-t of ourvisit. At the end is an Appendix with charts of statisticsand other data gathered, as well as a copy of the twoquestionnaires used.

Finally at the end of the appendix is a record ofthe planning meeting held prior to our village visit.

A. Visit with Village Headmen

We arrived at the Village Hall at 11.15 where wewere met by local officials. After greetings and generaldiscussion we were given time to ask questions. We

asked the questions prepared in our planning meeting(See Appendix). Following are answers from the general

34

question avd answer time.

Question: What is general health of people in the area ?

Answer: General health is good except during timesof flood. Then we have much dysentery.This village is surrounded by two riversand the village is not on high ground soflood waters contaminate our wells. Ourhealth center supported a drive to increasesanitation in the area and now almost 100%of the people boil their water before drink-ing.

Question: Is there a general feeling of satisfaction withthe education programme in this area ?

Answer: We are not satisfied. We have no highschool. Some headmen want to build aprivate Junior High School. Most studentsdrop out after Junior High School. Thosewho want to continue on to High Schoolmust go to Bandung.

nestion: Why do children drop out of school ?

Answer: They cannot afford uniforms and books andbooks and their parents do not encouragethem to continue.

Question: What is the value of formal education in thisarea ?

Answer: Formal education is highly valued because it

37

leads to social mobility and increases thequality of life and because it increases earn-ing power.

Question: Am the economic expectations of people inthis village being met ?

Answer: People don't have enough money. Whatpeople want is1. Get their children educated;2. To have enough food:3. To travel.

Question: What are the biggest needs in this village ?

Answer: 1. To prevent flooding2. To receive training which will increase

earning potential:3. To learn how to make the best use of our

natural resources (for example, how toget more produce from our fa nn plots).

During this meeting Mr. Sasaoka presented theHeadmen with a gift. Then we walked to the Headmen'shouse for a delicious lunch.

B. Village Walk with Observation and Survey

We broke up into three teams, each team havingone member who speaks Bahasa Indonesia. Each teamhad a number of 1.,:nted questionnaires (See Appendix).Our target group for these questionnaires were youngadults, aged 16-40. A total of 46 questionnaireswere completed with data as noted (See Appendix).During our walk. through the village we observed severalmajor problems as well as positive co litions.

We noted the following positive conditions:1. People of all ages are very friendly and are not

afraid of foreigners.2. Babies are well cared for, not allowed to crawl

on the ground or go close to standing water.3. Most houses have electric wiring. One refrig-

erator, one video and several cassette recorderswere noted.

4. In several areas young people were playingsports.

The following problems were noted:1. Very few proper toilet facilities were seen while

people were noted defecating outside.2. Roads were full of deep ruts.3. Stagnant water was everywhere; poor drainage

was noted.

4. "Toilets" were built over rivers and ponds.5. Well water was a dark color.

C. Learning Group Visits

We were received graciously by both LearningGroups, (even though the second group had waitedover 6 hours for our visit. (They expected us arrive at09.00 A.M. but we arrived Jt 3.30 P.M.) Both groupsfed us once again, even though we were all still full fromlunch !The following were general observations we made .

1. Learners were at ease and free to speak tovisitors.

2. Learners were obviously successfuly learning toread and *rite%

3. Learning areas were neat and clean.4. Most women in the 2nd Learning Group ap-

peared to be age 40 or older.

We observed women of the first Learning Group asthey played a literacy game. They seemed to enjoy theactivity.In Appendix there is a copy of the questionnaire givento each learner. Data from these are also found inAppendix.

Group D Appendix

Data From Vi lage Headmen

1. Demography

a) Population Total 3866 Males 1963Females 1,903

b) Land area Total 473 Ha Dryland I HaWetland 456 Ha

c) Number of Households 822

d) Number of Hamlets 5

e) Number of neighborhood association 28

0 Percent by occupationFarmers 80%; Laborers 11%;Small traders 5%.

g) Numbers involved in family planningIUD - 82 . Injection 225; Pills 161

2. Education

a) Number of schoolsPrimary schools - 3 Junior High School 1

b) Enrolletnent in primary schools 90%Percent of drop outs 10%

c) Percent that go on to junior high school25 30%

3835

d) Number of illiterates in age group 13 - 14518

e) Number of leaming groupsPackage A groups - 46Income-generating groups - 3

11. Would you like to change jobs ?

If so, what job would you like ?

12. How much education do you want your childrento have ?

13. How many years of education did you have 'f

I) Number of instructors for learning groups - 20

Sidewalk questionnaire

Data from sidewalk questionnaires

1. Average number of children 2.9

1. How old are you ? 2. Precent whose children are immunised 72.0%

2. Are you married ? 3. Percent married by age 20 33.3%

3. Do you have children ? 4. Percent who eat green vegetables daily 91.3%

4. Are you involved in family planning ? 5. Percent who keep animals by their house 43.5%

5. How many of your children are over 3 months ? 6. Average job of villagers Farm laborer 51.4%

6. How many of your children over 3 months received Trader 20.0%

have DPT immunisations ? 7. Percent that are satisfied with their job 43.5%

7. Does your family eat green vegetables every day ? 8. Average years of schooling 4.1

8. Do you keep animals near your house ? 9. Percent that want a better life for their children

9. What is your annual income ? 66.0%

10. What is your job ? Number of people interview: 46

36

QUESTIONNAIRE

Name

Age

Sex

1. Occupation

2. Marital Status

3. Number of Children

4. What is your expectation in life ?

5. List 5 main problems in the village.

39

Data from Learner's Group Questionnaires

1. General Information

a) Percent by sex FemaleMale

b) Percent by age classification17 22 : 41.5%23 28 : 22.6%29 34 : 45%35 40 : 27 0%41 46 : 4.5%

c) Percent married 94.5%

d) Percent by number of childrenno child 27.00%1 child 27.00%2 children 4.50%3 children 9.00%4+ children 32.50%

e) Percent by occupationFarm laborer: 63.00%Farmer 14.50%Brick maker 9.00%Batik Seller 4.50%Sheep raising 4.50%Jobless 4.50%

We spent the majority of time at our evening meet-ing planning how we will use our 5 6 hours tommor-row (Wednesday) to get as much information .-.s possibleabout expectations, needs and problems felt by the

94.5% target group. We decided on three main activities,5.5% each of which will give us information from different

age and status groups.

2. Life Expectations (percent)

a) Want to be happy 84.00%b) Want children to have education 8.00%c) Want to have enough food 4.00%d) Want to have a job 4.00%

3. Big Problems in Lie Village

a) Flood 28.00%h) Difficulty finding a job 15.40%c) No funds for children's school fees 13.20%d) Scarcity of food during dry season 11.20%e) Poor health 8.40%

0 Low income 7.00%

g) No capital for business 4.20%h) Paddy disease 4.20%0 Malnutrition 4.20%

j) Bad roads 2.80%k) No skill 1.50%

Planning Meeting Group D

Preliminary meeting held 21 OctoberWe have tentatively marked young people, aged

16-24 as our target age group. In order to meet youngpeople, we will attend the Wednesday meeting of the"Learning Group" which meets every Wednesday andSaturday in Sukamanah Village.

Our schedule will be as follows:

11.15 A.M. Arrive Sukamanah Village11.15 12.00 Meet with Headmen. in-

troduction and greetings12.00 13.00 Lunch and interview with

Headmen (See questionsbelow)

13.00 14.00 Walk around area. observa-tion and do survey ques-tionnaires

14.00 16.00 Meeting with TargetGroup; question and dis-cussion

16.00 Leave for Jayagiri Centre

Attached are the survey questionnaire to be usedfor the general public and the two information question-naires which will be given to people of the Target Groupat their meeting. Following are the questions whichwill be asked to the Headmen at our lunch and interviewwith them.

I. Wi.at is the general health of people in the area ?2. Is there a general feeling of satisfaction with the

education programme in the area ?3. What is the value of formal education in ti_.; area ?4. What are the biggest needs of the village ?

While here we will also seek information on suchfacts as average number of people living in each house-hold, average number of children in each family; averageyears of schooling in the village, average age that girlsmarry and that boys marry; number of people in villagewho have gone on to university etc.

Information used in planning a game for our targetgroup came from

I. Observation,2. Survey and questionnaire,3. Interviews.

From these sources, we concluded that the feltneeds o f the people in this village, and especially theLearning Groups, can be classified into 4 main areas:

I. Family, health and nut ntion2. Economics and quality of life3. Education and Expectations4. Sanitation and clean water

4037

Target GroupIn developing our game we chose as our specific

target groups married women aged 17-40 who aremostly housewives and fann laborers and who aremembers of Laming Groups in Sukamanah village.

TitleThe title of the game is "We Can Help Ourselves."

This title was chosen to encourage players in realizingthat they are capable of improving many aspects of theirlives through their own efforts.

PuiposeThe purpose of the game is as follows:

1. Improve literacy skills;2. Increase learner awareness of certain issues;3. Encourage learners in taking initiative for solv-

ing their own problems;4. Provide information and/or instruction in

certain skills which will improve daily life;

5. Provide tutors with specific teaching oppor-tunities.

MethodThe game is played by Fink players or by many

players grouped into teams. The object is to "walkaround the village." The "Village" is divided into 4areas; Health, Education, Economics, Sanitation andWater.

As a player lands on a space in one of the 4 areas,answers a guestion about that pacticular subject.

The tutor has a copy of each question with thecorrect answer, as well as a brief explanation to be usedwhen appropriate. As each player answers a question onone of the specific subjects, the tutor encourages playersto discuss briefly how the particular question affectstheir lives.

The important point to stress is that the tutor takesadvantage of every opportunity for the group to discussthe issues raised by each question. Of course, the tutorwill not want to use too much time in discussing theseissues or the players will lose the concentration of thegame.

ToolsThe game consists of the sheet ("board", or lay

c t), 4 movable pieces, one dice, 4 of colored cards.c match each colored section of the game, and tutor'sanswer book.

Rules for the "We Can Help Ourselves" Game1. This game can be played by 2 or more single players

or by many players divided :nto teams.2. The playing pieces are placed at "Village Hall" in

the centre o f the circle.

38

3. Each player in turn throuws the dice and moveshis piece down one of the "paths" leading fromVillage Hall towards the circular "road" around thevillage. Players may begin on any road they wish.

4. Upon reaching the circular road, a player moves anumber of spaces according to the number of thethrows on the dice. There are 7 spaces in tachsection: Health, Education, Economics, Sanitationand Water. Each time a player lands on one of thespaces, he chooses the top card for that section.

5. The player reads his question aloud to the group.He (or his team) gives his answer. After answeringthe question, the player returns the and to the pile(placing it at the bottom).

6. The tutor gives the group a chance to say if theanswer is correct, and may choose to lead a shortdiscussion on that subject. If it is correct, thepiayer gets another chance to throw the dice andanswer a second question. If the second answer isalso correct, the player stays at the new position.If the answer is wrong, the player moves back to theprevious position. Each player is limited to 2chances each time.

7. Each player proceeds in this way around the entirecircle until they return to their starting "path".Once on the path back to Village Hall, they answerno more questions. Players can re-enter Villa} e Hallonly on an exact roll of the dice. (If the player is2 spaces from Village Hall, he can throw a "2" andenter immediately, or throw a "I" and on his nextturn throw another "1".

8. The first player to return. to Village Hall wins thegame.

Special Instruction for the TutorAt the front of the Tutor's Answer Book, the fol-

lowing advice is given.This game is designed to provide your Learning

Group with the following opportunities:

1) To improve their literacy skills;2) To increase their awareness of certain problems

and opportunities in their village:3) To encourage them to work together in solving

their problems;4) To provide information and instruction in cer-

tain skills and ideas which will improve theirdaily lives;

5) To provide you, the tutor, with specific teach-ing opportunities.

Each player has a chance to read and answer ques-tions which relate to village life. The questions are divi-ded into four different categories;

41

1) Health2) Education3) Economics4) Sanitation and Water

This "Tutor's Answer Booklet" is divided into cor-responding section which is marked by a color at theedge of the paper, and has questions to match those onthe cards. You are given the correct answer for eachquestion as well as a short explanation, when appro-priate. Please note that there will often be additionalcorrect answers to the ones given here. Follow therules written on the game sheet and also on the fol-lowing page of this booklet.To make this game most effective, please remember thefollowing points.

1) Each question offers the group an opportunityfor short discussion. Encourage the learners togive their own thoughts rather than you lectur-ing them.

2) Allow the group to decide whether an answer isright or wrong before you tell them. Oftenyou will find that your answer sheet is onlypartially correct. Use your own judgement,you know this group best !

3) Keep the game moving. Do not allow discus-sions to go on too long.

4) Remember. This game is to help people learnthings which will help them to improve theirlives.

Field TestingBesides testing the "We Can Help Ourselves" game,

we also tested a "Serial Poster" developed by our groupand two other AJP materials. Results of these tests withrecommendations follow.

1. "We Can Help Ourselves" Game

A. Observations1) Game is in Indonesian, players speak only

Sundanese.2) Game takes too long.3) Good group discussion and good tutor

input follows each question and answer.

B. Questionnaire Results1) Theme: very interesting (50 pc); interest-

ing (25 pc); fair (25 pc)2) Illustrations: very interesting (10 pc);

interesting (80 pc); fair (10 pc)3) Application: very easily applied (20 pc);

easily applied 60 pc); fair (60 pc)4) Length of game:, fair (95 pc); not long

enough (5 pc)5) Usefulness: very useful (25 pc); useful

(75 pc)

C. Recommendations1) Translate into Sundanese for use in this

Learning Group.2) Players should begin at Section-starting

spaces rather than in center (Village Hall).

3) Each player should have only one questionper turn.

4) Revise rules as necessary for ease of under-standing.

5) Shorten sentences and questions.

2. Serieal Poster

A. Observations1) Group appeared to be actively interested in

presentation.2) Good group discussion with many ques-

tions raised.3) Tutors presented material and lead discus-

sion without assistance.4) . tesentation and discussion time totaled

abort 30 minutes.

B. Questionna; e Results.1) Theme: very appropriate (86 pc); appro-

priate (7 pc); fair (7 pc)21 Illustrations: very attractive (20 pc); at-

tractive (40 pc); fair (40 pc)3) Contents: very easily understood (60 pc);

wily understood (40 pc)4) Presentation: too long (7 pc); not long

enough (93 pc)Usefulness: very useful (86 pc); useful(7 pc). fan (" pc)

: )

C "ec' 'LIP Ination:'-' .1vs dIst.ations for ease of undastand-

4, -Isc sentences as necessary for ease ofini, rstanding.

3) Make presentation longer by adding postersor lengthening discussions.

3. "Tree Planting" Game

A. Observations1) Enthusiastic participation2) Some participants seem embarrassed be-

cause they are unable to read the ques-tions.

3) Some sentences appear to be too simple.

B. Questionnaire Results1) Theme: very appropriate (100 pc)2) Application: very easily applied (65 pc);

easily applied (35 pc)3) Sentences: very clear (40 pc); clear (50 pc);

fair (10 pc)4) Illustrations: very attractive (80 pc); at-

tractive (20 pc)5) Illustrations: very understandable (10 pc);

understandable (80 pc); fair (10 pc)

4239

C. Recommendations 4. Jigsaw Puzzle

This game should be used only with thoselearners who have achieved a certain level of Observations:

reading proficiency. A. All participants appeared enthusiasticabout the activity.

B. Game was completed quickly and could berepeated several times with different par-ticipants.

C. No time was available for questionnaires.

Materials prepared by Group D

1. We can help ourselves (game)

so BELP OuRszipo

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3. H0 *HO OH. 0.010 H111.0 HP 111 H OS Hoe.% HO NH. OH40 00 H110 0.0 I0 no 000 40 eon.

...Ho PS 00 H. semen OH61.0 Mom Hos. He H Ho01100011 00. 0.001101 H wows OSMHO H.. ,11 R4 Ow 4*. No..way. MO NOM Mon MOO Re 00 4.4.401041. 041. 01410 1100. 111. we. Hama .0 I HHH 108.

OH HH HO. *Me MN.0.100 40100100 wHose 00010so .40 00.0. 00010 00141 00010.0H. MINH 010. 00000/04 sr. 000 011Ss. 10011 0.011 H so 01 04

som 1. ewe OH

O. los raw.* ono* on. . *boo opI leo I ow. ow. mwr NON 44.1.4.44OM Hawks.. 0100 011 0010H0000.0 SG SO OS0 NO..

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43 BEST COPY AVAILABLE

2. How to clue and prevent cholera (serial poster)

134NARMEN56801461 Paet

154WIR SURUT PAN NYAKKOTORAN 717N%id

3.

13AGAIMANAMENGOI,ATINYA?

4441

NATIONAL FOLLOW-UP ACTIVIT Y PLANS PREPAREDBY NATIONAL TEAMS OF THE PARTICIPANTS IN THE WORKStIOP

Introduction

One of the objectives of the workshop was to pre-pa;.; plans of follow-up activities by each country's teamto further at.ply the results of this Regional Workshopin each country. Followings are the national follow-upactivity plans presented by the respective teams in dieWorkshop.

A. CHINA

I. Objectives

The objectives of the national training workshopwill be as follows:

To further consolidate and develop the achieve-ments in literacy and post4iteracy in rural area;To provide training opportunities for personnelinvolved in the fields of neo-literate materials devel-opment to improve their professional abilities ofproducing neo4iterate materials;To exchange information and experiences fromboth home and abroad

II. Content and Method

Briefing on ACCU literacy programmes in the 4tirRegional Workshop;Lectures on variety of methods of developing neo-literate materials adopted by ACCU;Preparation on prototype nco-literate materialswith following steps:a) Field survey;b) Analysis of field data;c) Definition of the theme;d) Development and production;e) Field testing;f) Improvement;g) Evaluation.

III. Participants

10 15 participants responsible for neo-literatematerials development programmes at provincial levelwill attend the workshop.

IV. Date and Venue

The workshop is supposed tl be held in May orJune 1987 with a duration of 7 days in Fujian provinceor the othe- nrovince in China.

Y. Responsible Agency and Responsible Person

Mr. Wang Yanwei, R:ector of Peasants' EducationDivision, Department of Adult Education, State Educa-tion Commission.

