5 Teaching – Learning Material for Adults

Ms. Nishat Farooq

Content Outline

Introduction

Objectives

Adult Education Programmes and Types of Materials Required

Basic Literacy Material

Vocational Skill Development material

Basic Education Material

Continuing Education Materials

Summary

1. Introduction

All the programmes crafted for adult learners require Teaching Learning material like any other educational programme. A variety of material as per learning objectives are used for these programmes. In the present module on “Teaching Learning material for Adults” various types of materials for adults, their special features and qualities will be discussed.

2. Objectives

After completing the module, the learner will be able to

•  List types of teaching learning materials required for different adult education programmes
•  Categories of teaching learning materials with regard to learning objectives
•  Describe need, objectives and qualities of basic literacy and continuing education materials
•  Name agencies and institutions involved in development and production of adult education materials in India

3. Adult Education Programmes and Types of Materials Required

The Adult Education programmes in existence vary widely in both scope and organization. At one end is Basic Literacy Programme in which the instruction given is limited to the use of primers and ends when Minimum Levels of Learning prescribed for Functional Literacy are attained.

At next level is Basic Education Programme, which is to enable the neo-literates and school drop-outs to continue their learning beyond basic literacy and acquire equivalency to formal education system.

A still broader type of Continuing Education Programme provides not only extended basic literacy but also Follow-up Material, that is simple material to be read independently by the students as soon as or even before, the basic literacy material is completed.

Skill Development Programmes provide opportunity to learn, upgrade and use the vocational skills to improve livelihood and the living conditions. These are conducted for neo-literates as well as non-literates.

For all these programmes specially prepared Teaching Learning Materials are used. These materials may be categorized based on learning objectives. For creation of motivation among learners’ Motivational materials like songs, posters, videos, radio programmes, etc. are used. To ensure participation of learners’ Participatory materials like games, dialogue, roleplays are used. Instructional material include Primers, leaflets, charts, video, etc. After completing basic literacy course neo-literates are provided with Follow-up material like booklets and leaflets to enhance their literacy skills.

In case of adult education emphasis is on using such materials, which may:

• Motivate learners to continue learning
• Get learners more involved in learning activities.
• Provide more relevant knowledge, information and skill for learners’ daily life
• Sustain and enhance literacy skills.

4. Basic Literacy Material

Basic Literacy is very important stage in learning. It is the entry point to adult education. The aim during the stage is to impart functional literacy to non-literate adults. The aim of functional literacy as conceived is far broader than merely arousing enthusiasm for literacy status and the provision of literacy training limited to primer. Basic literacy consists of two stages- pre-literacy and literacy stage and for each stage separate material is required.

4.1.     Material for Pre-literacy

It has been observed that many non-literate adults are not well prepared to learn reading, writing and numeracy at the time they join literacy classes. Therefore, a preparatory stage is essential for many adults, during which training can be provided to ensure more rapid progress in early efforts to learn. During preparatory stage emphasis is on oral and visual communication. A variety of material like posters, audio cassettes, films, songs in which value of literacy is demonstrated, is used. Such materials have been found very effective through which it becomes apparent that ability to read and write is an essential aid in solving a problem or in securing a coveted satisfaction or reward.

The role of teachers in use of these materials is very crucial. Usually the first two three classes are used for the purpose. Teachers use these materials to initiate discussion with student why they want to be literate.

4.2.      Material for Literacy stage

Literacy stage begins as soon as learners are prepared to learn with reasonable ease.

This is very important stage in learning. The main objectives of literacy stage are:

• To achieve self-reliance in literacy and numeracy,
• To become aware of social conditions in which the learners live and work,
• To improve their functionality

A variety of material is used during literacy stage. A set of instructional materials may include following items depending on availability of budget:

• Primer
• Teachers guide
• Charts and posters
• Supplementary material
• Teaching aids
• Blackboard and chalk
• Exercise books and pencil/pen

Primer is the main teaching learning material of the package. It is the main tool used to impart literacy. Primers are greatly preferred where teachers get little or no training. Untrained teachers are usually unable to provide effective sequence of literacy activities without a well-prepared primer.

