Asia/Pacific Cultural Centre for UNESCO (ACCU) and UNESCO ... · It is a great pleasure both for...

© Asia/Pacific Cultural Centre for UNESCO (ACCU) and UNESCO 2001.

Published by theAsia/Pacific Cultural Centre for UNESCO (ACCU)6 Fukuromachi, Shinjuku-ku, Tokyo 162-8484 Japane-mail [email protected] (+81-3) 3269-4510

Edited by ACCU with special thanks to Shahnewaz Khan

Visit the Asia-Pacific Literacy Data Base http://www.accu.or.jp/litdbase

This handbook may be reproduced or adapted for use in educational and other non-commercial purposes,provided that any reproduction be accompanied by an acknowledgement of ACCU and UNESCO as thesource.

Printed in Japan by Tokyo Colony, Welfare Factory Ota [3,000/JUN01]Cover designed by Nozomi Takimoto printed on recycled paper

Preface

It is a great pleasure both for the Asia/Pacific Cultural Centre for UNESCO (ACCU) and the UNESCO PrincipalRegional Office for Asia and the Pacific (PROAP) to come up with this “Handbook for Adult Learning MaterialsDevelopment at Community Level”, a simple and visual how-to book for all the learning material developers,especially in the field. Two decades’ experience accumulated through trial and error by ACCU, UNESCO PROAPand experts in Asia and the Pacific has been compiled into the Handbook, with financial assistance from the JapaneseFunds-in-Trust for Promotion of Literacy in Asia and the Pacific.

“Process rather than products approach should be taken for developing and disseminating quality materials to allthose in need in sufficient quantity.” Responding to such demands for decentralization of learning materialsdevelopment from NFE stakeholders in the region, the Handbook has been developed to present an alternative to therather complicated and theoretical material development manuals hitherto available.

The Handbook is designed for use mainly by the following two groups:

(1) Field workers at community level especially in community learning centres (CLC)to provide practical knowledge and skills in developing low-cost & learner-centred learning materials withlocally available resources;

(2) District/provincial level NFE officesto provide practical knowledge to develop low-cost & learner-centred learning materials on a mass scale andto train field workers who are engaged in literacy and continuing education materials development.

It displays the following characteristics:

(1) Simple: Descriptive guides are easy to understand, avoiding technical jargon;(2) Illustrative: Variety of visuals including illustrations, charts, photos help explain technical steps;(3) Practical: Material development skills introduced are easy to practice at the field level.

ACCU and UNESCO PROAP should like to extend our gratitude to all those who contributed to publishing theHandbook including village learners, literacy teachers, CLC facilitators, material development specialists and decision-makers at central level.

Asia/Pacific Cultural Centre for UNESCO (ACCU)UNESCO Principal Regional Office for Asia and the Pacific (PROAP)

If you are involved in at least one of the work areas below, this is a handbook for you.· Adult learning programme (for example, literacy and continuing education)· Development of information/education/communication material· Community development programme

We hope that this handbook can help you develop insights as well as acquire the necessaryknowledge for making and using learning materials based on the needs of your community.The content of this handbook is based on experiences of adult literacy classes and communitylearning centres (CLC) from various Asian countries. It may not exactly suit the situation ofyour own programme or community. Still, we hope that you will be able to use the ideaspresented and prepare more quality materials with the support of community members.

The handbook is arranged in three chapters.

Chapter 1 Why, What and for Whom?Basic issues concerning material development are explained in question-and-answerformat.

Chapter 2 We Can Do It!Open the Material Preparation Process Map in the back of this handbook.The eight steps of material preparation in the map are explained in this chapter in question-and-answer format. Simple processes to make posters, wall magazines, charts, picturecards, leaflets, booklets, songs, drama, and other interesting materials are introducedhere. Also there are TIPS providing complementary information.

Chapter 3 Let’s Learn More!If you know the basic steps of material preparation, pass on to this chapter. This is acollection of practical knowledge concerning learning material.

At the end of this handbook, you’ll find a glossary, and a list of questions and answers for yourreference.

If you wish to use this handbook for training facilitators, refer to the ‘Guide for Trainers.’

We welcome your feedback and suggestions on improving this handbook. If you know ofinnovative ways to prepare materials, such as using locally available resources or newtechnology, please share them with us. We plan to add more ideas on the Internet version ofthis handbook.

Communication may be addressed to:Literacy Promotion DivisionAsia/Pacific Cultural Centre for UNESCO (ACCU)6 Fukuromachi, Shinjuku, Tokyo 162-8484 JapanFax: (81-3) 3269-4510E-mail: [email protected]

We hope you will enjoy reading this handbook and that you will be able to produce more andmore reading materials for adults in your community.