VI. Assistance Sought from ACCU/UNESCO ROEAP

Finance US $ 1,000Resource persons from Unesco ROEAPand AC"'AJP/ACCU materialsTotal estimated budget:

RMB 10,000 (About US$ 3,000)

VII. Documents

Guidebook for the Preparation and Productionof Materials for Neo-Literates -(ACCU); (Abridgedtranslation)

AJP/ACCU materials

Neo-literate materials developed in China.

B. INDONESIA

I. Introduction

Indonesian Government will always make a con-tinuous effort to fulfill the needs of supplementarymaterials to supplement the main Paket A LearningMaterials.

in National and Fourth Regional Workshop severalLearning Materials suitable to neo-literates come out.

These !Laming materials can be adapted Irmo Indo-nesian situatit. as Paxe A supplementary materials.

To adapt these learning materials, of course, fundfor trying out and distributing the materials is needed.

Due to the lack of funds for tying out and distri-biting the learning materials funding should be soughtfrom outside.

II. Objectives

1. To adapt and modify the AJP Learning Materialsand use them for neo4iterates.

2. To find out what kinds of AJP materials are the

45

46

most suitable for Indonesian rh,o-literates. c. Submit the report to ACCU in March 1987

M. Adaptation of AJP Materials Production

1. Title of the materials:One or two selected materials developed in

National and Fourth Regional Workshop to beadapted to Indo, esian situation.

2. Estimated number of copies of each title: 1.600

copies.

N. The Procedure to Adapt the AJP Materials

1. Reporting to Director-General Lf Non-FormalEducation, Youth and Sport about the AJP materi-als and giving preliminary idea about the importanceof materials produced by AJP to be distributed andused in Learning Groups

2. Establishment of an adaptation team from bothBPKB Jayagiri and Kebon Jeruk

3. Try out and field test of the selected materials

4. Production of the selected materials

V. . sponsible Agenzy and Person

a. Agency: National Development Centre for Learn-ing Activities (BPKB) Jayagiri, Lembangand Kebon Jeruk.

b. Person: Mr. Maman Suherman (Director of BPKBJayagri Lembang)

Mr. Soegeng Padmodiharjo (Director ofBPKB Kebon Jeruk)

VI. Assistance Sought from ACCU/Uunco ROEAP

a. Financial

Amount of US $ 1,000 for printing and distributionand financial counterpart by BPKB Jayagiri andKebon Jeruk, amounted to US $ 1,000

b. Technical (experts service): none

c. Materials:

We need to borrow positive film of illustrations.

VII. Time Frame at the Programme

a. Received the fund: December 1986

b. Printing and distribution: February 1987

46

C. MALAYSIA

National Training Workshop

1) Objectives:a) To train key personnel in the development and

production of neo-literate materials particularlyfor the states of Sabah and Sarawak.

b) To orientate teachers for the utilization andevaluation of materials developed

Contents:(Chapter by chapter in the guideline of pro-

duction of neo-literate materie 9

2) Number of Participants:a) Family Development Supervisors

b) District Supervisors onCommunity Development

c) Field Workers of FunctionalLiteracy Group and HomeEconomics Grcup

d) Resource personnel from theCommunity DevelopmentDivision From CentralGovernment and State Office.

5 persons5 persons

10 person

3 persons

3) Venue and date:Tentative date will be in March/April 1987 andmost probably during school holidays.Venue: Sabah/Sarawak

4) Tentative Programme:March 1987 National Workshop, adaptation and

adoption of materialsApril 1987 -- Printing of AJP materials

Printing of neo-literate materialsdeveloped in the National Work-shop

May 1987 Orientation of teachers for utiliza-tion of AJP materials at nationallevel and evaluation of materials

August 1987 Submission of report to ACCU

5) Production of AJP Materialsa) Printed book materials

1. Mari the girl who could not go to thefestivalImportance of balance diet

b) Printed non-book material1. How wonderful a clean home is !

Let's make our life happyc) Audio-Visual materials

1. Let's form a co-operative (script for radioprogramme)

Estimated number of copies for printed non book

47

materials alul printed book material is 500 copies each.Audio Visual materials (Slide Kit) I copy

6) Production of materials developed during FourthRegional Workshop in Bandung.1. Printed book material A Clean Home environ-

ment2. Printed nc..-book material

a) Folde,:, chart title "Ho v to Keep Ourselves

b) Game card " Nutrition Card Game"c) Board game title 'We Can Help Ourselves"

7) AssL:tance sought from ACCU/ROEAP.1) Financial

a) Printing cost of 2 printed books material at$1.50 x 1,000 copies = $1,500.00

h) Printing cost of 3 non -book materials$2.00 x 1,500 = $3,500

c) Audio-Visual materials 1 set = $100.002) Technical (Expert service)

Technical experts from ROEAP and one fromACCU

3) MaterialsAJP/ACCU materials

D. PHILIINES

I. Intresniction

The Asian/Pacific Joint Production Programme(ASP) of Materials for Neo -Litt rates in Rural Areas hasgiven a forceful awareness and "push" to the nonformaleducation leaders in order to remedy, as fast as possible,the problems with the illiterates and the neo-literates.Interesting, attractive, easy to manipulate and 1:mterialsespecially those most adaptable to Phillipines culturalgroups and conditions, will be given preference foradoption.

Supplemental), materials to strengthen )earngingand encourage implementation of the messages on prac-tices and activities that ought to be adopted by thepeople could be developer in training workshops. Theproduction, adaptation and adoption of the adequatenumber of materials are necessac to give value andpersonality to the efforts and all tto other resourcesdedicated there to.

Thcte 3 10 major dialect; and cultures in the Phil-ippines therefore there is - great need to unify themthrough common learning materials, which at thestart, should be in their very own respective beloveddialect.

The least estimate in the number of neo-literates toevery dialect is 30,000. There is a great need to reachthe neo-literates throughout the country to prevent

their relapse to illiteracy. For initial production, 20,000copies to each of the 10 major dialects can be sufficient.Therefore, all in all, the number of copies needed are20,000 times 10 or 200,000; but the 200,000 copies isthe total for all the 10 different major dialects.

II. National Training Workshop

A. Objectives and contents of the Training1. General Objectives:

Establish awareness, among the nonformaleducation leaders, on the necessity to havethe neo-literates read and exercise con-tinuously the good things they get fromthe reading materials.

2. Specific objectives:a. Acquaint the participants on the various

types of learning materials ft.; the neo-literates.

b. Orient them on how each type of matenalsis developed.

c. Draw out leadership and creativity talents,among the participants, through groupwork.

d. Conduct field testing for adaptation, of theAJP materials and the developed materialsof the participants.

e. Finalize the selected suitable materials foradaptation and production/printing.

B. Number of Participants and their Background1. Number: 36 participants (2 from each region)

13 writers/editors13 illustrators

Two delegates from each of the 13 political regionsof the country will be required. The deiegatesshould, if possible, be from the -aff of the regi naloffice; of the Ministry of Education, Culture, andSprols. These delegates must have possessed thetale' t and exvertise as described.

C. Venue anti Date1. Venue: Applied Nutrition Centre (ANC),

Banilad, Cebu City2. Late: March 30 to April 9,1987

D. Tentative Prosn-amme of the Workshop (Please seeseparate sheet)

E. Faculty Members1. Dr. Renegio Romulo - Director, Bureau of Con-

tinuing Education2. Dr. Lourdes Sumgaysay -Assistant Director,

Bureau of Continuing Education.3. Dr. Frlsco B. Cor.cillr -Regional Director,

Region VII4. Mr. Lauro Bautista -Chief, Staff Development

Division, Bureau of Continuing Education

4847

5. Dr. Eladio C. Dioko -Assistant Regional Direc-tor, Region VII.

6. Dr. Manuela G. Quisido -Regional NFE Super-visor I:, AECS, Region VII

7. Mrs. Rosalinda Capinpin -Senior EducationalResearcher, Bureau of Continuing Education

8. Miss Lourdes Arellano -Sr. Educational Re-searcher, Bureau of Continuing Education

9. Miss Alvenia Paluay -Educational Researcher,Bureau of Continuing Education

10. Dr. Henrietta B. Sumalbag -Researcher I,

Bureau of Coh drilling Education.

F. Training Materials1. Guidebook for Preparation and Production of

Materials for Neo-Literates ACCU - 30 copies2. AJP neo-literate materials produced by the 3rd

and 4th Regional Workshop on the Pieparationof Literacy Follow-Up Materials in Asia and thePacific

3. Recording tapes, cameras with 2 rolls of 36photo, film slides, typing paper, n.imeographingink, pentel pens, nilers, poster paints andcrayons.

G. Assistance sought from ACCU/Viiesco ROE ',P1. Financial US$2,0002. Materials (documents)

a) Guidebook for the Preparation and Pro-duction of Materials - ACCU

b) AJP reo-literacy materials produced by the3rd And 4th Regional Workshop on the

., :.ration or Literacy Ft,!low-Up Maten-al, in Asia and the Pacific

c) Other useful documents ACCU/ROEAPman furnish to the workshop.

HI. Production of AJP Materials

A. Title of the Materials:1. Printed Book Materials

a) Mari - the girl Who Could not go to theFestival

b) Baby's Foodc) Bamboo Handicraft

2. Printed Non-Book Materialsa) How to Increase Income Posterb) Nutrition Pie Graph producedc) Tree Planting Posterd) Development Cycle (Figure of 8 Comic

Strip)£. Electronic Media

Good Care for Food, Good Health for Us4. Games and Others

a) Nutrition Card Cayesb) Box Puzzle Games

B. Estimated number of copies of each type1,300 copies for each title above = 13,000

48

copies all together.By producing the above quantity each region

shall be able to bring home 100 copies- of eachmaterial.

C. How the materials will be adapted and adoptedThe above materials will be improved for

adaptation during the Training Workshop in Marchto April 1987 and will therefore be printed whenthey pass the field testing and when perfected bythe participants.

D. Responsible Agency and Responsible Person.Agency:. Bureau of Continuing Education, Mini-stry o':Education Cultural and Sports, Manila.Person: Dr. Remegio Rohr.do. Director of theBureau of Continuing Education, Manila

E. Ass!stance sought from ACCU/Unesco ROEAP1. Financial

An amount of US $2,000 for painting and dis-tribution of the Materials.

2. MaterialsWe need to borrow or be furnished ore slideprojection and a good camera.

Tentative Programme of Vie 'arkshop

A. Preparation Stage (December 1986)1. Designing training curriculum2. Preparing materials needed3. Formation of the Organizing Co .rnittee and

and Steenng Committee.4. Confirmation of tl c -Nrector of the Bureau

of Continuing EduL_tion

B. Implementation Stage1. Dissemination of a MECS memorandum and

thl Guidelines on the selection of delegates tothe Workshop-First 2 weeks in January, 1987

2. Opening and orientation -- Ma h 30, 19813. 1n Class Training (Discussion if the Guide in

the rroduction of Neo-Literate Materials)March 31-April 1, 1987

4. Field survey - April 1, 1987 afternoon5. Producing materials - April 2-5, 19877. Revision - April 7-8. 1987

C. Evaluation of the training workshop process andresults April 9, 1987

D. Training Methodologies

2.3.4.5.6.7.

49

Lecture - DiscussionDemonstrationWork processSimulationField surveyWork displayCritiquing

8. Mt:strafing

E. Monitoring of Workshop May, 1987

E. PAPUA NEW GUINEA

L Name of Project

"Training Course for Vernacular Education Work-ers" in Papua New Guinea.

IL Venue and Dates

Summer Institute of Linguistics Centre, Ukarumpa,Eastern Highlands Province.

9 27 February, 1987

111. Rationale

Many provincial NFE officers in PNG are interestedin beginning vernacular education programmes, but lackthe background knowledge and training for such pro-grammes. This course is planned to assist them inccquiring this knowledge and training, in actuallyplanning programmes for their areas, and in begin-ning development of vernacular literature.

IV. Objectives

To encourage provincial NFE officers who are at-tempting to plan and/or implement vemaculareducation programmes in their provinces;To assist provincial NFE officers in the actual plan-ning ol their rreerameq and in beginning verna-cular tit-rature t;, n.

V. Participants

25 participants will be provincial or regional super-visors and/or administrators of vemacular educationprogrammesOn participant will be from the national NFE Office.

Lecturers and consultants will b- crom the SummerInstitute of Linguistics from the University of PNG andfrom the National Department of Education.

VI. Responsible Organization

Summer Institute of Linguistics - PNG Branch

VII. Basic Format

Material will be presented through lectures, dis-cussions, readings and practical application.

The course will be divided into three parts:1) the 3-week training session followed by 2) six

months of field research and development of specificplan materials, and 3) a follow-up one week seminar.

VIII. Course Content

Course content will be divided into two majorareas. The first will deal with background informationand history of vernacular education in PNG, plus otherrelevant factors helpful for NFE workers who are work-ing in this area. The second section will convey specificmethodology for conducting programmes :

Situation assessment,Defining goals, strategies and policies,Development of vernacular materials,Assessment, testing and evaluation.

IX. Production

A manual will be produced by the workshop.It will contain basic information from lectures and issuesraised in parti,ipant discussion sessions.Some new literate materials will be developed by par-ticipants for their target groups.

X. Assistance

rinancial:Materials:

US $ 1,000a) Guidebook for Preparation and Pro-

duction of Materials for Neo-Literates (ACCU)

b) Neo-literate materials which havebeen shown to be successful.

c) Other material which will be usefulto participants in their programmes.

F. THAILAND

Proposal for the productiun of Al? Materials

Title of the materials1.1. "Let's Safely Use Electricity" (Poster) 2nd

1.2. "Let's Read" (Poster) 1st W/S1.3. "Take Care of Yourself Today ?" (Folder)

4th W/S1.4. "Nutrition Card Games" (Games) 4th W/S.

2. Estimated numbers of copies of each materials2.1. Let's sa: ly Use Electricity 2000 copies2.2. Let's Read 1000 copies2.3. Take Care of Yourself Today ? 1000 copies2.4. Nutrition Card games 1000 copies

3. How the material will be adapted and adopted.3.1. Poster on "Let's Safely Use Electricity".

a) All English dialogues, instruction andguide for utilization will be translatedinto Thai language by Thai resource

5049

persons.b) Since ACCU has printed a prototype of

this poster in English, so, all Thai dia-logues, instruction and guide for utiliza-tion in correspondence to those Englishones will be sent to ACCU for preparinga Thai version of "Let's Safely Useaectricity" Poster.

c) ACCU will kindly produce 2000 copies ofthis poster in Thai version and send backto the Director, Operation Division,Department of non - Formal Education,The Ministry of Education, Bangkok,Thailand for dissemination through localpublic libraries, village reading centers,primary schools, temple reading centers,non-formal education centers, BangkokYouth-Recreation Centers etc.

3.2. The other two posters and one games will beadapted to local situac.on in a workshop of5f artists and resource persons. The a-dapted materials will be published and dis-seminated through local public libraries,village reading centers, prima..y szhool li-braries, hill .tribe educational clusters, non-formal education centers, etc.

i,

4. Responsible Agency and Responsible persons:The Department of Non-Formal Education,Mini try of Education, Thailand; by

. Dr. Tongyoo Kaewsaiha2. Mr. Wuthichai Wannakul.

5. Assistance sought for ACCU/Unesco ROEAP.1. 2000 copb.. of Thai version poster on "Let's

Safely Use Electricity".2. 10 copies of each poster model on "Taken

Care Yourself Today" and "Let's Read".3. 10 Game models of "Nutrition Card Game".4. Financial assistance for US.S 1,000

6. Time frame of the programme.The production of these materials will be com-pleted by June 1987 and the report will besubmitted to ACCU by the end of August 1987.

Special Request:

The Department of Non-Formal Education, Than -land is going to organize a national workshop for the il-lustrations on "Di sign for Neo-Literates Materials Pro-duction" in July 1987. In order to provide the illus-trator the varieties of ideas designs and formats how to

produce the interesting materials, it will be very helpfulif ACCU will kindly provide us some examples of AJPmaterials produced in 1th-4th Regional Workshops i.e.booklets, posters, game, and electronic media. Fiftycopies of each title are requested. Three designers inmaterial production from ACCU and Unesco ROEAPas well will be requested to fulfill the objectives of misnational training workshop.

G. VIET NAM

1. Background.In order to help neo-literates to gain their literacy

skills and prevent themselves from relapsing into init.eracy, there is a need to produce neo-literate materialsrelevant to their daily life improvement.

2. Production of Joint Production Materials (AJP)2.1. The following AJP material is selected for

adaptation. The selection is based on the non-availability of materials, especially printingpapers in the country and relevant to ruralsituation.

The selected materials will be translatedinto Vietnamese and modified the text andillustrations in context of Viet Nam.

2.2. The printed book material will be produced5000 copies, and distributed and used innon-formal literacy class.

23. Title of the material:

A Clean Home Environment

2.4. Responsible Agency and person:Research Centre for ComplementaryEducational Reform,Educational Publishing House and Centrefor Writing,Educational Reform Textbook and otherTeaching Learning Materials Ministryof Education.

3. To facilitate the production of slides to be usedas nonbook materials for neo-literates it is sliggest-ed that ACCU/ROEAP would provide Viet Namwith the following materials:

Positive film and 2 projectorsI camera "Nikon"Printing paper mentioned in item 7 '

4. Time frame of the program:School year 1987 1988

50 51

Outline for Preparation of National Follow-upActivity Plans

ACCU is prepared to make, in co-operation withUnesco ROEAP, financial assistance to national follow-up activities planned and to be executed by participatingcountries. The projects to which financial assistancemey be provided will be selected in accordance with thefollowing guideline:

L Eligible projects:

Among the national follow-up activity plans to besubmitted by the country teams during the presentWorkshop, the projects which are planned and executedunder the followi. ig two lines are eligible:

(1) Organization of a national training workshopon the preparation of literacy follow-up materials,where the AJP materials, including "Guidebookfor Development and Production of Materials forNeo-Literates" are used as a part of working docu-ments.

(2) Mass production for local use of the Asian/Pacific Joint Production Programme (AJP) materialsso far developed, either with translation/modifica-tion or as they are.

II. Amount of assistance:

A maxin lm of LISS1,000 per country will be as-sisted.

III. Selection and endorsement:

(1) After the present Workshop, ACCU will, inconsultation with Unesco ROEAP, make a selectionof the recipients.