Primers are developed based on prescribed curriculum and prescribed levels in Three Rs to be achieved. Different types of primers are being used by different agencies/ communities. There may be separate primers for Literacy and numeracy, having separate workbooks for each skill or integrated and multi-graded primers may be used. The content of these primers should relate to the immediate need and interest of the learners. In India primers are developed based on an innovative approach known as ‘Improved Pace and Content of Learning’ (IPCL). In IPCL primer literacy, numeracy and workbook are integrated together in one book. The key aspect of the approach to development of IPCL primers include generation of interest, motivation and confidence among the learners as well as teachers. There are primers at two levels:

1. Basic literacy primer is used when learners begin to read to break the illiteracy barrier largely, with the help of teachers. There may be only one Basic Literacy primer or it may be divided in a series of smaller books.
2. Bridge primer is used to consolidate and stabilize the newly acquired skills of learners and gradually reduce their dependency on teachers. It also helps in continuation of their learning under the guidance of teacher till they achieve the literacy norms laid down by the literacy provider. It also provides them an opportunity to apply their acquired literacy skills in their daily life.

Teacher’s guide explains the structure of primer, objectives and content of each lesson. It also provides guidance how each lesson has to be taught keeping in view the andragogy and cultural background of adults. It may also describes the profile of adult learners and their psychology.

Posters and Charts are necessary to create learning environment in the literacy class. Usually posters showing benefits of literacy are used for the purpose. It provides an opportunity for the learners to get acquainted with written world. Many teachers like to use literacy charts which introduce letters and numerals through use of pictures. The chief aim of using such charts is to familiarize the students with the sound and shape of letters in the language.

Teaching Aids and supplementary materials are required at the literacy center to make learning joyful, useful and confidence building activity. Teaching aids are used for promoting the rapid mastery of new letters, words and numbers etc., assess the progress of learners individually as well as in groups in an indirect and creative manner. Most of the time readymade teaching aids are not available with the primers. In such cases teachers prepare their own teaching aids. Some teachers encourage their students to make sets of their own as soon as they make sufficient progress in writing skill.

Supplementary materials can make learning activities more informative, interesting and relevant to learners. It includes materials of high interest value and are limited to vocabulary to the words already learned in primer so that learners could read them independently. Supplementary learning material when prepared considering local context, can play key role in conveying relevant knowledge and information which the primer often deals in short or not at all. Supplementary materials help in improving fluent reading, comprehension power and developing reading habit.

In addition to above mentioned materials films, flip charts, forms, pamphlets, maps, actual objects, locally available material, etc. may also be used, if funds are available. Usually primers, teachers guide, some posters, blackboard and chalk are supplied to the center. However, some creative and committed teachers prepare their own materials also to their specific needs.

5. Vocational Skill Development material

Usually not much reading material is available to impart vocational skill development training to neo-literates and non-literates. Teachers usually focus on practical aspects and use demonstration method of teaching for the purpose. Few State Resource Centres and National Book Trust of India have developed some vocational skill development material in the form of booklets. Some SRCs have prepared special skill linked literacy primers also. These primers main focus is on any one particular skill and Life Enrichment Education.

Teachers manuals and video films are also available for some skills like Cutting Tailoring and Dress Designing, Beauty Culture, Sewing Machine Repair, etc.

6. Basic Education Material

Objective of Basic Education Programme is to enable the neo-literates to continue their learning beyond basic literacy and acquire equivalency to formal education system. It is for the first time that Basic Education Material has been prepared for adult learners in India under Saakshar Bharat programme. Basic Education Material is developed by National Institute of Open Schooling (NIOS). Material is prepared after careful and critical study of formal education and Open Basic Education curricula and keeping in view the literacy skills of neo-literates. Material is available for Hindi Language, Mathematics, Environmental Studies, Science and Social Science for following levels:

• Level A – equal to class 1 to 3,
• Level B – equal to class 4 and 5
• Level C – equal to class 6 – 8

Examinations are also conducted by NIOS for each level of learners.