Dear Readers

Chapter 1Why, What and for Whom? 7

Chapter 2We Can Do It ! 19Step 1 Needs Assessment...22Step 2 Curricular Unit Preparation...32Step 3 Material Preparation

Selection...36Adaptation...38Development

Written Materials...40Folk Media...54Audio-Visuals and Others...62

Step 4 Pre-test...68Step 5 Revision and Finalization...76Step 6 Duplication...78Step 7 Application...80Step 8 Evaluation...84

Chapter 3Let’s Learn More! 93Learning Styles of Adults...94Using Materials to Generate Interest in the Village...95Promoting the Reading Habit in the Community...96Using Clip Art...97Making Supplies on Our Own...98Using Computers...99Cataloguing Learning Material...100Getting More Learning Material...101Collaborating with Other Community Workers

and Learning Centres...102Getting More Support from District Office...103Mobile Library--bringing books to people...104

Guide for Trainers 105

Appendix1 Glossary...1142 List of Questions and Answers...115

C O N T E N T S

Rita’s Worryand Joy

At the CLC, Rita was having a class on naturaldisaster included in the primer.

1 2

Why are younot attentivetoday?

We don’tfind anyinterest.

4

We are notinterestedin naturaldisaster.

Whatshould Ido now?

Rita discussed the situation with her supervisor. Thesupervisor advised her to teach as per learners’ needs.

But Ifollowedthe lessonplan.

This is notalways true.

5 6

What shouldI do now?

Discuss the election. You

can easily collect ordevelop materials

on it.

Can’t youfollow me?

Our electionwill be held ina few days.

3

8

They collected some material fromelection office and developed twoposters.

Rita presented the newmaterials to her class.

9

We likedyourposterverymuch.

We areveryhappy.

How isour classtoday?

Let’sinvite some of ourlearners to work

together and developsome materials!

7

C hapterhapterhapterhapterhapter

Why,What and for Whom?Why,What and for Whom?Why,What and for Whom?Why,What and for Whom?Why,What and for Whom?

1

8 Handbook for Adult Learning Materials Development at Community Level

QMaMaMaMaMaterialsterialsterialsterialsterials“Learning materials” orsimply “materials” in thishandbook refers toeducational materials tobe used for literacy andcontinuing educationactivities, mainlysupplementary to primers.

Why do we need materials?

Rita, a woman aged 18, started working as a facilitator at the

CLC(Community Learning Centre) in her village. She has 20

basic literacy learners and 50 learners for post-literacy and

around 100 occasional learners. She was happy to receive

plenty of copies of basic and post-literacy primers from District

office. She tries to make learning more meaningful and

interesting to the villagers.

However, the learners sometimes complain that the primers

are not always easy to understand and they do not always

contain issues relevant to real life. Some learners stop coming

to the CLC, saying “We are fed up with learning which is not

related to our lives and does not benefit us.” Now, Rita is

thinking that she needs something to attract and motivate

learners to keep coming to the CLC.

Learners losing interest in the primerIf the facilitator depends solely on a primer which is not relevant to the learners, they may loseinterest, and even stop coming to the class.

A

9

Chapter 1 Why, What and for Whom?

To make learning more fruitful...

Learning materials can make learning activities more informative, interestingand relevant to learners. Supplementary learning materials, when preparedconsidering local context, can play a key role in conveying relevant knowledgeand information, which the primers often deal with little or not at all. Besides,they can encourage active involvement and participation of the learners inclasses by providing fun and joy. Relevant and attractive learning materialsare able to:

1. motivate learners to continue learning;2. get the learners more involved in learning activities;3. provide more relevant knowledge, information and skill for learners’

daily life;4. sustain and enhance literacy skills.

Even a newspaper clipping, if relevant, could increase learners’ interestSupplementary materials which we can get locally, like newspaper clippings, could make the class moreinteresting and relevant. Through the clipping we can generate discussions which motivate learners to take actionin real life.


QWhat kinds of materials helpmake our class fruitful?

In her class, Rita tries to use materials in addition to the

primers. When she had trouble finding good materials, she

was advised by her supervisor that a lot of things could be

used as such in her class. He said, “Good materials for

adult learning can be found all around us.”

So, Rita prepared cards of different foods made from pictures

in magazines and newspapers for a lesson on balanced diet.

The learners were interested and enjoyed the lesson because

it was very different from just using primers.

Almost anything can be a learning material!Facilitator shows herb that cures diarrhea to the learners.

A

11


Real things, written materials,folk media, and relevant objects/materials locally available...

We can use green leaves for discussing environmental issues; we can usebamboo to demonstrate handicraft making; we can use river water for talkingabout health and sanitation. Newspaper/magazine clippings, commercialposters are also helpful, when they fit the lesson theme. They are acceptedby the learners if they are relevant to the subject, useful in content andinformation, attractive visually and of appropriate language level. By usingour imagination, we can also prepare a variety of learning materials usingsimple drawings, newspapers, magazines, clip-art, actual objects like herbsand agricultural tools, traditional folk stories and performances.

Real objects can deepen learners’ understandingComparing 2 packages of banana chips, the facilitator explains the benefits of food packaging to increase market value.

12

A

QWhat should we consider inpreparing materials?

Rita is wondering which criteria she has to consider in

preparing materials. The supervisor advised that, “In

selecting existing materials or developing new materials, we

should consider several factors such as relevance of subject,

attractiveness of format, and accuracy of language level.”

Subject, format, language, andlearning objectives ...