(2) ACCU will then obtain ..:ndorsement from

the National Commissions for Unesco concernedand conclude contract with the recipients forexecution of the Projects.

IV. Schedule of Execution:

Notification to the recipients: End of Decem-ber 1986Completion of selected projects: End of June1987Submission of report to ACCU: End of August1987

V. Contents of national follow-up activity:

(1) National Training Workshop

1. Objectives and contents of the training2. Number of participants and their back-

ground3. Venue and date4. Tentative programme of the Workshop5. Faculty member6. Training materials7. Assistance sought from ACCU/Unesco

ROEAPa) Financial, b) Technical (Expertsservice), c) Materials (documents)

(2) Production of AJP Materials1. Title of the materials2. Estimated number of copies of each type3. How the materials will be adapted and

adopted4. Responsible agency and responsible per-

son5. Assistance sought for ACCU/Unesco

ROEAPa) Financial, b) Technical (Experts serv-ice), c) Materials (positive films, etc.,documents)

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ANNEX 1. GENERAL INFORMATION

The Asian Cultrual Centre for Unesco (ACCU) andthe Department of Education and Culture of Indonesiawill jointly organize a Fourth Regional Workshop on thePreparation of literacy Follow-up Materials in Asia andthe Pacific in collaboration with the Unesco RegionalOffice for Education in Asia and the Pacific (ROEAP)as well as the L'idonesian National Commission forUnesco.

1. Introduction

Illiteracy has been of much conom in most of thedeveloping countries including those in the Asia-Pacificregion for many years. In spite of literacy campaignsthat have been undertaken and will be undertaken tosolve the problem of illiteracy, Li most places theproblem remains far from being solveu permanently.

Years of experience in this respect has taught allthose concerned, that many of the new literates whogained new skills in reading, writing and arithmetic as aresult of the literacy campaign, had relapsed into il-literacy within a relatively short time, for want ofreading materials. As a matter of fact, literacy, teachingwithout adequate provision of reading matters on betterliving in rural area during and at the acquisition ofthe new skills, is a futile exercise.

In view of the above, ACCU in co-operation withUNESCO ROEAP and the Directorate General of NFE,Youth and Sports, MEC of Indonesia is planning aRegional Workshop on the Preparation of LiteracyFollow-up Materials in Asia and the Pacific.

2. Date and Venue

The Workshop will take place at the NationalLearning Activities Development Centre (BPKB) Jaya-gin in Lembang, Bandung (Indonesia) from Monday 20to Wednesday 29 October 1986.

3. Objectives of the Workshop

The objectives of the Workshop will be to providetraining experiences, concerning the neo-literate materi-als relevant to the needs of the rural people, to partici-pants from eight Unesco Member States in:

(1) the development and production of neo-literatemat.rials including design and illustration;

(2) the study of need and problems in rural areas;(3) the distribution and utilization of neo-literate

materials.

I>

4. Work of the Workshop

To achieve the above objectives, the work of theWorkshop will consist of the following matters:

(1) Analysis and understanding of both problems andneeds for !_mprovement of rural living.

t2) Development of effective and simple neo-literatematerials which contribute to the improvement ofrural living.

(3) Field-testing of neo-literate materials in villages.(4) Adoption and modification of new d -afts of neo-

literate materials to be produced und. the Asian/Pacific Joint Production Programme of ivaterials forNeo-Literates in Rural Areas (AJP)

(5) Designing of national follow-up programmes inparticipating countries.

(6) Other related matters (future subjects, etc ...)

S. Participation

(1 ) Participants: Two participants each nominated bythe National Commission for Unesco of the follow-ing eight countries will be invited to the Workshop:China, Indonesia, Laos, Malaysia, Papua NewGuinea, Philippines, Viet Nam and Thailand.

(a) One who is in responsible position for planning,editing and producing neo-literate materials.

(b) the other, a person who is actually in charge ofproduction of neo-literate materials (illustrator,disigner, etc ...).

It is desirable that they have not participated inthe past Workshops organized so far by ACCU.

(2) Resource persons: A few resource persons will beinvited from the above mentioned countries orother co...ntries.Unesco: Unesco may send representativc/s fromROEAP.

(4) Observers from international organizations.

(3)

6. Programme

For programme, see "Tentative Programme"

7. Working Language

The working language of the Workshop will beEnglish. However, for the sake of field testing, selectedmaterials will be translated into Bahasa Indonesia.

8. Financial Arrangements

ACCU will provide each participant and resource

55

54

-0

person a direct economy class return air ticket betweenthe airport nearest his/her residence and Indonesia, andwith daily subsistance allowance from Saturday 18 toWednesday 29 October 1986.

9. Correspondence

All the correspondence concerning the organi-zation of the Workshop should be addressed to:

The Director-GeneraiAsian Cultural Centre for Unesco

20 October (Mon.)

56

No. 6, Fukuromachi, Shinjuku-ku, Tokyu, 162JapanCable address: ASCULCENTRE TOKYOTelephone:, +81 (03) 269-4445

The Director-GeneralNon-Formal Education, Youth and Sports,Department of Education and Culture,Jalan Proldamasi 17A,JakartaIndonesiaTelephone: +62 (21) 332635, 326294

ANNEX 2. SCHEDULE OF THE WORKSHOP

7.00 - 8.00 - Breakfast

8.30 - 9.30

9.30 10.00

10.00 11.45

11.45 - 13.15

- Opening CeremonyWelcome and Report byMr. Darlis Djosan, Chairmanof the organizing Committee

- Address by Mr. T.M. Saya,representative of Unesco

- Address by Mr. T. Sasaoka,a representative of ACCU

- Keynote address by Dr. W. P.Napitupulu, Director Generalof Non-Formal Education,Youth and Sports on behalfof the Minister of Educationand Culture

- Coffee Break

Election of one chairman,one vice-chairman and onerapporteurSelf Introduction of Parti-cipants and others

- Orientation on Neo-LiterateMaterials and Workshopprocess by Mr. T.M. Sakya

- Orientation on AJP Materialsby Mr. T. Sasaoka

- Presentation on adaptationand productior of neo-Literate materials based onPackage A and AJP Materialsby Mr. Maman.

- Evaluation of neo-literacymaterials based on Package Aand AJP Materials by Mrs.Doko.

13.15 15.00 Lunch

15.00 - 17.00

18.30 - 20.30

21 October (Tue.)

7.00 - 8.00

8.00 9.30

55

9.30 10.00

10.00- 11.30

11.30 12.00

12 00 - 13.00

13.00 - 14.00

14.00 - 17.00

18.30 19.30

19.30 - 2130

- Sharing of country experi-ences: Country Reportpresentation.

- Dinner at "PanoramaParahyangan" hosted byMr. T. Sasaoka, ExecutiveDirector of ACCU.

- Breakfast

- Sharing of country reports(continued)

- Coffee Break

- Presentation on preparation,production and evaluation ofneo-literate materials inrural areas by Dr. Tongyoo

- Presentation on format anddesign of neo-literatematerials by Mr. S. Tajima

- Information on field situationand formation of groups fieldwork by Mr. Maman

- Lunch

- A brief visit to Cibodasvillage 8 km from JayagiriCentre.

Dinner

- Briefing on field work by

Mr. TongyooPreparation of field surveytools to identify problemsand needs in the village.

22 October (Wed.)

7.00 8.00 - Breakfast

8.00 - 9.30 Finalization of survey tools

9.30 - 10.00 - Coffee Break

10.00 - 17.00 - Field works to four villagesJayagiri, Langensari,Suntenjaya, Sukamanah

18.30 19.30 Dinner

19.30 20.00 Method of Analyaby Mr. S. Tajima

20.00 21.30

23 October (Thu.)

Analysis of field data tofind out problems andsolution.

7.00 - 8.00 Breakfast

8.00 - 13.00 Analysis of field data andselection of format

13.60 15.00 - Lunch

15.00 - 17.00 - Improvement of AJPMaterials and developmentof new prototype neo-literatematerials Group work

18.30 - 19.30 - Dinner

19.30 21.30 - Group Work (continued)

24 OCtober (Fri.)

7.00 8.00 Breakfast

8.00 10.00 - Group Work (confirmed)

10.0G 10.30 - Coffee Break

10.30 13.00 - Group Work (continued)

13.00 15.00 - Lunch

15.00 - 17.00 - Group Work (continued)

18.30 19.30 - Dinner

19.30 - 21.30

25 October (Sat.)

7.00 - 8.30

8.00 13.00

13.00 - 15.00

15.00 - 17.00

18.30 - 1930

19.30 - 2030

20.30 - 21.30

26 October (Sun.)

9.00 19.30

27 October (Mon.)

7.00 - 8.00

8.00 10.00

10.00 - 10.30

10.30 13.00

13.00 - 15.00

15.00 - 18.00

18.30 - 19.30

28 October (Tue.)

7.00 8.00

8.00 - 10.30

10.30 - 11.00

11.00 - 12.30

12.30 - 14.00

56

- Group Work (continued)

- Breakfast

- Group Work (continued)

- Lunch

- Presentation throughsimulation on newlydeveloped materials

- Dinner

- Presentation (continued)

Briefing on National Followup Activities by Mr. Sasaoka

- Starting of preparation ofNational Follow up activities

Sightseeing (Bandung)

- Breakfast

Preparation for field testingin the village

- Coffee Break

Preparetion (continued)

Lunch

- Field testing of the materialsin the field

- Dinner

Breakfast

Revision and improvement ofthe materials

- Coffee Break

- Presentation of field testingand revised materials

Lunch

57

:4.00 16.00 Finalization of NationalFollow-up Activities andsubmission to ACCU

16.00 1730 Adoption of draft final reportof the Workshop

19.30 21.00

29 October (Wed.)

Closing Session and Dinnerhosted by Professor Dr. W.P.Napitupulu, Director-Generalof NFE, Youth and Sports

07.00 08.00 Breakfast

08.30 Leave for Jakarta

1. PARTICIPANTS

CHINA

i2.30 Visit Taman Mini IndonesiaIndah

Lunch

Arrive in Hotel Indonesia

13.00

16.00

19.30

ANNEX 3. LIST OF PARTICIPANTS

Mr. Song ZhaoxianSection ChiefFujian Education Department Office,34 Gupinglu, Fuzhou, Fujian,Telephone:: 56501

Mrs. Dong Jianhong (interpreter)Programme and Cooperation Division,Chinese National Commission for Unesco37 Damucang Hutong, Xidan, BeijingTelephone: 662730

INDONESIA

Mrs. J.A. Doko SaudaleHead of the Programme Section, NationalCentre for Development of LearningActivities (BPKB) Kebon JerukJ1. Kebon Jeruk, Palmerah,Jakarta Barat,Telephone: 5480287

Mr. Challad PulunganHead of Learning Material Section,Community Education Centre at theProvincial Office of Education and Cultureof North Sumatera, MedanTelephone: 23277

Mr. Muhammad Ali AgamHead of Learning Material Section,Community Education Centre at theProvincial Office of Education and Culture

58

57

Dinner hosted byMr. Soepojo Padmodipoetro,Executive Chairman ofIndonesian National Commis-sion for Unesco at PutriDuyung Restaurant, Ancol,Jakarta

of South Sumatera, PalembangTelephone: 21233

Dr. Zainudin ArifNational Centre for Development of LearningActivities (BPKB) Jayagiri, Lembang,Bandung,Telephone: 6017

MALAYSIA

Mrs. Kasirah RusiniCommunity Development Division (Kemas),Ministry of National and RuralDevelopment,Bangunan Bank Rakyat,Jalan Tangsi,Kuala LumpurTelephone: 03-2988440

Mrs. Sharifah SimonCommunity Development Division (Kemas)Ministry of National and RuralDevelopment,Bangunan Bank Rakyat,Jalan Tangsi,Kuala LumpurTelephone: 03-2988440

PAPUA NEW GUINEA

Mr. Rambai KeruaKaugel Non Formal Education AssociationP.O. Box 1134Mr. Hagen, W.H.P.

Mrs. Susan Malone

Summer Institute of LinguisticsP.O. Box 159Ukarumpa, Via Lae,Telephone: 77-1059Telex: NE. 77611

PHILIPPINES

Mrs. Rosalinda G. CapinpinEducational Researcher,Bureau of Continuing Education,Mnistry of Education, Culture andSports,Manila,Telephone: 48-83-27

Dr. Manuela G. QuisidoRegional Non-Formal Education Supervisor,Ministry of Education, Culture and Sports,Region 7, Cebu City,Telephone: 7-09-65

THAILAND

Dr. Tongyoo KaewsaihaDirectorOperation Division,Non-Formal Education Department,Ministry of Education,BangkokTelephone: 373-8246,282-2858

Mr. Wuthichai WannakulHead,Materials Production and Provision Section,Northern Regional Non-Formal EducationCentre, Lampang Province,Telephone: 218862

VIET NAM

Mr. Hoang Tan ThuDeputy DirectorEducation Publishing House,23 Lethanh Tong-Hanoi,00 Viethnamese National Commissionfor Unesco,10, Le Phung Hien,Hanoi

Mr. Vu Dinh HaiResearch Centre for ComplementaryEducation,Ministry of Education,149, Tran Quang Khai,310 Trung Phung Street,HanoiTelephone: 56364

2. OBSERVER

Mr. RajanRepresentative of UNICEF Jakarta

3. RESOURCE PERSONS

Dr. Tongyoo KaewsaihaDirector,Operation Division,Non-Formal Education Department,Ministry of Education,BangkokTr,lephone: 373-8246,282-2858

Mr. Maman SuhermanDirector, National Centre for Developmentof Learning Activities (BPKB) Jayagiri,Jayagiri, Lembang, BandungTelephone: 6017

Mrs. J.A. Doko SaudaleHead of Programme Section,National Centre for Development ofLearning Activities (BPKB) Kebon Jeruk,Jalan Kebon Jeruk, Pal Merah,Jakarta Barat,Telephone: 5480287

4. UNESCO

Mr. T.M. SakyaEducation Advisor,UNESCO ROEAP,Bangkok

5. ORGANIZING COMMITTEE

Mr. Darlis DjosanHead, Sub Directorate of Basic EducationDirectorate of Community Education,Jalan Kramat Raya 114,Jakarta, IndonesiaTelephone: 345388

Mr. iI. AdnanProject Officer,Not- Formal Education,Jalan Kramat Raya 114,Jakarta, IndonesiaTelephone: 345388

Mr. Soegeng PadmodihardjoDirector, National Centre dor Developmentof I earning Activities (BPKB) Kebon Jeruk,Jalan Kebon Jeruk, Pal-Merah,Jakarta Barat, IndonesiaTelephone: 5480287

58 59

Ms. Hasnah GasimHead of Education, Secretariat,Indonesian National Commission for Unesco,Ja lan Jenderal Sudirman,Jakarta, IndonesiaTelephone: 586367

Mr. SuyonoChief, Evaluation Section,Sub Directorate of Community EducationTechnology at the Directorate of CommunityEducation,Jalan Kramat Raya 114,Jakarta, IndonesiaTelephone: 365388

Mr. Muslih ThoyibHead of Programme Section, National Centrefor Development of Learning Activities(BPKB) Jayagiri,Jayagiri, Lembang, Bandung,IndonesiaTelephone: 6017

Mr. H.M. SoehartoHead of Learning Materials Section,National Centre for Development of LearningActivities (BPKB) Jayagiri,Jayagiri, Lembang, BaAdung,IndonesiaTelephone: 6017

Mr. M.A.N. NasutionHead of Administration Sub Division,National Centre for Development of LearningActivities (BPKB) Jayagiri,Jayagiri, Lembang, Bandung,Indonesia

Telephone: 6017

Mrs. Endang Pratiwi Pr.Head of Administration Sub Division,National Centre for Development of LearningActivities (BPKB) Kebon Jeruk,Jalan Kebon Jeruk, Pal-Merah,Jakarta Barat, IndonesiaTelephone: 5480287

Mr. Endang DjumaryanaArtist,National Centre for Development of LearningActivities (BPKB) Jayagiri,Jayagiri, Lembang, Bandung,IndonesiaTelephone: 6017

6. ACC.0

Mr. Taichi SasaokaExecutive Director,ACCUNo.6 Fukuromachi, Shinjuku-ku, Tokyo162 Japan

Mr. Shhiji TajimaHead of Book Development Sc tion,ACCU, Tokyo

Ms. Mieko TaseAssistant Head of Book Development Section,ACCU, Tokyo

Mr. Shigeru AoyagiStaff of Book Development Section,ACCU, Tokyo

ANNEX 4. RESOURCE PERSON'S PAPER

1. ORIENTATION ON NEO-LITERATE MATERIALSAND PROCESS OF THE WORKSHOP

by: Mr. T.M. Sakya

Mr. T.M. Sakya, Education Advisor, UnescoRegional Office for Education in Asia and the Pacifichas explained the context of the Neo-Literate MaterialsDevelopment and the role of the Fourth Regional Work-shop on the Preparation of Literacy Follow-up Materi-als in Asia and the Pacific.

The text of Mr. Sakya's orientation is as follows:

a. Present Situation in Asia and the Pacific

The Asia and Pacific region, has thirty-one Member

60

States of Unesco, spread over a large geographicalarea, Japan hi the East, Turkey in the West, USSRin the North and New Zealand in the South. Theregion has about 63% pel cent of the workd'spopulation.

All the countries in the region have made siglifi-cant progress in primary education and the literacyprogramme. As a result, the illiteracy rate hasdecreased from about 46% percent in 1970 to 36%percent in 1985. If this trend continues the illiter-acy of this region will be about 29% percent in the

59

year 2000.

But due to population growth and drop outs in theprimary schools, the absolute numbers of theilliterate population of the age group 15 years andabove are increasing. It has increased from 537million in 1970 to 618 million in 1985, if this trendcontinues it will reach to 627 million in the year2000. Still there are more than 100 million childrennot attending primary schools. The rate of drop outin the primary schools is more than 50% percent inmany countries in the region.

b. Need for Regional Programme (APPEAL)

Because of this situation, the Fifth Regional Con-ference of Education Ministers and those Respon-sible for Economic Planning which was held inBangkok in 1985 :lad recommended to launch aRegional Programme to eradicate illiteracy and touniversalize primary education by the year 2000.The Recommendation was endorsed by the 23rdsession of the Unesco General Conference in 1985.

Following the recommendation and resolution,Unesco is planning to launch the Apia- Pacific Pro-gramme of Education for All (APPEAL) very soon.The main objectives of APPEAL are to eradicateilliteracy, to universalize primary education andto provide continuing education in Asia and thePacific.

c. Importance of Neo-Literate Materials

One of the emphasis of the APPEAL is that primaryeducation and literacy skills are not enough for theyouth and adults to meet their learning needs dueto fast change and development occuring in thesociety. They all need continuing learning oppor-tunity.

The research studies have shown 33 35% percentof the people having five years of primary educa-tion relapse into illiteracy, if they ,,o not have anyreading materials for 4/5 years.

Therefore it is very urgent that all the neo-literatesget enough reading materials.

Other research studies have shown that the messagelearnt by people from reading are more permar.entand more accurate than the message they getthrough mass media alone. The people can retainonly 20% of the message, they get from hearingand they retain more than 50% what they learnfrom hearing and seeing. Therefore it is urgentthat we provide reading materials for all even tosupport the mass media programme.

Purpose of neo-literate materials are as follows:

1) to reinforce the literacy skills i.e. to retain whatthey have learnt earlier and to improve them,

2) to teach them economic skills,3) to get access to new information to improve

their quality of life,4) to raise critical awareness about the current

affairs in the society,5) to help to develop rational and scientific

attitude,6) to orient towards new values and attitude

needed for development,7) to entertain and enjoyment.

The importance of Neo-Literate Materials should beunderstood in the broader context of the role ofnon-formal education for the socio economicdevelopment.

d. Role of Non-Formal Education Br Ilwelopment

.: 60

The non-formal education and the neo-literate mate-rials programmes have a very important role in thedevelopment of a nation. Every nation has a visionfor its future expressed in the form of the nation-al goal and policy. Accordingly, plans an pro-grammes are formulated to realize the nationalvision and to achieve nat,,,nal goal. Institutions arecreated from national level to rural level to imple-ment the plans and programmes.

Those institutions are maned by the people whoshould have knowledge, skills and attitude to fulfiltheir expected roles. If the people in the institu-tions do not have necessary skills, knowledge andattitude, the institution do not function nroperly.

It is the task of the education system to give nec-essary knowledge, skills and attitude to the peopleto do their roles properly., Generally formal edu-cation has been assigned that task. But people whogo to the formal school can not learn all the know-ledge, skills nd tttitude necessary for their life inthe schools alone. They have to learn many kno-ledges, skills and attitude outside the school.

Then there are a large number of people who donot get chance to attend the formal schools andwho drop out from the schools before completingthe full cycle of the school in the developing coun-tries in the region.

In order to provide oppotunity for them to learnnecessary knowledge, skills and attitude non-formaleducation programmes have been developed.

As the countries develop faster, needs more inform-ation skills and knowledge arise to meet the new

61

challenges and situation. To meet the need forthose information, knowledge and skills, differentmethods are adopted like mass media, face to facecommunication, etc.

Studies and experiences have .:*-,own that massmedia and face to face contact have a great potenti-ality but they have some limitation also. Unless

those communication media are supported bywritten and printed media, they are not very effec-tive. Therefore, printed media, still have an import-ant role to play.

Realizing the need for neo-literate materials, UnescoRegional Office for Education in Asia and thePacific (ROEAP), Bangkok and Asian CulturalCentre for Unesco (ACCU), Tokyo, have joinedhands to develop prototype learning materials likeprinted book materials, printed non-book materials,educational games and electronic materials, etc.

ROEAP and ACC. have also been jointly organi-

zing the Regional Workshop to train neo-literatematerials developers from different countries in theregion. So far three Regional Workshop have beensuccessfully completed and this is the FourthRegional Workshop.

e. The Process of the Workshop

There are three aspects of the neo-literate materialsdevelopment programme.

1) Decision and selection of the neo-literatematerials,

2) Production of the neo-literate materials3) Utilization of the materials

This Workshop is basically concerned with the pro-cess of developing new materials for neo-literates.

The Process of the Workshop can be illustratdthrough the attached diagram.

Process of Regional Workshop for Neo-Literate Materials Preparation

Clarification Exchangeofof

objective experiences

62

Field study

1. Initial visit2. Village survey3. Identification

of needs and problems

Resourcepersoninputs

Testing andrevision1. Simulation2. Field

testing3. Revision

Materials preparation

1. Theme and cont..nt selection2. Illustration & design

Draft material

61

Finalproduct National

follow-up1. Actual

materials activities

2 Report

2. PRESENTATION ON ASIAN/PACIFIC JOINT PRODUCTION PRCGRAMMEby: Mr. Taichi Sasaoka

Mr. T. Sasaoka, Executive Director of ACCU togetherwith ACCU team presented the literacy Joint Pro-duction Programme of ACCU. The full text of thepresentation is given below.

a. Introduction of ACCU

Asian Cultrual Centre for Unesco (ACCU) is a non-governmental organization established in Tokyo in 1971under the authorization of Japanese government throughfervent efforts of private and public sectors in Japan.

The purpose of ACCU is to contribute to thepromotion of book development, culture, literacy, andmutual understanding among people in Asia and thePacific in line with principles of Unesco.

Emphasis of ACCU's activities has been placed onthe joint programmes of Unesco Member States in Asiaand the Pacific, devised by them as a practical way ofcooperation among them.

b. Background of ACCU's Literacy Joint Programme

ACCU, since its fJundation, has been placing greatemphasis on the Asian Co-publication Programme (ACP)to produce common reading n:zterials for children. ACPaims at promoting mutual understanding and respect ofeach other's culture in the region from childhood.

In 1979, participants of ACP meetings suggested theimportance of co-production of reading materials forneo-literates in rural areas.

Based on the experience of ACP, ACCU started1980 a new programme on Asian/Pacific Joint Pro-duction of Reading Materials for Neo-Literates in RuralAreas (AJP) in co-operation with participating UnescoMember States in the region an' with the technical andfinancial assistance from the Unesco Regional Office forEducation in Asia and the Pacific (ROEAP).

c. Contents of ACCU's Joint Literacy Programme

1) Field of Joint Literacy Programme

In the rural areas of .".sian and Pacific countries, thenumber of neo-literates, most of whom are primaryschool drop-outs already equipped rith elementaryliteracy skills but !nay easily relapse into illiteracy ifappropriate reading materials are not provided, isstill large and even increasing. It is well awaredof that attractive reading materials dealing withpractical and useful knowledge for the bettermentof life play a very important role for retaining and

raising literacy skills, and also for increasing theirability of improving their quality of life.

Under such concept, ACCU carries out the follow-ing two programmes in this field.

a) Cooperation to development of materials forneo-literates

b) Training of expel n developing materialsfor neo-literates

2) Cooperation to Development of Materials for Neo-Literates.

(a) Co-production of Prototype of Materials forNeoLiterates

ACCU organizes the Planning Meeting on Asian/Pacific Joint Production Programme of ReadingMaterials for Neo-Literates with the partici-pation of experts of Member States and repre-sentatives of Unesco Regional Office for Edu-cation in Asia and the Pacific (ROEAP) andproduces prototypes of reading materials whichis helpful for Member States to produce theirown national language version.

ACCU has so far produced 23 kinds of suchprototypes, among which 19 kinds were trans-lated into 12 languages and utilized. (ref.diagraph).

(b) Co-production of Guidebook for Developmentand Production of Materials for Neo-Literates

ACCU published, in November 1985, a Guide-book explaining easily and practically theoryand technique for production of reading materi-als for neo-literates in co-operation with theexperts of Member States as well as the rep-resentatives of ROEAP,

(c) Production of Collection of Selected Materialsfor Neo-Literates in Asia and the Pacific

ACCU is now preparing to select excellentreading materials from among materials forneo-literates produced in respective MemberStates in Asia and the Pacific in co-operationwith ROEAP and Membei States. The Col-lection will be published Pt 1987.

(d) Awarding of ACCU Prize for Fully IllustratedLiteracy Follow-up Materials

6263

ACCU will invite fully illustrated printedmaterials from respective Member Statesand award prize money to the excellent materi-als in 1987.

3) Training of Experts on Developing Materials forNeo-Literates

(a) Holding of the Regional Workshop on the Pre-

paration of Literacy Follow-up Materials inAsia and the Pacific

In co-operation with ROEAP, ACCU invitesexperts in producing materials for neo-literatesfrom respective Member States and trains;hem practically on hew to preparc and pro-duce reading materials ft eo-literates.

Date PlaceNo. of Participating

CountriesNo. of participants

First RegionalWorkshop

18 29 April1983

Tokyo (Japan) Laguna(Philippines)

12 24

SecondRegionalWorkshop

3 12 October1984

Chiangmai (Thailand) 11 23

Third RegionalWorkshop

26 Novemuer3 December 19F5

Tokyo (Japan) 11 18

Fr,urth RegionalWort...;:op

20 -29 October1986

Jayagiri, Bandung,7 16

(b) Sending an International ; bile Team of Ex-perts of Materials for Nee-Literates to theNational Workshop in the Member States.

On the occasion that a Member State holds the

training course for personnel in charge of pro-duction of materials for neo-literates, ACCUcooperates by sending an international mobileteam of experts to the Member States con-cerned.

Date PlaceNumber ofparticipants

First Sending toNational Workshop

25 February 6 March 1986 Kathmandu (Nepal) 36

Second Sending toNational Workshop

13 19 October 1986 Jayagiri, Bandung (Indonesia) 30

64 63

List of Materids for Neo-Literates produced to dateunder Asian/Pacific Joint Production Programme of Materials

for Neo-Literates in Rural Ar es (AJP Programme)

(as 'f October 1986).

(1) Classification by FORMAT

Format Title States of L opted materials mrespective languages

I. Printed book(Booklet)

1. Grow Mushroom2. Raising Chickens3. Bamboo Handicrafts

4. The Lift of Water5. Baby's Food

6. Use of Gas from Daily Wastes

7. Useful & Simple Knowledgefor Everyday Living

ThaiBengali (Bangladesh), IndonesianBengali (Bangladesh), Indonesian,Malay, Tagalog (Philippines),Cebuano (Phil.), Ilocano (Phil.)Indonesian, Malay, NepaleseBengali (Bangladesh), Indonesian,Malay, Tagalog, Cebuano, IlocanoBengali (India), Indonesian, Malay,Nepalese, VietnameseNepalese, Thai

II. Printed non-book materials(Poster)

1. Let's Read2. Public Pollution inside Bus3. Do You Know Numbers?4. Everyone's Water-How Should

Use It?5. Sanitation6. Tree Planting7. Home Gardening8. Charcoal Water Filter fcr

Drinking Water9. The River and Us

10. Let's Safely Use Electricity

Hindi (India)Thai

Malay, Nepalese

Indonesian, MalayIndonesianIndonesian, MalayBengali (India), Indonesian, Malay,Nepalese, Thai, VietnameseBengali (India)

III. Electronic Media materials(Slide kit)

1. Water in Everyday Life

IV. Games and others 1. Building up a Happy Community(Sugoroku)

2. Around Asia and the Pacific(Sugoroku)

3. Animal (Sugoroku)4. A Balanced Diet (Rotating

piegraph)5. Proverb Card Game

Indonesian, Malay, Nepalese

Thai

Bengali (Bangladesh)Indonesian,Tagalog, Cebuano, IlocanoIndonesian

Total 23 kinds in 12 languages, 8 countries (19 kinds)

Guidebook Bengali (India), English (India),Indonesian, Nepalese, English (Phil.),Thai

Indonesian,

6465

(2) Classification by CONTENTS

Contents Title State of adapted materials inrespective languages

Health 1. Sanitation2. Every one's Water

How Should We Use It?3 Charcoal Water Filter for

Drinking Water4. A Balanced Diet (Rotating

piegraph)5. Baby's Food

Indonesian, MalayMalay, Nepalese

Bengali (India), Indonesian, Malay,Nepalese, Thai, Vietnameselndonesean, Tagalog. Cebuano,Ilocano (Phil).Bengali (Bangladesh), Indonesian,Malay, Tagalog, Cebuano, Ilocano

Production 1. Grow Mushroom2. Raising Chickens3. Bamboo Handicrafts

4 Home Gardening5. fife Planting

Science

Culture

ThaiBengali (Bangladesh), IndonesianBengali (Bangladesh), Indonesian,Malay, Tagalog, Cebuano,Ilocano (Philippines)Indonesian, MalayIndonesian

1. Do You Know Numbers?2. Use of Gas from Daily Wastes

3. Let's Safely Use Electricity

Bengali (India), Indonesian, Malay,Nepalese, Vietnamese

1. Around Asia and the Pacific2. Animal". Proverb Card Game

Social and General

ThaiBengali (Bangladesh)Indonesian

1. Let's Read2. The Life of Water3. The River and Us4. Water in Everday Life5. Public Pollution inside Bus6. Building up a Happy Community7. Useful & Simple Knowledge for

Everyday Living

Total 23 Titles

Hindi (India)Indonesian, Malay, NepaleseBengali (India)

ThaiIndonesian, Malay, NepaleseNepalese, Thai

in 12 languages 8 countries (19 kinds)

6566

3. PREPARATION, ADAPTATION AND PRODUCTION OF MATERIALS FORNEO-LITERATES BASED ON THE PACKET A AND AJP MATERIALS

by: Maman Suherman

Mr. Maman Suherman, Director of NationalLearning Activities Development Centre (BPKB) Jayagiri,Lembang, Bandung, presented his paper on Preparation,Adaptation and Production of Materials for Neo-Literates based on the Paket A and AJP Materials. Hementioned three reasons of the need of having Paket ASupplementary materials, namely:

1. if there is content, knowledge or skill, needeaby community in certain local area where doesnot exist in any booklet of Paket A.

2. to make easier to learn booklet of Paket A3. to motivate the learners in Paket A learning

groups by providing them with differenttypes of learning materials such as posters,photo novella, electronic media and games.

In development of both Paket A SupplementaryMaterials and AJP Materials there is only one dif-ference. The differcnne is that the rust step ofdevelopment of Paket A Supplementary Mat: rimsis to identify marketable and pry table vocation-al skill or small business for income, on the otherhand, the first str, of development of AJP Materialsis to ide .tify problems and needs of the peopleespecially neo-liierates in tho community includ-ing all basic aspects of their life like food, water,housing, health, income, transportation. educationand so on.

Starting from second step both Paket A Supple-mentary Materials and AJP Materials have thesame procedure as follows: selection of format,selection of theme based on the needs and pro-blems selected collecting content resources, fillingin treatment matrix, drafting or designing, lay-outand illustration editing, preparation for try-out orfield testing, field testing, revision, mass-production,distribution, utilization, and evaluation of effec-tiveness of the materials.

One alternative in procedures of adapting AJPmaterials is as follows:

1. Selection of AJP Materials which are suitableand meaningful to the country

2. Translation of texts using simple sentences andterminologies

3. Adjustment of illustration4. Limited multiplying by xerox for field-testing5. Preparation for field testing6. Field testing7. Revision8. Submit to policy maker for decision of pro-

duction9. Mass production

10. Distribution11. Utilization12. Evaluation 491,

4. "EVALUATION OF MATERIALS FOR NEO-LITERATES BASED ONPAKET "A" AND AJP MATERIALS

by: Mrs. Jeaw Doko Saudale

Mrs. Jeane Doko Saudale, Head of the ProgrammeSection National Centre for Development of LearningActivities (BPKB) Kebon Jeruk presented her paper onNon-Formal Education programme in Indonesia. thebrief text of her paper is given below.

Non-Formal Education Programme in Indonesiaprovides Out of School Education for those whonever obtain formal schooling experience to helpand enable them to participate in the nationaldevelopment as a whole. Sin the second FiveYear Development Plan: 1974-1979, IndonesianGovernment has done a very significant effort inli*.eracy programme in collaboration with Unicefand other institutions, in which Books of Paket "A"was formulated. This programme is mostly organized through learning group, Paket A LearningGroup. In its process, Paket "A" programme is

always developing and in 1983 it expanded aprogramme of strengthening -,ounce of daily incomecalled Kejar Usaha that is income generating learn-ing group.

Paket "A" materials consist of 100 booklets fromAl to A100. The package contains informationleading to the acquirement of knowledge, skills,

id attitude in order to be a responsible citizenin community development and comprising.

Series of Al A20 , contains integrated basiclesson, in reading, writ-ing, arithmetic and BahasaIndonesia or IndonesianNational innguage.

Series of A2I A60 , contains additional infor-mation or: basic knowledge

6667

and skills covering dif-ferent aspects of life.

Series of A61A100, contains wider scope ofknowledge and skills cover-ing aspects of life.

Supplementary materials of Paket "A" Booklet isalways developed more and more all over thecountry based on the needs of the learners.Various types of supplementary materials consistof:

bookletsfoldersflipchartsphotonovellasserial posterssingk postersgamesaudio cassettessound slides.

AJP Materials

Asian Cultural Centre for Unesco (ACCU), Tokyo,has deeply involved is developing materials for neo-literates in Asia and the Pacific through workshopand seminars in co-operation with Unesco ROEAPBangkok where most of Asian and the Pacificcountries participated; the outcome of workshophas been published under Asian Pacific Joint Pro-duction Programme (AJP) eve! y year.So far, 23 materials for neo4iterates in form ofbooklets, posters, games and slide kit with thetopics on sanitation, income generating area envi-ronmental health have been produced in Englishtext as prototypes.Based on the prototype materials each partici-pating country has developed and modified thematerials in their country.

The effectiveness of neo-literate materials in generaldetermined by the educational background of thelearners, the content of the materials, the suitableknowledge and skill and the relevancy of thelearners interest.As a result of try out neo-literate materials can beseen as follows:

1. A study recently done by Development Centreof Non-Formal Education Activities in KebonJeruk, Jakarta indicat:d that booklets are moreeffective than folders in terms of content ormessage.

2. The result of testing the AJP materials inIndonesia indicated that:

bookets are understandable but need morethan one time to read to practice the skillmentioned in the content.posters are very attractive and the learnerscan understand the content.games are attractive and can motivate thelearners to do something.pie-graph is attractive and handy but tooshort for mastering vocational skill.