1. Subject of materials is to be decided according to learning needs, whichshould be assessed by discussion, interview with learners, observation, NPmethod (New Participatory Method), PRA (Participatory Rural Appraisal),etc. National NFE curriculum should also be considered.

2. Format of materials is to be selected according to volume of texts, degreeof complexity of messages and types of learning objective.

Selecting learning materialsFacilitators studying subject, format, language, and

learning objectives of available materials to selectmaterials for their learners

Category Format Written/printed materials

Information sheet, poster, flip chart, wall newspaper/ magazine, leaflet, board game, booklet, etc.

Folk media Song, Story telling, drama, role play, puppet, etc. Audio-visuals Radio, audio tape, video, TV programme, etc.

Common format of learning materials

Handbook for Adult Learning Materials Development at Community Level

13


3. Language level (difficulty of words, length of sentence, etc.) is to be setwith due consideration of literacy level of the learners. In general, beginwith simple words which the learners can read, write, understand and whichare relevant to their life, and gradually expand to vocabulary new to thelearners, which may have rather complicated meaning.

Keys to successful materials are(1) Relevance of subject(2) Usefulness of contents and information(3) Attractiveness of format and presentation(4) Accuracy of language level

4. Learning objectives are to be considered in preparing materials.

Three levels of literacy skills

Types of material with regard to learning objective

Level Reading Writing Numeracy Level 1 (Basic Level)

Read and understand simple printed paragraphs

Write simple letters Count and recognize figures 1-1000

Level 2 (Middle Level)

Read and comprehend stories, songs, directions, instructions and simple parts of newspapers

Write simple notes and letters

Demonstrate proficiency in adding and subtracting

Level 3 (Self-learning level)

Analyze and synthesize main ideas of what they read

Write one/two pages on certain topics

Add and subtract large numbers with accuracy and speed

(simplified from APPEAL Training Materials for Literacy Personnel, vol. 1)

Type of material Objectives Motivational For creating motivation for learners

(song, poster, drama, video, etc.) Participational For ensuring learners’ participation

(game, dialogue, role play, etc.) Instructional For providing instruction and knowledge

(leaflet, chart, video, etc.) Follow-up For enhancing literacy skills and

learned/additional knowledge (booklet, leaflet, etc.)


Q

Discussion on material development by village key personsVillage head and health worker along with community people are having a discussion.A CLC facilitator is taking notes for material development and learners also give their views onthe needs and problems.

Who can develop materials?

Rita wanted to start preparing materials. But she was worried

if she could develop materials alone. One day, Tara, a CLC

facilitator in a nearby village, came to Rita and said, “In my

village, the elders often tell me stories of their life experience

and the young talk about their expectations. Some of my

learners write down these stories and expectations, and

instructors draw illustrations to them creating very relevant

materials. In this way, many villagers can help prepare

materials. Moreover, they enjoy it.” Rita now thinks to

herself, “Who else can take part?”

A

15


We can, with learners, schoolteachers, village elders, othersaround us...

We, the field workers, are the most appropriate persons to develop materialssince we have deep understanding and insight into learners’ needs andproblems. We know the reality of learners in terms of socio-economicconditions, their preferences and attitudes, their wishes and expectations.The learners themselves can also give ideas about topics they are interestedin. With full use of imagination and creativity, we can develop learningmaterials most suitable for the learners.We can develop learning materials with help of· Learners· School teachers· Village development officers· District officers· Local resource persons: those who have special skills like story writing,

song narration, traditional herbal practices, occupational practices,performing traditional shows and religious practices.

· Everyone has something to contribute in financial and/or technical ways.

Learners and facilitators working together in preparing theirown materialsA facilitator is asking learners to raise problems on health. Learners are writing about theirfamilies’ recent sickness with the help of a health worker invited by CLC as a resource person.These writings can be a good source of material preparation.


QWhich material is the easiestfor us to start preparing?

Rita found that many small children in the community suffers

from night blindness. She decided to discuss this in the CLC,

and went to the district reading centre to look for available

material. However, she could only find materials dealing

with general information on nutrition for babies. Since many

mothers do not know about night blindness, she decided that

firstly, a simple motivational material to generate awareness

is necessary. Now she is wondering how she can make it.

Good for information, but has little specificinformation relevant to the communityThis booklet provides general information on baby’s food. If wecannnot find a needed message, we should adapt this materialconsidering the learning needs.

A

17


A simple information sheet canaddress immediate needs!!

Using available paper (e.g. back side of election poster) and painting tools(pencil, pen, ink brush), we can make an information sheet.

An information sheet is a simple combination of text and picture (illustrationor photo). We can write a title and messages reflecting learning needs anduse related pictures collected from newspapers or magazines, etc. or we candraw an illustration ourselves.

For the messages or contents in the information sheet, we can consult withan expert such as an agricultural extension worker in the village. Simpleexpression is better for the learners to understand the messages.

Example of hand-drawninformation sheet

There are three parts in the information sheet: (1) title, (2) message, and (3) picture. The titleshould state the problem or issue directly and be very simple and short. The message shouldbe precise and informative. The picture should correspond with the message, helping learnersto understand it.

Three parts of aninformation sheet

T I T L EMESSAGE

Picture

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