3. Paket "A" Supplementary materials as well asmodified AJP materials are very important torealize the follow-up programme for neo-

literates.4. Paket "A" Supplementary materials and

modified AJP materials should be more de-veloped to direct the learners based on theirneeds to generate their income.

5. Besides reading and writing materials for neo-literates it is expected to develop more incomegenerating or "do it yonrstlf' materials fornon-formal education target group.

5. THE PREPARATION, PRODUCTION AND EVALUATIONOF MATERIALS FOR NEO-LITERATES

by: Dr. Tongyoo i(aewsaiha

Dr. Tongyoo ICIewsaiha presented the talk on thePreparation, Production and Evaluation of Materialsfor Neo-Literates. The brief text of Dr. Tongyoo'spresentation is given below.

A. Needs and Characteristics of Neo-Literate Materials

1. Needs for neoliterate materials

In various developing countries at present it is

accepted that the best way to develop countries is todevelop the quality of their people so that they can help

68

the country development progranunes reach the goalsefficiently. Primary r .,,cation enrollment, however, hasincreased in many col Tithes to large extents, some ofthem are still drop-out and some are left behind. Thisgroup of people are called neu4iterates. They are inneeds of neo4iterate materials.

2. Learning behaviors of neo4iterates

Some learning behaviors and characteristics of nvo-literates are as follows:

67

a. They think they can not learn, or even losetheir learning capacity.

b. Speed of learning is on the decline slightly.c. Physiolozical changes occur such as visual

ability, hearing, etc.d. They acquire large extent of different ex-

periences.e. They can not be forced to study.f. They Cart learn if the learning environment and

materials are conclusive to their learning.

3. Categories of neo-literates

Generally, the neo4iterates are the people whoacquire some literacy skills with or without completingprimary education. These neo4iterates, however, canbe organized into three different levels namely: begin-ning level, middle level, and self-learning level.

4. Characteristics of neo4iterate materials

The following characteristics of neo-literate mate-rials should be taken into account when neo-literatematerials are prepared.

a. The materials should be suited to learning skillsof the target neo4iterates.

b. The mateials should focus on the real andinunediate problems of the neo-literates andtheir society.

c. The materials should promote active learning.d. The materials should be special types for parti-

cular groups and programmes.e. The materials should pose problems or describe

potential problems conditions ana provide waysto solve those problems.

f. The materials should draw experiences andparticipations of neo-literates.The materials ..mould promote culture, nationalintegrity and dignity.

h. The materials should be simple, attractive andinteresting.

i. The materials should utilize visual aids whichare appropriate for the neo-literates needs andinterests.The materials should be integral rd with selfevaluation.

g.

5. Functions and objectives of neo-literate materials

Neo-literate materials should be designed to servetwo broad functions as remedial and enrichment func-tions. For remedial function, the neo4iterate materialsare required to remedy deficiencies in initial learning,and to make further progress possible. The neo-literatematerials are also served as the following enrichmentfunctions.

a. To reinforce what has already been learned and

mastered.b. To encourage the further use of what has

already been learned and mastered.c. To extend the various use for material already

learned.d. To provide for difference in learning modalities

preferred by learners.e. To extend the goal of literacy towards improv-

ing the quality of life.

B. Development and Production of Materials forNeo-Literate

1. Community study

a. Purpose

An overview of non-formal learning situation inrural areas is necessary to find out how andwhere the neo4iterate materials are appropriateto use in various situations. The preliminarystep in the production of these mateials is toidentify the problems and needs. Needs,however, may be of diffeient categoriesindividual needs, groups needs, communityneeds, national needs, felt needs, perceivedneeds and projected needs, transient needs andpermanent needs.

Needs may be assessed through interviews, ob-st.rvations or questionnaires as to what moti-vated the individual .t.) acquire literacy skills.And may be assessed on the basis of the socio-economic background that may give a clue totheir interests and needs. And it can be identi-fied within the framework of nail 'al de-velopment policy, the community goals' expec-tation and the local situation which the socialgroups and individuals face presently.

b. Methods of need assessment

For cuiiecting data on the needs of the targetneo liter" acid their community b) com-muniy studying, two basic methods are intro-duced as ,unventional and non-conventionalmethods.

1) Conventional method

Two techniques, observation and interflew,are suggested. The observation is a technique

...by the observers go to the village andobserve deeply on the situation and livingcondition of the target neo4iterates.

Interview is a process of getting information byasking some people in the community especial-ly community leaders, government officials and

6869

other informal prominent people including theneo-literates themselves who live in the com-munity. There are two kind of interviews,structured and unstructured interview. Open-ended unstructured interview is more valuablethan other kind for getting at feelings andattitudes and at the real causes of problems.But it yields less uniform and less readilyquantifiable data than those readily structuredinterview. Result of the structured interviewis ear to process but may not be as validityfor their structure tends to restrict and in-fluence the responces given.

2) Non-conventional method

In many cases we found that data gathering byusing only conventional method is not enough.In order to know better their felt needs, non-conventional method is being used as an addi-tional to observation and interview. The non-conventional method can be done in manyways.The following 3 techniques are introduced.

a) Search Conference

Local leaders, both formal and non-formalones from different occupations are requestedto discuss in a small group about their com-munity situations and problems and try to findways to solve those problems by themselves.By this technique, problems and needs exposedare very close to their felt problems and needs.

b) Participatory Approach

This technique is very useful to study theperception of the target neo-literates about theproblems and situation in their community.The researcher goes and stays in the village withthe villagers for a period of time and try torecord what are going on in the village. The feltproblems and needs are drawn from the dailylife of villagers in the village through obser-vation, diary record, interview, direct experi-ences, and etc. The Johari Window is a tool TJbe used as a guideline for data collection.

c) Single Poster

A picture of village situation which is con-sisted of problems is shown to a group ofpeople from the village. Ask them what kind ofproblems they see in the picture. Each pro-blem will be discussed whether it really happensand reflects their life or not. Then, list the pro-blems exposed to the people.

70 69

c. Items of data collection

Ten basic aspects of life are suggested to betaken into consideration when materials areprepared to be purposeful, practical andrealistic to sati4./ the needs of the target neo-literates. Those items of data collection areas follow:

1. food2. clothing3. housing4. water5. health6. population and environment7. communication8. income9. education

10. culture

d. Data analysis

When community information are collected,three steps namely, individual analysis, groupanalysis and needs prioritizing are suggested tobe used to analyze those data and divide theminto problems and needs.

2. Selection of theme and format of materials for neo-literates.

a. Selection of theme

Theme selection should be based upon theproblems and needs identified by groupmembers incorporated with the opinions of thecontent specialists.

b. Selection of format

Format is very important aspect when materialsare produced. The appropriate formats caneffectively convey content to the learners.Selection of formats of materials for neo-literates, should take considering of needs andlevels of literacy skill of the target neo-literates,conditions and locations, methods of presen-tation and cost.

3. Production of Materials for Neo-Literates

a. Topic Selection

There is no limitation as to what can be besttopic of any type of the materials, but topicswhich lend themselves well to present should bechosen to yield most effective materials.The following principles shoull be taken intoaccount when topics are prepared.

1) Topics should be simple, easy, short, direct and,:tear presentation.

2) Topics should be presented in mother-tongueas much as possible.

3) Topics should be motivational and attractive.4) Topics should be related to content and help

to make content easy to understand.5) Topics should help o make difficult inform-

ation interesting.6) Topics should reflect problems and needs of

the target audience.7) Topics should be related to cultures and natio-

nal awareness.8) Topics should represent the concept and con-

tent .f the materials.9) Topics should pose problems and situations for

target audience to follow.10) Topics should be presented in styles that

encourage the participation and involvement ofthe target.

Content arrangement

Contents of neo-literate materials must alsoincorporate the objectives of the programmeand cover the three domains of learning-cognitive (knowing), affective (feeling) andpsychomotor (acting and doing). Variousstudies suggested that the contents should alsobe purposeful, practical and realistic to satisfythe needs of the target neo-literates.

c. Illustration preparation

In developing materials for neo-literates,especially printed book, the space devoted toillustration still be important. The illustrationshould be there not only to sustain the interestof readers, but also to aid them in compre-hension. The illustrations can also be used tobridge the gap between the spoken and writtenlanguages. Some ideas about illustration aresuggested as below:

1) Illustratior should be attractive, interesting,enjoyable.

2) Illustrations should be simple, clear, andaccurately representing content.

3) Illustrations, whether sketches, abstractions,and cartoons, should be recognizable by targetaudiences.

4) Illustraticn should conform to tnose of targetaudiences' surroundings and appropriate toeach field of occupations.

C. Evaluation of Materials for Neo-Literates

1. Types of evaluation

Evaluation of materials for neo-literates can bebroadly divided into two types formative and sum-mative evaluation.

2. Formative evaluation

Formative evaluation takes place along with theimplementation of the programme. The improvement ofany stage of material production can be done th ighthis process of formative evaluation. The aim of thiskind of evaluation is to monitor the programme while itis being implemented. These can result in certainimportant changes i.e. training for untrained instructors,and organization of learning group activities etc.

3. Sum mauve evaluation

Summative evaluation is a kind of overall assess-ment of the programme. The main function of sum-mative evaluation is to sum up the entire programme,both success and failure. It will help the planner oradministrator concerned decide how to do further aboutthe programme.

4. What to be evaluated

a. Pre-publication

Pre-publication evaluation involves two types ofevaluation.

1) Technical aspects of materials i.e. words, langu-age, visual attractiveness, locality etc.

2) Learners' reaction evaluation i.e. application,readability, acceptabEity, etc.

b. Post publication

Post publicatio: valuation ca i be done interms of application, effectiveness, implemen-tation, impacts to learning etc.

c. How to evaluate

The process how to evaluate this kind ofmaterials can be used in structured, semi-structured and unstructured situation.

d. Programme evaluation

70

The model of programme evaluation is pro-posed to be a tool for administrators in orderto monitor the programme. This model wasindicated as below.

71

k

-->

Context Evaluation

Corn. situationCorn. problemCon,. individuals' needsPolitical willNational policyOrganizational goal

k

Product Evaluation

Product EvaluationTechnical aspectsLearners reaction

Programme evaluation

PROGRAMME EVALUATION

Input Evaluation

Administrative AspectsManMoneyManagementMaterialsTechnical know-how

Process Evaluation

6. SELECTION OF FORMAT AND METHOD OFDESIGN OF NEO-LITERATE MATERIALS

by: Mr. S. Tajima

Mr. S. Tajima, Head of Book Development Section,ACCU, Tokyo, presented his paper on selection offormat (The full text of his paper appears below). Heintroduced some ideas on how to select a format andalso in designing neo-literate materials showing thevarieties of formats used for neo-literate materials.He suggested that the participants of t'e workshopshould be more creative and more flexible in creating anew format. He, then, stressed the importance of con-sidering at least four items in selecting a format.

Matters to be considered when selecting format

Format of materials for neo-literates is decided onthe basis of what may b- most appropriate and effec-tive for the content of .. e particular materials to beproduced.

When intended expression of content is most ap-propriately matched to format (booklet, pamphlet,poster, game, audio-visual medium, etc.), the highestdegree of effectiveness is achieved; however, if the

72

Selection of theme andformatSelection of topicSelection of contentillustrationProduction processTestEvaluation

propel format is not selected, content is not clearlyand vividly conveyed, and the communicative effect ismarkedly diminished.

In deciding upon format to be used, it is importantto be knowledgeable of:

(1) needs and literacy level of target audience neo-literates,

(2) location and conditions in which materials areto be used,

(3) methods of application and their clarification,and

(4) production cost and process and means bywhich the materials are to be produced.

1) Understanding needs and literacy level of target neo-literates

As neo-literates seldom have enough time to studyin a school or special literacy class, it is necessary whenselecting a format to be aware of what type of format

71

the target learners would like to use, even in a limitedtime frame. When producing posters and audio-visualmaterials to be presented to a group of people, it isparticularly important that the literacy level of thegroup itself as well as that of individual members beknown in order to employ an effective format for groupuse.

2) Location and condition in which materials are tobe used

It is necessary to know in what type of setting(environmental condition) the materials are to serve,and in what manner they are to be applied. Materialssuch as posters should be displayed prominently, overa long period of time, in locations where people as-semble or on a large wall surface.

Audio-visual materials normally require facilitiesand equipments such as electricity and slide projectors.The products or materials should be well aware of thelocally available resources and the background of thetarget learners culture, customs, preferences, etc.

3) Methods of application and their clarification

In producing materials for neo-literates such asgames and comparatively thick books, care should betaken so that they do not require excessively detailedguidelines for their application by instructors.

Format of materials must be carefully consideredso that the materials can be at first easily accepted anduuderstood by the instructors.

A format which includes complication or problemsin application or does not clearly and simply convey theintended message should be avoided.

4) Production costs

Cost of materials production varies greatly der end-ing on format used. It is important to determine hestpossible format, process, and supplies to be utilizedwithin the budget set for the particular production.

72 73

POSSIBLE FORMATS FOR MATERIALS FOR NEO-LITERATES

CATEGORY FORMAT

1. Printed boo book

booklet

photonovella

comics

etc.

2. Printed non-book poster

leaflets (flyers)

wall newspE tiers

news periodicals and journals

flipchart

picture story-telling hardboard set cards (flash cards, picturecards), etc.

3. Electronic media films (8 mm, 16 mm, etc.)

movies

videos

slides

tapes

radio programme and 17 programme, etc.

4. Games and others 1. Ordinary conventional gamecard games, jigsaw puzzles, "future" games, games offinance (e.g. "Monopoly"), board games such asSUGOROKU ("Parcheesi") snakes and ladders, etc.

2. Simulation game

3. Otherspuppet show, shadow play, forkdance, songs, etc.

7. INTRODUCTION OF NEW METHODFOR ANALYSIS USING NP METHOD

(Participatory Technique of Field Data by ALL)by: Mr. S. Tajima

Mr. S. Tajima, Head of Book Development Section,ACCU, Tokyo, introduced a new method called NPMethod in analysing field data consisting of 6 stages asfollows:

1. All the participants are divided into four groups(A, B,C and D)

2. The members of each group are requested todiscuss a twenty-minute group discussion can-cemirg the most serious problems identified inthe village visited by each group. At this stage,every participant must participate and pointout every problem found in the village.

3. Then, the members of each group are requestedto write down on small papers at least 7 seriousproblems within 20 minutes.

74

They should write down the sentences s-

cribing the problems in the following manners:

a. simple and shortb containing clear and practical messagesc. easily understood by everbody

4. Each person should read out the content ofwhat he/she has written and write a list of allproblems identified. The Group, then shouldcategorize the problems identified together.

5. Finally, the group should write similar pro-blems under the same heading on a big paper.

6. Through this method, you can find out theprobler of the village (Data Map) very easilyand quip, .y.

73

ANNEX 5. COUNTRY REPORT

Brief Introduction of the Development and Publicationof Literacy Follow-Up Materials in China

The quality of materials will have impact on thequality of teaching. A series of mat 'dais with highquality can attract hundreds and thousands of learners.

In order to consolidate the achievements of literacyprogramme, we lve made greater efforts in developingand compiling literacy follow-up matmals. At present,literacy rate in most areas of China reaches over 80 per-cent. Our government pays great attention to the con-tinuing education while persisting in the universalizationof primary education, such as the organization ofvarious types of spare-time courses for elementaryeducation and technology. To meet the needs of neoliterates, different kinds of elementary education materi-als and popular scientific materials are developed andpublished by the central government and local authori-ties.

The following is a brief introduction of China'sdevelopment and publication of literacy follow-upmaterials:

I. Cential and local materials developed and publishedby the respective authorities

Since 1949, many reading and teaching materials forneo-literates have been developed and published. Inrecent years, a few new sets of literacy materials anda great number of popular scientific materials have alsobeen written and printed. For example, in 1979, theMinistry of Education organized a group of experiencedteachers, literacy workers and experts to compile aseries of elementary materials for workers and farmersfor spare time courses Chinese language in 4 volumesand Arithmetics in 2 volumeswhich were distributedthrough-out the country. Considering differences be-tween urban and rural areas and various needs oflearners, in 1984, the Ministry of Education decided toorganize forces in Fujian proince in the South andHeilong-jiang province in the North to develop two setsof elementary materials for spare time courses, especiallyfor people in mral areas both in the South and North.The one set of materials by Fujian consists of a series ofChirese m 3 volumes and arithmetics in 2 volumes andthe other a 2-volumes Chinese and a 1-volume arith-metics. The two sets are basically same in teachingobjectives, but different in contents and examples,which are to meet the needs of different learners indiffe-tnt regions. The above-mentioned materialshave been published and widely welcomed by literacy

workers and learners.

Besides the central materials, each province andcountry in China has developed and printed differentkinds of materials with its own features, especially thoseof elementary knowledge and popular science which areable to meet the demands of different learners.

IL Combination of written materials with audio-visual materials

In China, materials for neo-literates are mainlywritten materials with illustrations. In recent years,audio-visual materials are made in local areas. Thematerials, presenting teaching contents through vividimages with a characteristic of easy learning, are deeplywelcomed by learners. For instance, a spare-time schoolrun by the local people in Fujian once made a series ofslides, which improved the teaching quality as the sup-plimentary materials for literacy teaching, recitation ofverses and arithmetics teaching. In a country of Fujian,audio-visual materials such as Freshwater, Fish-farming,Duck Raising, Culture of Lotus Seed, Growth of ChinaFir and Mushrooms. After teaching with above-mentioned materials, iearners said that they not only

ilearned basic theories but also learned ways of doing it.

III. Development of literacy follow-up reading materialsas supplementary for classroom teaching

In recent years, in Fujian we developed and publish-ed man- kinds of reading materials such as PracticalWriting 'or All, Calculation with an Abacus for All.Learning to Read through Songs and ":orre.,pondencefor All. All the above-mentioned reading materials ar,circulated all over the country. The material PracticalWriting for All has a circulation of more than 1,800,a30copies and the rest from 500,000 to 800,000 copies.The material Learning to Read through Songs won aprize Works of Excellence during the First NationalCompetitior of Works of Excellence in Rural Areas.

IV. Development of reference materials for elementaryteaching

Materials of this type can improve both teachingquality of literacy workers and learning abilities oflearners.

The followings are the ideas we gained throughthese years' development and publication of literacyfollow-up materials in our country:

(i) Development of teaching materials shouldmeet the demands of teaching plan andcurriculum and help improve the teaching

74 75

quality;Reading materials should be developed withthe consideration of characteristics of learnersand areas;Experienced teachers, literacy workers andexperts should be organized to compile bothteaching and reading materials.

We shall try our best to develop and publish morehigh quality teaching and reading materials for theeradication of illiterates and the prevention of thoseneo4iterates from relapsing into illiterates in China.

INDONESIA

Literacy Work and Development of Learning Materialsfor Neo-Literates in Indonesia

I. Present Status of Literacy Works in Indonesia

1. Historical Background of Literacy Program

It is generally accepted principle that each man andwoman should have opportunity for personal develop-ment. This implies that everyone, adults as well aschildren, should have free access to appropriate forms ofeducation.

Article 31 of the Constitution of the Republic ofIndonesia read as follows:

Section 1: Every Citizen shall have the right to obtaineducation.

Section 2: The Government shall establish and executea system of national education provided bylaw.

With this constitutional background, it is officiallyvccepted that the government must be concern with, andresponsible for, not only the education of children, butalso that of adults, irrespective of the degree of school-ing they have received m childhood.

Education in Indonesia was neglected during thepreindependence period, and had no marked effect inbringing progress to the people. After 350 years ofcolonization, there were only 6 per cent of the entirepopulation could read and write Latin script.

One year after Indonesia pro :aimed her inde-pendenc . 1945, a new bureau was established in theMinistry of Education and Culture. The Bureau wascalled a Litany Campaign Bureau which was assignedthe task of organizing literacy campaign through courses.In 1949 thin bureau became the Department of Com-munity Education. This Department in 1966, wasassigned the status of a dir. :torate and became part of

76

Directorate General of Basic Education, and 1969 upto now it was transferred into the Directorate Generalof Non-Formal Education, Youth and Sports: One ofits successful programmes was the adult literacy cam-paign. Illiteracy has dropped from 94 percent to 65percent, and the census 1961 showed that this per-centage has further dropped to 60.8 percent, while in1980 the total illiterates in t'ie urban and rural areas inIndonesia is as described following table.

Table 1

Total Illiterates People in IndonesiaAge 7 44 Year

Rural Age Group Urban

2.775.586 7 12 year 299.082743.211 13 15 73.530990.071 16 18 118.355

1.987.430 19 24 232.8641.889.333 25 29 178.4981.834.222 30 34 183.601

2.458.623 35 39 272.8352.815.725 40 44 369.955

Source: International Literacy Day, Ministry ofEducation and Culture, 1983

The objective of literacy work in Indonesia havebeen set as follows:

(1) to enable illiterates to acquire skills in reading,writing, arithmetic and speaking bahasa

Indonesia;(2) to use the literacy campaign as an educational

programme for futher activities; and(3) to develop incentives for people to work hard,

in cooperation with one another, in productiveactivities for the development of both them-selves as individual and the community as thewhole

To attain these objectives standards of literacy havebeen uefined for various levels of achievement. Literacyclasses have been initiated through concerted efforts ofthe people and follow up measures organized so thatlearners could further develop their literacy skill topromote their occupational efficiency and to undertakesell development programmes in the community.

To carry out the principle of equitable distributionof education, it is projected that facilities for primaryeducation should be provided. Tremendous effortwas done and up to 1985, it was 97 per cent of the7 12 year old were accomodated in the primary schoolTherefore, the literacy programme must also be devisedfor remaining 3 per cent besides for those who have hadno opportunity for schooling and for the drop-outs.

75

2. The Package "A" Kejar Programme

Having had the previous unique experience ineradicating illiteracy, sinr1 1976 ..he government hasdeveloped a new strategy in illiteracy eradication. Thisnew strategy is called the "Kejar Program". The Kejarprogramme is a programme which has the charaeerist3csof bekerja (to work) and belajar (to study). The learnersfollow the programme without disturbing their dailywork, and all they learn should be useful and functionalin their daily life situations.

The Kejar programme also means to help individualsto catch up what they have left behind. The Kejarprogramme also has another meaning: it refers tokelompok belajar (learning group) as .:restitution oflearning and the learning materials used in this pro-gramme is Package "A". Package "A" is a series of thebasic learning materials covering all areas of life whichare required by illiterates and primary school drop-outsin order to enable them to become responsible andproductive citizens. This package is in form of bookletand it is supported by supplementary learning materialssuch as posters, games, flipcharts, cassettes containingknowledge, skill and formation of mental attitudestoward innovation and development.

The package "A" consists of 100 booklets com-prising the following series:

(a) Series A-1 up to A-20 consist of integratedlessons in basic reading, writing, arithmetic andbahasa Indonesia. The booklets are staggered:the contents of previous numbers become thebase of the next number, so A-1 is the base forA-2 and so forth. A-1 up to A-20 haveindividual titles such as A-11 (Home Garden),A-12 (Planting Fruit Trees), A-13 (Poultry),A-14 (Fish Raising) and so on.

(b) Series A-21 up to A 60 comprise moreadvanced readings and contain additionalbasic knowledge and skills concerning variousaspects of life. This series reinforce what isdiscussed in the previous books. The level ofdifficulty of all these books is similar, thus,not staggered as in A-1 to A-20.

(c) Series A-61 up to A-100 is the secondselection of advanced readings. They discussthe wider and more specific aspects of variousareas of life. The level of difficulty is one stepbeyond A-21 to A-60.

The books of package "A" are compiled on twentytwo stages of difficulty; 20 stages in A-1 to A-20 andtwo additional stages for A-21 to A-60 and A-61 toA-100. If mastering A-1 to A-20 step by step, thenthe learners may continue with A-21 or any of thebooks until A-60. Similary, if A-21 up to A-60 aremaster( d, the learners may pursue to A-61 to A-100

series.

In order to facilitate further study a lung these line,the supply of learning materials that w.11 follow package"A" has also been planned, i.e. package "B". While thepackage "A" programme is far the illiterates and theprimary school drop-outs, the package "B" programmeis for those who have finished package "A". However,according to the educational equitability principles, thefirst priority to be implemented is package "A" togetherwith other effort which provide basic education for thepeople.

II. The Development of Follow-Up MaterialsLearning for Neo-Literates

1. Development of New Learning Materials

As early as the first year of literacy campaign, itwas recognized that literacy was not ail end in itself.The achievement o; literacy work would have no realsignificance for the people if the work was not followedby a systematic and orderly guidance for newly literateadults. In some cases most of the neo-literates haverelapsed into illiteracy. One of the underlying reasonsis a lack of suitable follow-up learning materials.

Such materials much be made available to the newliterate adults, not only to prevent their -!apsinginto illiteracy but also to encourage development of thehabit of reading among them and to enable them toimprove their knowledge and skill while gaining fluencyin reading. It is the reason the development of learningmaterials for neo-literates is an important factor inthe framework literacy programme.

However, in fulfilling the need of learning materialsfor neo-literates, the National Learning Activity CentreJayagiri has a role in developing and adapting of learn-ing materials follow-up for neo-literates. In implement-irg its role the Center in the year of 1984 1985had developed 5 types of learning materials with variouscontents area which fit to the need of the target group.Those types of learning materials and number of titlesare presented in the following table.

Table 1

The Types of Learning Material and Its ContentAreas Developed by the Centre

Types of learning Number ofmaterials

1

titles

1. Single poster 10

2. Simulation game 3

3. Foto Novella 5

4. Serial poster 2

5. Discussion starter 10

Content Areas

Income generating,health, enviromentkeeping, leadership,community develop-ment and motivation

7677

Source: Yearly Report of Sr KB Jayagiri

Basically, developing of learning material follow-upfor neo-literates is not a simple one, but it is a complexprocedure in which an orderly activity should be donestep by step. A pattern ihich usually used by theCentre in developing the follow-up learning materialscan be illustrated as following chart

Chart 1

Steps in Developing Learning Materials

Identifying of the problems and needs of the targetgroup

Determining of the problems and needs priority

Determining type of learning materials which will bedeveloped

Making a treatment

Making a draft

Making a prototype

Try out prototype of learning materials

Revision based NI the results of tried out

Making master of learning materizls

Recently, the Centre has developed learning materi-als for neo literates using "Do it yourself' principles inwhich the content is oriented to the source of dailyincome. The idea behind learning materials using "Doit yourself" is that learners or readers may practice andproduce what they have learned from those learningmaterials.

The principles in developing "Do it yourself"learnirg materials covering three aspects:

(1) Motivation, meaning that the learning materialsshould persuade and encourage the learners orreaders to practice and produce what they haveread.

(2) To be informative or instructional, meaningthat the learning materials should cover in-formation in detail on a certain skill in the areaof income generating, i.e. materials, shouldinclude procedure for practicing or producingand how to market the products.

78

77

(3) Benefit, meaning that the learning materialsshould describe what benefit probably gainedby the learners or readers after riley practiceor produce any outcome from that learningmaterials.

"Do it yourself" learning materials we are going todevelop, are assumed to be a supplementary learningmaterials for package "A" in the one hand, and on theother they are also provided to enlarge package "A"to be package "B" or "C".

Then, all learning materials developed by theCentre have been disseminated to other units such asDirectorate of Community Education, Provinci..1 Com-munity Education Office District Learning Centers,Directorate of Personnel Development, Directorate ofCommunity Development aad private organizationswhose task are relating to non-formal education pro-gramme.

2. Adaptation and Modification of New LearningMaterials

In cooperation with Asian Cultural Centre forUnesco (ACCU), the Centre has received a number oflearning materials in English tent. The types and titlesof ACCU learning materials can be presented as follow-ing table.

Table 2Types and Titles of ACCU Materials

Types of materials

1. Single Poster

2 Round formposter

3. Booklet

4. Games

Titles

1.1 Tree planting1.2 Sanitation1.3 Charcoal water for drink-

ing water1.4 Home gardening.

2.1 A Balanced diet

3.1 Baby's Food3.2 Bamboo Handicrafts

4.1 Animal Sugoroku4. Everyone's water4.3 Building up a happy com-

munity4.4 Proverb card game

The four types of learning materials mentionedin the above table was, then, adapted into BahasaIndonesia. The adaptation of these materials intoBahasa Indonesia was emphasized on pictures, colourand lay out. Three or four types of ACCU materialswhich have been adapted into Bahasa Indonesia wastried out to learning groups at 3 vilage in Lembang

sub-district.

In trying out of these learning materials, threevariables were measured, that are:

(1) Comprehension of the learners to the messageconveyed by the learning materials.

(2) Attractiveness of the learning materials.(3) Acceptability of the learners to the learning

materials.

Try-out achievement of the three adapted materi-als is given in tables 3.

Table 3Mean Score in Comprehension, Interest and

Acceptability of 3 Types Adapted ACCU MaterialsN = 33

Types of materials Compre-hension Interest Acceptabi-

lity

Single Poster 35.66% 32.83% 40.80%

Rounded form 40.60% 37.80% 39.28%Poster

Games 39.66% 38.66% 4!.00%

Based upon the five rating scale provided beforehand, then a terms of the comprehension the singleposter was categs.dited as fully acquired. In terms ofinterest all the three materials are categorized as in-teresting and in term of acceptability these materialsare also categorized as acceptable. The three adaptedACCU materials, then, was produced and disseminatedto another units which are in need of these learningmaterials.

3. Study on the Effectiveness of Learning Materials

Along with developing and adapting learning materi-als, the centre conducted study on the effectiveness of5 types of learning materials. The purpose of the studywas to have ideas which one of the 5 types of learnIngmaterials is the most effective in terms of compre-hension, interest and acceptability for a certain targetgroup. The five types of learning materials we hadstudied were simulation games, foto novella, serialposter, single poster and discussion starter.

The study was conducted in 1985 at 5 provinces,in East Jawa, Central Jawa, West Jawa, Jogyakarta andJakarta.

The Study showed that:

(1) Simulation games is more effective than fotonovela serial poster, single poster and discus-

sion starter.(2) Foto novela is not much different from serial

poster, but in fact foto novela is more effectivethan either single poster or discussion starter.Serial poster is more effective than single posterand discussion starter.Single poster has no difference than discus-sion starter.

(3)

(4)

Along the development and adaptation of learningmaterials activities, the centre also conducted trainingfor developing learning materilas to domestic traineeswho came from various institutions as well as foreigntrainees.

During the year of 1985, there were 4 trainingactivities for domestic trainees and 2 training activitiesfo. foreign trainees in developing learning materials.The foreign trainees came from Malaysia and Sri Lankaand the contents of training emphasized on the pro-cedure in developing learning materials.

MA LAYS! A

1. Development of Neo-Literate Materials in Malaysia.

Unlike in most countries in this region, literacyprogramme in Malaysia is under the portfolio of tieMinistry of National and Rural Development and notunder the Ministry of Education.All programmes pertaining to basic literacy and post-literacy are planned and implemented by the Com-munity Development Division of the Ministry ofNational and Rural Development. The programmegeared towards arousing the interest and awareness ofthe community, to motivate their participation in de-velopment, to be self-reliant and to upgrade their qualityof life. Hence the main objective of the CommunityDevelopment Division is to bring about social, economic,cultural and political development of the individual andthe community as a whole.

2. Development and Utilization of Teaching Materialsfor the Literacy Programme.

In 1984 the Community Development Divisionnad developed a package of teaching/reading materialsconsisting of it sets both for the teachers and thelearners.In 1985 the Community Development Division organizea National Workshop on the Preparation of the Teachingand Reading Materials for the Literacy Programme forWomen in Rural areas in Kuala Lumpur. Materialsdeveloped in this workshop were in the form of:

a) Posters1. MADELDAM2. Use of water

78 79

3. Clean and useful compound4. Home gardening

b) Booklets

1. Home garden

Pre-testing of the above materials was carried outin Sabah and Sarawak, East Malaysia.

In 1986 the Community Development Division(KEMAS) organised another regional workshop inSabah and ;larawak to adapt and adopt the AJPmaterials and other new materials produced to meet thelocal needs 'nd surroundings. Through adaptation,these materials could be utilized in the rural areas andhopefully many more new materials will be generated.New participants were trained during the regionalworkshop and they will subsequently become keypersonnels for the region of Sabah and Sarrawak.,

Implemented Programme Until August 1986

Sarawak held the first workshop from 28th Aprilto 5th May 1986. Materials developed were as follows:

1. Booklets2. Pamphlets/leaflets3. Audio/slide4. Posters in series5. Poster6. Folded charts7. MA BELDAM

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2

1

41

1

The second workshop on material development washeld in Sabah from 5th August to 13th August 1986and materials developed were:

1. Poster 1

2. Leaflet 2

3. Booklet 15

4. Pamphlets 1

5. Flipchart 3

All the above material are under printing process.The resource person for both workshops was Dr. NamtipAnsoonkool from UNESCO, Bangkok.

PAPUA NEW GUINEA

Papua New Guinea has over 700 different vernacularlanguages. While there is no official language policy,English is the language of education from grade 1

through University, and Tok Pisin and Hiri Motu aretf :..de languages.The Non - Formal Education section of the NationalDepartment supports NFE programmes within the 20provinces through Provincial NFE Off ;ers. These

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officers work with local language communities todevelop programmes suitable for their areas.While individual programmes are the responsibility ofindividual provinces, the national office does assistwith finances and pet.onnel, when appropriate.Several provinces have begun province-wide vernacularpre-school programmes. The main purpose 'or thesepre-schools is to help children learn to read in theirlocal language before they begin community schools inEnglish.In each province, tests are demonstrating the over-allsuccess of these programmes.The Kaugel NFE programme, for the 25,000 Kaugel-speaking people of the Western Highlands Province, is anexample of s locally initiated vernacular NFE program-me.The Kaugel NFE Programme has three main aspects:

1) Literacy classes for children and adults;2) Vernacular literature production;3) Community development and income-generating

projects to provide funding for the NFE pro-gramme.

While the Kaugel Non-Formal Education Association( KNFEA) maintains a close relationship with the Pro-vincial NFE Office, direct supervision of the day-to-dayoperation is the responsibility of the supervisor (RambaiKeruwa) and the KNFEA. The programme is one of"inter-dependence." Materials are produced, whichassist certain local government dep...ments, such asHealth and Prin;ary Industries, while some of thesegovernment officers serve on the KNFEA, along withlocal church and business leaders.All personnel in the Kaugel NFE programme come fromthe local area, and receive most of their training locally.This allows community members to decide for them-selves who will be their teachers, and also increasetheir feeling of responsibility for their own programmes.All vernacular literature is written , edited, illustratedand tested by local people who have been trained inthese fields. New books are printed on a hand-operatedduplicator in lots of 50. When these have proven suc-cessful (by formal and informal testing and evaluation),they are sent to commercial publishers for printing inlarge numbers. One problem, still not solved, is how todeal with the 12 different dialects within this languagegroup. Besides primers and supplementary grad-dreading materials, the Kaugel NFE Association is de-veloping healei materials (posters, lectu-e booklets tobe used in MCH clinic), information materials dealingwith local community development and appropriatetechnology (how to start a fish pond, how to build adrum oven), and other literature (such as a book oftraditional songs for lu,,a1 churches, and a Kaugel-English dictionary).The main purpose of the Kaugel NFE programme is tomeet the experssed needs and desires of Kaugel speakingpeople in the area of vernacular education. Testing an I

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evaluation are thus necessary on-going activities if theprogramme is to be considered successful.

PHILIPINESS

Production n of Materials for Neo- Literates:The Philippine Experience

I. Introduction

The broad objectives of literacy programme in thePhilippines can be traced to specific constitutionalmandates. This includes Section 3 of CommonwealthAct. No. 80 which states that, "The objectives of adulteducation shall be to eliminate illiteracy and to givevocational arid citizenship training." Section 8 (6)of the 1973 Philippine Constitution, in addition, statesthat, "The State shall provide citizenship and vocationaltraining to adult citizens and out-of-school youth anddeserving students." Then the Education Act of 1987defines the commitment of the continuing educationsector which includes the respcibility to carry out thefollowing specific objectives:

1. Cater to the needs of the under-privilegedsectors of society who are unable to availthemselves of the educational services andprogrammes of the formal system of education;

2. Provide literacy education and develop de-sirable sense of values of the out-ot-schoolyouth and adults;

3. Provide opportunities for out-of-school youthand adults for the acquisition of livelihoodskills throug,ii vocational and technical coursesto enhance and ensure continuing employabi-lity, efficiency, productivity and competiti-veness in the labor market; and

4. Serve as means for Jxpanding access to educa-tional opportunities to citizens of variedinterests, demegaphic characteristics and socio-economic origins of status.

At present, the Bureau of Continuing Education(BCE), the implementing arm of the Ministry of Educa-tion, Culture and Sports in providing nonformal educa-tion throughout the country. is intensifying its literacycampaign side by side with livelihood skills development.Its targets are the elementary and secondary schoolleavers, children and youth who have not enteredschool, and the illiterate or semi-literate adults. Itsliteracy programme can be classified into basic literacyand neo-literacy. Its activities include:

(1) organizing adult literacy groups in the Muslimregions of the country;

(2) training literacy teachers;(3) providing financial assistance for organizing/

strengthening reading centers; and

(4) developing basic and neo-literacy materials.

The Bureau of Continuing EdLation is currentlypouring its efforts in the development and productionof neo-literacy materials. Realizing the possible effectof lack of follow-up measures in literacy teaching onthe neo4iterate, who could be reverting to illiteracy,literacy experts in the BCE have sought ways andmeans of prevenLig that damaging eventuality. Todate, it is on its fifth year of involvement in thc, Asian/Pacific Joint Production Programme of Materials forNeo-literates (AJP) under the sponsorship of the AsianCultural Centre for UNESCO (ACCU), Tokyo, Japan.

The BCE and Neo-Literacy Materials Production

Since 1981, the BCE has engaged itself in thedevelopment of follow-up literacy materials. It hasparticipated in planning meetings and regional work-shops organized by the ACCU on the preparation ofmaterials, specially, for neo-literates. In a period of fiveyears, nine (9) BCE personnel (including the presentparticipants) have been invited to share their expertisein literacy materials development in said meetingsand workshops held in different Asia and the Pacificcountries. During the same period, the BCE receivedtoken 'ontributions from ACCU for follow-up activi-ties planned in connection with its Asian/Pacific JointProduction Programn...

In 1985, the Bureau of Continuing Education wasg. .ed the amount of US$1,000 for the follow-upac...ity it conducted after the Second Regional Work-shop on the Preparation of Literacy Follow-up Materialsin Asia and the Pacific held in Chiangmai, 'Thailand onOctober 3-12, 1984. Such amount was spent in theNational Workshop on the Development of Neo-LiterateMaterials, held in Baguio City, on March 18-30, 1985.With that money plus the BCE counterpart, thirteen(13) regional nonformal education supervisors, thirteen(13) illustrators and selected BCE personnel were trainedand prototype materials for neo-literates were developed.Then the BCE gave a financial assistance of 36,500.00for each regional follow-up activities which were heldat scheduled dates from the last week of April 1985to November of the same year.

This year, ACCII approved another tok .2. contri-bution amounting to US$700 for the project: Trans-lation/Adaptation/Production of Materials for Neo-Literates, a follow-up activity of the Third RegionalWorkshop on the Preparation of Follow-up LiteracyMaterials in Asia and the Pacific, held in Tokyo, Japanon November 25 to December 4, 1985. The activityinvolved the translation, adaptation and production inPilipino of selected ACCU materials, namely:

1. Baby's Food (booklet)2. Bamboo Han,''cratt (booklet)

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40,000 copies40,000 copies

81

3. Balanced Diet (rotating pie.graph) 10,o00 copies

The Guidebook for the Development and Pro-duction of Materials for Neo4iterates was also reprintedinto 21,000 copies.

The materials were also translated into Ilocano andCebuano but they have not been printed yet due tocertain technical limitations of the government printingfacilities. The original plan of translating/adapting thematerials into the Muslim dialects was not yet under-taken in order to have the available funds concentratedon printing several copies of the Pi lipino version. Noalteration was done in the Guidebook. However, acredit line for the BCE for reproducing the material wasadded in the book.

The following personnel participated in the Project:

Project Coordinator (1)Consultants (3)Instructional Media Specialist (1)Translator (6)Illustrator (2)Typist (4)Supply Officer (1)Utility Staff (2)

Th work schedule was divided into three phases,namely: I Planning; January 6-17, 1986; II

Development: January 20February 21, 1986; andIII Revision/Finalization: February 24March 26,1986.

The final drafts of the materials were sent to theprinter during the first week of April. They weredelivered in printed form at different dates startingMay 10 until July 30, 1986. Release of BCE funds forthe printing job was somewhat delayed In this connection, del.very of printed neo-literacy materialswas also behind schedule.

At present, ..he Bureau of Continuing Education isdistributing the materilas to about 2,009 school dis-tricts which includes 31,703 schools in the thirteen (13)regions of the country. Follow-up and monitoring oftheir use will be conducted by BCE reseatchers and theregional and division nonformal education supervisors.

If funds will be available, other ACCU materials andsome locally prepared follow-up literacy materials willalso be translated/adapted and mass produced. Moretraining in literacy teaching and neo4i,erate materialsdevelopment will be held in order to strengthen thework force of the literacy programme.

The country needs quality and relevant teachingmaterials for its neo-literate population. With ACCU'sfinancial and technical support, we wit; continuously

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be able to develop and produce them.

THAI LAND

The Neo-Literate Materials Production Programmes

I. Introduction

In dealing with educational problems in rural areasof develq ,g countries, we cannot only stress socialjustice or political aspects, but we have to consider themas obstracles to national development. The fact is thatpeople in rural areas need education and they have beenneglected for too long. This is because virtually alleducatonal development plans drawn up deal at lengthwith the forme zducation system. The result is animbalance in education between urban and rural people,with rural people having few opportunities to futhertheir education beyond the compulsory level. If thistrend 6 not altered, it is inevitable that the educationalimbalance will be a main factor blocking the nationalplan towards full development. Full attention shouldbe given to the problems of educational opportunitiesin rural areas. In addition, expansion of opportunitiesin a nominal sense perhaps does not help much. Effectsmust be strengthened by various unconventional ap-roaches which together will create an impact on pro-grammes for rural residents.

Unesco reports show that there are 130 millionchildren and 800 million adults in the world who areilliterate and who live from hand to mouth. Evethough a country may be fortunate enough to have aneducational mass media programme launched by thegovernment, it often aces not reach these poor, (Int.consequence is that, in most cases they miss all thetechnology that they might adopt for a better life. Ifany of this technology does come across, they are notappropriate to their situations and conditions.

However, there have been attempts to invent educa-tional service which could best serNe rural people. Massmedia are also included as a tool to make the targetpopulation familiar with such educational services.It has been observed that these attempts have em-phasized the role mass media can perform effectivelyin nonformal education activities. Particularly, massmedia do have an important role to help the illiteratesand neo-literates in order to facilitate a need to read andprevent a lapse back into illiteracy.

As of now, there have been attempts both withinthe governmental and non-governmental circles, such asthose by the Thai Department of Non-Formal Educa-tion, SWITA, Women's National Council of Thailand andso forth, to produce printed mass media material forneo-literates in rural areas. One of the driving forcesbehind these attempts is the Prime Minister of Thailand,

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Prem Tinnasulanon, who has remarked upon the launch-ing of the literacy program' as follows: "Anotherresponsibility, in addition to : t ,ing the people to haable to read and write, we must think of activities whichwill enable those who have just gained then literacyskills to retain these skills-not to forget them. Other-wise, all that have been invested, namely, physicalstrength, determination and our brain power, will belost tot-ily. Therefore, follow-up activities which areaimed at preventing lapse back into illiteracy and sup-plying necessary information are quite important ones.We should organize these activities to have them gohand-in-hand with this litera-y campaign."

In reality, there are a number of printed mediamaterials which can be used to serve this dual purposeto prevent illiteracy relapse and supply necessary infoan-ation. These materials include dairy newspaper leaflets,posters pamphlets, pocket-books, and sort of 'wallnewspapers'. All these are produced by a number ofgovernmental agencies and non-governmental organi-zations. Nonetheless, a problem remains to be tackled,The materials are too difficult for neo-literates to read.Some are not attractive because the contents are distantin nature and has nothing to do with rural life.

Recently, research findings indicate that althoughthere is a portion of rural people who "may read" if thecontents are meaningful to their livelihood ..id if allother physical aspects of the publicaiton suit them,there are still a group who do not read at all. Themain reason is simply that they do not feel attracted toreadingthere is no reading habit on their part.

2. Programmes Related to Material Production forNeo-Literates

2.1 Village Newspaper Reading Centres

Each village community will be encouraged tobuild a small reading centre and form a committee tolook after. The government will provide budget for twodaily newspapers to the centres plus other printedmaterials issued by government and private agencies onhealth and agricultural practices, and books donated bythe public. The government wish to promote thereading ability and to prevent relapses into illiteracyand also enhance the reading habit of people.

The main materials introduced to these centres aredaily newspaers, both Bangkok and local ont..1. Theidea of using newspaper is to motivate people who areinterested in daily news to come for further reading.The supporting materials are wall newspapers, booklets,posters, and other printed materials which intended toprovide different information for rural people.

There are two titles of wall newspapers producedby the Department of Non-formal Education Centre

Office:one is "Non-Formal Education Message", theother is "Non-Formal Education Message on PopulationEducation". There are also some wall newspapers pro-duced by regional and some provincial non-formaleducation centre Their purposes are to contributefacts, knowledge and useful information for people ingeneral, Usually the contents will focus on agriculture,health, culture community and demography, Annuallymore than 6,000,000 copies are distributed to serveralrural community centres, such as village reading centres,wats, village health centre public schools and centres forcommunity development.

2.2 Supplementary Reading Materials Programme

Once, the r .o-literates have acquired literacy skill,both from Functional Literacy Programme and NationalLiteracy Campaign "rogramme, they must be providedwith reading materials in order to utilize the skills ingaining up-to-date knowledge and information, as aresult, to retain and further refine the skit.

The min purpose of supplementary reading books,however, is to maintain and upgrade reading skill forthose who are neo4iterates. The supplementary readingmaterials are written in different styles, for cartoonswith easily understood words and contents relevant toexisting problems and needs of rural people. Thepast two years 40,000 copies composed of 48 titles werepublished and distributed to the target groups in theNational Literacy Campaign Project. Supplementaryreading rr..,terials on population education are also writ-ten in Simplified words; moreover, the content dealswith knowledge a. .d information about life improve-ment. There is an issue for further consideration at theena of each story.

2.3 Reading Materials Production Programme for RuralPeople

The programme aims at training the rural people toproduce rural reading materials for rural people them-selves at village level. A team of producer is a com-bination of primary education teacher and villagers whoare trained to produce reading meterials for the villagers:at the sub-district level. Local newspaper and wall-news-paper are two formats used for this programme. Thecontent areas lay emphasis on village news, vocationalinformation, jokes and cartoons, ne... ideas and tech-nology. This programme, however, is pilot programmeassisted by Unicef. The programme will be evaluated forfurther expansion in the end of this year.

The roles of supplementary reading n. eials aresummarized as follows:

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1. Assist in acquiring language skills by makingavailable opportunities to read, write, andcomprehend the language.

83

2. Assist in making practical application of know-ledge, information, and skills in daily living.

3. Supplying of information and skills needed toimprove upon their old occupation, starting anew one, and making better use of leisure time.Promotion of a good reading habit and preventrelapse of illiteracy,

2.4 Materials Development in INNOTECH ProjectDELSILIFE

"DELSILIFE" stands for "Development of aCoordinated Education Intervention System for Im-proving the QuaPty of Life of the Rural Poor." Fundedby INNOTECH, it is an experimental project under-taken in Indonesia, Malaysia, Philippines and Thailand.The project's participation with a view for populargelf-maance. In relation to such goal, it is hypothesized;hat media be used as a catalyst for participation andreduction of dependency.

Preparation of media or instructional meterialsseeks to embrace such thinking. That is the villagersidentify their needs, topics of learning, and content.The non-formal education officials help to put thecontent in proper format, order of content; means ofpresentation-generally; and testing out with somevillagers the language suitability.

3. Process of the Materials Development for Neo-Literates

1. Identification and selection of target groups2. Cr duct a survey of situation and problems of

target groups and community3. Specification of the objectives of the materials

production4. Specification of the types, guidelines and

contents of the materials, for example, book,non-book, mixed materials

5. Draft of themes, contents, and illustrations ofthe materials, illustration.

6. I :anuscript and review7. Preparation, pro,b1ction, and review of the

manuscrir8. First editing revie, of the manuscripts9 Try out of the materials

10. Improvement upon the try out editions11. Preparations of the materiais far printing and

distribution

4. Problems

1. Lack of budget which will effect the quality ofthe materials

2. I. ick of personnel who are experts in materialproduction which serve in terms of bothcontent and production process

3: Lack of staff training and development in terms

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4..,

of new ideas, techniques and up-to-date inform-ation

4. Lack of the effective distribution system5. Little emphasis is given the use of materials in

non-formal education methods and procedures

5. Position with Regards to AJP Materials

5.1 As for Thailand and ACCU, both have enjoyed acordial relationship and are familiar with each other inthe fields of publishing and culture through PrintedMedia Production for Children and Cultural PromotionProjects. The two projects served as a corner stone tomove on to the Printed Materials for Neo-Literates inRural Areas Projects. Subsequent to the meeting inMay, ACCU had agreed to help produce a Thai versionof (1) "Public Pollution inside the Bus" (poster): (2)"Around Asia and the Pacific with Sugoroku Game"and (3) booklet on "Grow Mushroom for More Income".The mat *als then were tested in twenty-six provincesby the. .hai Department of Non-Formal Education,Ministry of Education. In addition, the followingmaterials (in English) were tested with the staff of theDepartment:

(1) The Sugoroku Growing Rice Game;(2) The Sugoroku Animal Game;(3) Posters of Words "Village Life",(4) Let's Think of Living by a Pond (a poster);(5) Tree Planting ( a poster);(6) Sanitation;(7) Building Up a Happy Community Sugoroku;

and(8) Raising Chickens for Additional Income.

The result of these trial periods were discusse atACCU in 1982 in order to seek ways to improve thematerials collectively.

In 1984, the Second Regional Workshop on thePreparation of Literacy Follow-up Materials in Asia andthe Pacific was jointly organized by the ACCU and theDepartment of Non-formal Education of Thailand inco-operation with the Unesco Regional Office forEducation in Asia and the Pacific. The 5,000 copies ofposter on 'Water Filter System (pot)" were adapted andprinted for distribution to village newspaper readingcentres. In 1986, a Guidebook for Development andProduction of Material for Neo-Literates was translatedinto Thai and distributed among NNE personnel whoare involved in rural material development.

5.2 Ideas and models of materials developed by ACCU,howeve:, have been modified and adapted to be used inour literacy programmes. Among those models, book-lets, posters, ana games were the most interesting andenjoyable.

5.3 The materials do not always related to the problems

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and present needs rf the target groups.

6. Future Expectation of Non-Formal EducationDepartment on Educational Materials Development

Generally, educational materials are not confined toprinted materials. owing to the progress of knowledgeand technology, rural people have more chances to getaccess to newly developed innovations. Radio, Televi-sion and Video tape play a major mle in providingdistant information to those people. It seems thatordinary printed materials such as posters, leaflets ordocuments may not attract the people upcountry unlessthey are definitely relevent to their needs. Therefore,educational materials in the future should be orientedto t ^chnology.

VIET NAM

I. Realizing the importance of neo4iterate materials

According to the data issued by UNESCO, therehave been many illiterate people in Viet Nam especiallyin the disadvantaged areas. Most of them had beenliterate some years but they have relapsed into illiteracy,for they have not consolidated their reading and writingskills.

They had not enough appropriate and attractivematerials to read.

Facing this situation we have realized that relevantmaterials should have been prepared and produced tome't the needs of the rural people. These materialshave been printed with big letters and bold titles. Theircontents are close to the tarmers' daily life.

II. Measures and activities fr--.. 1985 to 1986

Having got some experiences from the TrainingWorkshops held by ACCU, apart from different meas-ures and activities we have laid great importance on thefollowings:

1. To consolidate the basic instructions given inthe primary education grade by producing posters,pictures in order to increase their reading andwriting skills. Effective measures have been takentl arouse their interests and motivations. Thefollowing list of materials have been produced:

brick production- grazing ground

picking up gourdsripening ricenative landbeautiful seawinter in mountainous areas

These also enrich the learners' vocabulary andknowledge about the world around them.

2. Education for livelihood and products with socialdevelopment.

This programme currently provides general funda-mentals of sciences and techniques to enable theneo-literates to acquire a scientific, analytical andcritical mind. It is called the "specific topic class onsciences and techniques of production and practicallivelihood". This is one of many steps of thedevelopment of the thematic approach.

2.1 Two AJP materials such as "Filtration of Water aneUse of Gas From Daily Wastes" were adapted to usein some villages in some provinces.

We have also prepared and published folders onsome specific topics in co-operation with some localeducational administrations.

Experiences about the intensive cultivation ofwinter Spring GropsImproved spoon-net for catching insectsTechniques of injecting germs into sowsTechniques of breeding economic cross bredpigsSeed rice CR 203Feeding buffaloes for driving power in WinterSpring GroupsSeed rice no. 2 in Hai Phong

2.2 For the middle level of the neo-literates we havewritten some textbooks on specific topics relatingto agricultural production and other producti .-aactivities, and sanitation, food, housing and familyplanning and environment.

2.3 Proceeding from the idea "Learn It Yourself" and"Do It Yourself" and, of course, in turn throughdoing something and practising what have beenlearnt, the learners could accumulate more practicalexperiences to share with their fellows in "LEARNIT THEMSELVES", many tests have been carriedout in some provinces.

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After years of learning/f-aching facts have provedthe followings:

2.3.1. Specific topic on sciences and techniques ofproduction and practical livelihood materialsin the form of folders have attracted rurallearners interests and inspired their moti-vations.

2.3.2. Regardless of their different levels and ages,they could learn in fie same calss, study the

85

86

7.-

same materials and disccss and exchangeexperiences on the same specific topics.

2.3.3. They have found the above-mentionedmaterials useful and close to their life.Somewhat could be learnt and some ex-periences gathered in learning and usingmaterials could make a contribution to theincrease of agricultural production and,in turn, improve their living standard. Forexample:In the country side the application andactivization of the formula "VAC" (Vmeans garden, A pond, C cattle breedingplace . . .) has been encouraged to obtainthe goal i.e. to increase production andfarmers' living standard. We have writtenand produced a series of folders about"VAC" such as "What is VAC" and "Howto Transl-!e it into Reality".

23.4. We have also attached importance on usingnew approach and mehods in writing materi-als anti learning/teaching. At many placeswhich need not be convenient and con-fortable, learners of different levels andages could share their practical experiences.In the specific topic class, the active role ofthe learners have been considered whereastc- ,hers only play the role of the guides.

85

Recently, we have recorded in video a suc-cesful specific topics class on "How to growand increase the output of maize" whichhave been enjoyed great support and en-couragement from rural learners, teachersand educationists.

2.3.5. For the development and the production ofneo4iterate materials we have an Educa-tional Publishing House whose duty is towrite, edit and publish all kinds of tex-books, non-textbooks and other teaching/learning materials for all levels of education.To consider the practical situations and theneeds of the learners, and the requirement ofproduction, we allow the local educationaladministration to produce neo-literate ma-terials for middle level downward under theguidelines of the Ministry of Education.

2.3.6. To make it easy to distribute materials intime and on time, we have an EducationalMaterials istribution Agency from centrallevel down to local level.

2..,.7. The help given by ACCU in the field of thepreparation and the production of neo-literates especially printing paper will beone of the decisive conditions favourablefor us to prepare and publish qualitative andappropriate materials.

APPENDIX

Addressby

Prof. Dr. W.P. NapitupuluDirector-General of Non-Formal Education,

Youth and Sports, Ministry of Education and Culture ofof the Republic of Indonesia.

Ladies and Gentlemen.

It gives me a really great pleasure to welcome youall to this Fourth Regional Workshop on the Preparationof Literacy Follow-up Materials in Asia and the Pacific.

Let us first of all praise the Lord, God Almighty forHis Blessings which enable us to gather here together forthe sharing of experience and mutual learning.

Secondly, let me also on behalf of the governmentextend my grateful thanks to ACCU and UnescoRegional Office for helping us organize the Workshop inIndonesia. We are indeed honoured both by ACCUrequest for the Workshop to be hosted by us, and bythe presence of our distinguished delegates from theAsian Pacific Region in this meeting.

We consider this Workshop a significant event inthe continuing struggle against illiteracy that has plaguedmillions of people in or- country and refrained themfrom attaining the fullest possible development in theirpersonal, social and professional lives.

Indonesia is currently being involved in an all-outefforts to raise the educational level of the masses,through the development and implementation of non-formal education system to deliver literacy and otherskills necessary to improve the living standard of thepeople.

The Indonesia's philosophy of non-formal educa-tion is that both individual needs and interests andnational socio-economic development goals are inter-twir ed. The ultimate purpose of our national develop-ment programme is to improve the luality of life of theindividuals and of society as a whole. At the same timethe individual must develop cognitive abilities andattitudes that enable him or her to contribute t andshare the benefit of national development programme.

We have named the nonformal education program-mes that deliver these skills ar.d knowledge, KEJAR,KEJAR in the Indonesian language has three differentmeanings. First, KEJAR is a word that means "tocat..n up" or to improve one's life. KEJAR is also anacronym of the words: kelompok belajar, which mean

learning group. The third meaning of KEJAR comesfrom the acronym of the words bekerja and belajar,which means "work and learn, and learning by doing".These three meanings of the term KEJAR describe thebasic principles of non-formal education cum literacyprogrammes in Indonesia. The principles are thatlearning should take place in small groups those areformed on the basis of work-related needs and interests,and that learning should result in the betterment of life.

The Kejar Programme recognizes that the learningof literacy skills is but a first step towards improving theoverall functionality of individuals and their groups.This functionalization of the literacy skills in the life ofthe learners constitutes the key to a successful pro-gramme.

We know from our long experience in this fieldthat the typical programme of literacy which are oftenof necessity part-time or of short duratior., are basicallyintroductory in nature, and if the intended objectives ofsocio-economic and other development linked with thequality of life of the poor and backward populations areto be adequately served, it is essential that the pro-gramme be so designed as to contain the strategiesaiming at:

(1) retention and stabilisation of literacy skills;(2) continuation of learning beyond the literacy skills in

order to convey adequate basic education; and(3) application of learning for personal, social and voca-

tional development.

Within these strategies, the development of learningmaterials plays a strategic and major role. Learningmaterials for the literacy as well as for the post-literacyprogrammes become crucial.

Countries which have literacy programmes re-cognized that a major problem facing in literacy educa-tion is that thos.: who have acquired literacy skills tendto lose these skills soon afterwards because of lack ofreading matters. Inc lapse into illiteracy occurred notonly in the case of &Allis who acquire literacy throughshort duration non-formal programmes, but also withchildren who drop-out of the; formal school systemprematurely after acquiring temporary literacy.

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Particular:), in rural areas, there are very few readingmaterials suitable both in form and content for neoliterates. Most reading materials available and theseare almost non-existent in remote areas are too dif-ficult for neo-literates in terms of the language used;they are also not sufficiently appealing in presentationto attract the attention of neo-literates and inducethese people to read them. Moreover, their contentis uninteresting, offers no simple knowledge and in-f rmation which can be adapted for use in life -mdoccupation, and as a whole IJears no relation to localconditions, problems and needs, which invariablydiffer from one region to another.

Broadly speaking, follow-up materials should bedesigned to serve two broad functions: (1) a remedialfunction and (2) an extension or enrichment function.The first function related to correcting and strength-ening the skills that may have been acquired at the verybasic level during the course of programme. The secondfunction assumes that initial learning has been suc-cessful, but to sustain the literacy -kills, the materialshave to be prepared to:

(1) reinforce what has already been learned andmastered;

(2) encourage the further use of what has already beenlearned and mastered;

(3) extend the various uses fc materials already learned(4) orovide for differences in learning modalities pre-

ferred by learners.

Ladies and gentlemen,

All of what has been said may be too familiar toyou. In fact, we are certain that into this forum, youbring with you all the richness and vastness of yourexperience in this field for us to share. We are keen touse every minute of our time here to learn from eachother. We will grow together.

Finally, I hope that our honoured guests have apleasure as well as productive stay in Indonesia. Wehope that you will find the warmth of the people herein Umbang makes up for the rather cool weather.

With this final words, I hereby declare the FourthRegional Workshop on the Preparation of literacyFollow-Up Materials in Asia and the Pacific officiallyopened.

Thank you.

Reportby

Mr. Darlis DjosanChairman of the Organizing Committee

The Honorable Director-General of Non-FormalEducation, Youth and Sports,Executive Director of ACCU and his staff,Representative of Unesco Regional Office Bangkok,Distinguished guests,Dear Participants,

First of a I would like to welcome the ExecutiveDirector of ALCU and his Staff, Representative ofUnesco, and all participants of the Workshop toIndonesia and I wish you all a nice stay in Jayagiri,Bandung.

As the Chairman of the Organizing Committee Iwould like to report to the Director-General of Non-Formal Education, Youth and Sports and the ExecutiveDirector of ACCU on the organization of the W k-shop. This workshop is organized within the cooper-ation between Asia . Cultural Centre for Unesco andthe Directorate General of NFE, Youth and Sportssupported by Unesco and the Indonesian NationalCommission for Unesco. Prior to this WorkshopDirectorate General of NFE, Youth and Sports sup-ported by ACCU and Unesco organized a NationalWorkshop on the Development of Paket A Supple-

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mentary Learning Materials from 13-19 October1986, 0 .) result of which will be discussed in thisRegional Workshop.

As we understand that the First and the ThirdWorkshop on the Preparation of Literacy Follow-upMaterials in Asia and the Pacific were held in Tokyowhile the second one was held in Bangkok. we feeshonoured that ACCU has chosen Indonesia to be thevenue of the Fourth Regional Workshop.

The Workshop which is planned to last on 29October 1986 will be ended by 28 October 1986 forpractical reasons. However, the participants of theWorkshop will be leaving for their home countries onthe 30th October as scheculed.

This workshop is attended by the participants ofthe following countries: People's Republic of China,Indonesia, Malaysia, Papua New Guinea, the Philip.pines, Thailand, Vietnam where each of them send twoparticipants except Indonesia, being the host country,is represented by four participants. By this time allbut two of our colleagues from the People' Republicof China have been present. We are hoping that they

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will be with us some time today.

'le objective of the workshop is to develop variousforms of materials for neo-literates in accordance withthe guidelines specifically designed for it.

Allow me in this opportunity to thank the Director-General of NFE Youth and Sports for his valuableguidance to Organizing Committee and Steering Com-mittee in the preparation of the Workshop, to thankACCU who has entrusted us to organize the present

Workshop, to Unesco and Indonesian National Com-mission for Unesco for its good cooperation. I wouldlike also to thank the staffs of the Organizing Com-mittee and Steering Committee who have workedhard in the preparation of the Workshop.

Finally I would like to thank thos,- who in oneway or another have contributed to the success of theWon xshop.

Thank you.

Welcome Speechby Mr. T.M. Sakya

Education Advisor, ROEAP,and Representative

of Unesco

Dr. Napitupulu, Mr. Sasaoka, distinguished partici-pants, Ladies and Gentlemen.

It is a great pleasure and honour for me to have thisopportunity to extend hearty welcome and greeting toall the participants from different countries attendingthe Workshop and to all of you on behalf of the Director-General of Unesco and on behalf of Dr. MakaminanMakagiansar, the Assistant Director-General for Coordi-nation of Unesco Activities in Asia and the Pacific andalso on my personal behalf.

Unesco is very happy to cooperate with the Govern-ment of Republic of Indonesia and the Asian CulturalCentre for Unesco to organize the Fourth RegionalWorkshop on Preparation of Literacy Follow up Materi-als on 20-29 October 1986 in this beautiful JayagiriCentre.

Kejar Package A of Indonesia has been a pioneer-ing work he field of literacy and post literacy mat'ri-als 'n Asia and the Pacific. The National Workshop onDevelopment of Package A Supplementary LearningMaterials just completed on 19 October has added onemore milestone in the development of learning materi-als in Indonesia.

This workshop will provide an opportunity to theparticipants from different countries to share and learnfrom Indonesian experience in the development oflearning materials. In turn the participants from othercountries have also brought many valuable experiencewith them and through sharing them everybody willbenefit including the Indonesian participants.

Asia and the Pacific Region has made a great pro-gress in the universalisation of primary education and inthe eraeication of illiteracy. As a result of those there

are a large number of neo-literates in the region whodesperately need various type of neo-literate matenalssuited to their needs and interest.

Asia and the Pacific Region still has a large numberof illiterates population. The rate of illiteracy hasdecreased from about 46% percent in 1970 to about36% percent in 1985, but at the same time, the absolutenumber of illiterates have increase from 537 millionin 1970 to 618 million in 1985.

Similarly about 100 million children are not attend-ing schiols at all and the dropout rate is very high inmany countries.

The ccuntries in the Region have realized that,this situation is not compatible with the developmentaspiration and needs of the people.

Therefore the Fifth Region Conference of the Mini-sters of Education and those responsible for EconomicPlanning (MINEDAP V) which was held in Bangkok inMarch 1985 had recommended to Unesco to launch aRegional I rogramme to eradicate illiteracy and touniversalise primary education in Asia and the Pacific bythe year 2000. This recommendation was unanimouslyendorsed by Twenty Third Session of Unesco GeneralConference held in Sofia in Oct./Nov. 1985.

Following those decisions Unesco has preparedan "Asian-Pacific Programme of Education or All"(APPEAL) in consultation with the Regional ExpertsMeeting held in Bangkok on 20-27 May 1987. Unescois planning to launch the APPEAL Programmes on theoccasion of AOth anniversary of Unesco in cooperationwith the Member States in the Region by the ei.d of1986.

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The main objective of APPEAL is to eradicateilliteracy, to universalise primary education and toprovide continuing education in Asia and the Pacific.

One of the main emphasis of the APPEAL is thatprimary education and literacy are not enough toenable the youths and adults to meet growing needsfor new knowledge skills and attitude for develop-ment. The' need continuing learning opportunity tomeet ever changing and growing development chal-lenges.

h. order to provide the continuous learning op-portunity to the youths and adults we need a largenumber of learning materials suited to their needs andinterest.

Realising the importance of neo-literate materials,Unesco Regional Office for Education in Asia and thePacific and the Asian Cultural Centre for Unesco herejoined hands since 1980 to produce prototype neo-literate n.aterials under the Asian/Pacific Join Pro-duction Programme (AJP) and to train materialsdevelopment personnel through Regional and NationalTraining Activities.

Three Regional Training Programmes have already

been succesfully completed and we are very glad toorganise this Fourth Regional Workshop in Indonesia.

This Fourth Regional Workshop has special significance,because this was preceded by a National Workshopon Development of Package A Supplementary Materials.

This Workshop will provide oppotunity to theparticiapants to discuss about the theory and principlesof developing neo-literate learning materials and topractise them in developing actual learning materialscombining theory and practice.

In the end I would like to express profound thankson behalf of Unesco, to Indonesian National Com-mission for Unesco, Directorate of Non-Formal Educa-tion, Youth and Sports, BPKB, Jayagiri for cooperatingto organise the Workshop. Unesco is very thankfulto ACCU for agreeing to organise the workshop inIndonesia. ACCU acturally deserve congratulationfor the success of the Neo-Literate Materials Programmein Asia and the Pacific.

I hope the participants will have not only fruitfultime, but also pleasant stay in Jayagiri.

Thank you.

Addressby

Mr. Taichi SasaokaExecutive Director of

Asian Cultural Centre for Unesco.

Dr. Napitupulu, Director-General of Non FormalEducation, v- th and Sprots,Mr. Sakya, Representative of Unesco Regional Officefor Education in Asia and the Pacific,Distinguished guests,Distinguished Participants,Ladies and Gentlemen.

It gives me a great pleasure to say a few words ofgreeting, on behalf of the Asian Cultural Centre forUnesco, on the occasion of the opening of the FourthRegional Workshop on the Preparation of LiteracyFollow-up Materials in Asi., and the Pacific, held at thisbeautiful and quiet place of Jayagiri in Indonesia.

First of all, I would like to experss my deep ap-preciation to all the distinguished participants, resourceperson and oLervers who have come all the way toparticipate in the Workshop.

I should also like to experss our heartfelt appreci-ation to Dr. Napitupulu who kindly gave us a readyconsent to joint organization of the Rcgional Workshop

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in this country and then the Ministry of Education andCulture, Indonesia and Indonesian National Commis-sion for Unesco rendered us all possible and thoughtfulco-operation by making necessary arrangements, such asfinding workshop site, preparing field testing and pro-viding efficient secretarial services. Furthermore, ourparticular gratitude must go to Mr. T.M. Sakya, Educa-tion Advisor at the Unesco Regional Office for Educa-tion in Asia and the Pacific in Bangkok, who is attendingthis Workshop as an advisor in spite of his very tightschedule.

The Asian Cultural Centre for Unesco, known asACCU, is a non-profit-making organization in Japan,which aims at making contribution to the developmentof three major fields, these are boot- development,cultural activities and literacy programmes, in Asia andthe Pacific, in line with Unesco's principles. ACCU isformally a national organization but all activities con-gucted by this organization the mostly regional.

In order to attain this, aim, ACCU has been con-ducting various regional programmes in close collabo-

89

ration with the Unesco Member States in Asia and thePacific and with full support from Unesco.

The specific characteristics of ACCU's activities areto jointly produce practical concrete materials such asbooks, posters, photo paneN, tapes, slides and so on.

Among such ACCU's programmes, literacy pro-grammes, especially development of materials for neo-literates is one of vital importance in recent years.

Since 1981, ACCU has been exerting its consider-able efforts in developing materials for neo-literates asa new attempt for regional benefits.

This programme include three activities. The firstone is to jointly produce prototype materials for neo-literates in collaboration with experts in Unesco MemberStates in th., Region. ACCU has so far developed 23kinds of materials and I am very happy to say thatamong 23 kinds of materials, 19 kinds are translatedinto national languages in 8 countries.The second one is to organize Regional Workshop forthe training of experts on the development of materi-als for neo4iterates in Asia and the Pacific in closecollaboration with the host countries. So far we haveorganized three Regional Workshops.The third one is to co-operate with Member States forthe organization of National Workshop for the trainingof experts on the development of materials for neo-literates in their countries. So far we have co-operatedwith two national workshops.

Now it is indeed our utmost pleasure to be able tohold jointly the Fourth Regional Woikshop in thissplended place, Jayagiri.

As I mentioned earlier, it is totally due to profoundunderstanding and dedicated co-operation of Directo-rate of Non-Formal Education, Youth, and Sports,Ministry of Education and Culture, Indonesia under theleadership of Dr. Napitupulu and the Secretariat of

Indonesian National Commission for Unesco under theleadershi- of Dr. Soepoyo Padmodipoetro, ExecutiveChairman and Unesco Regional Office for Educationin Bangkok.

Also our deep gratitude goes to Mr. Maxim,Director of National Centre for Learning ActivitiesJayagiri and his staff members for their sincere andthoughful collaboration.

More; ver I would like to mention the NationalWorkshop on the Preparation of Materhls for Neo-Literates which has been actively conducted and suc-cessfully completed by Ministry of Education andCulture, Indonesia the day before yesterday at this samevenue.

I am sure that the outcome of the National Work-shop alst will contribute to the Regional Workshopwhich is now going vo start.

I understand furthermore that the Ministry ofEducation and Culture, Indonesia has been exertingmuch efforts in literacy p-ogramme for long time andgetting fruitful results in this field.

I believe that these ey2erience and accumulatedkno wledges in Indonesia would give :- lot of insightsand guidance to the participants in this Regional Work-shop.

Please allow me to assure you that four staff members of ACCU would make our best efforts to bringthis workshop to sucessful under the wonderful col-laboration of staff members of the Ministry of Educa-tion and Culture Indonesia.

I should also like to invite all participants' eagerand constructive opinions and suggestions which areindispensable to the success of the Workshop.

Thank you very much.

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