7. Continuing Education Materials

As a result of literacy programmes and primary education expansion there are many neo-literate people today in India and other developing countries. Many children drop out of school without completing primary education. These school dropouts and people who have acquired literacy through literacy programme are considered as

neo-literates. The neo-literates and other community members are considered lifelong learners. For such lifelong learners variety of material is available under continuing education programme.

The neo-literates/lifelong learners do not form homogenous group in terms of experience and exposure to world as some are young and adolescent, some are middle aged and old. There are women, girls, working groups and non-working groups, etc. having different needs. Similarly, there are variation in terms of literacy levels also.

Therefore, graded material is needed for various levels of neo-literates so that they could move from lower level to upper level of information, knowledge, skill and literacy, without taking much help from facilitator (teacher). Gradation includes language difficulty, vocabulary, complexity of content and other aspects of book production like illustration, layout, type size, etc.

Continuing education materials serve following purpose:

1. Prevents relapse into illiteracy and bring the literacy of neo-literates to the independent learner level.
2. An important objective of continuing education is to improve economic status of learners. They learn new skills, upgrade their existing skills, entrepreneurship and get information about procedure of getting assistance from banks, govt. schemes, credit institution etc. through CE materials.
3. CE materials provide messages and information to improve standard of living and quality of life through better health practices, nutrition, environment conservation, cleanliness, income generation, improvement in civic sense, etc.
4. CE material develops critical thinking and reasoning power in the beneficiaries. It is aimed to nurture them into being mature and rational individuals.
5. The CE material try to develop scientific attitude and rational thinking among readers.
6. The use of CE material brings out desirable behavioral changes and develop positive values and attitude among readers.
7. The entertainment needs of readers are no less important. Therefore, some CE materials are only for fun and entertainment.

Material used for Continuing education is broadly categorized as follows:

• Printed book materials – it refers printed and bounded material like books, booklets, magazines, photo-novella, etc. Booklets for neo-literates are designed to present a concepts or ideas through combination of text and visual. Booklets help in self-education and promote in a much positive way understanding and reasoning of the reader. People can use them at their own time and convenience. They can read it repeatedly also. Books may be kept in libraries and can be easily carried to any place. Photo-novella is a format of neo-literates’ materials, in which a story is told through a series of photographs arranged in a sequence as a booklet.
• Printed non-book materials – include all printed materials exclusive of books and booklets like posters, printed news-letters, wall newspapers, leaflets, flipcharts, flashcard, charts, picture cards, paper strip, etc. Such printed non-book materials are suited to effectively presenting a message to a number of persons at a time in a most appealing manner. Contents of such materials are usually simpler than that of printed book materials. Such materials are effective in motivating neo-literates to make further advances in reading abilities.
• Electronic audio-visual materials – A topic or a message can be presented in an impressive manner to a large number of people at a time in entertaining manner. However, for presentation electricity and some equipment are required. Radio programmes, films, TV programmes, video, etc. are example of electronic media materials.
• Traditional folk materials – may be quite popular and effective with neo-literates if used properly. In most communities, there are people who are expert in local traditional folk performing art. Their talent can be utilized for developing local material like songs, dramas, puppet plays, street corner plays, shadow play, folk dance, etc.
• Games – as regard to learning objectives are participatory materials as it ensures learners participation in learning process. Games can be divided in two categories – Ordinary traditional games and simulation games. Games provide an opportunity for learning almost unconsciously while enjoying playing. However, games represent things in simplified form. Therefore, difficult and controversial themes and issues cannot be dealt with effectively.

Usually after use of electronic audio-visual and folk material a discussion session is organized on the theme. A combined use of printed material with audio-visual or traditional folk material is very effective for the learners to gain a deep understanding of the subject as well as develop reading habit. It helps in creating learning environment and aiding effective learning. Later on, learners can use the printed material to recall whatever they have learned.

Agencies and Institutions involved in development and production of materials in India

I am sure you would like to know about the agencies which are involved in development and production of these materials. The main agencies and institution which are producing these materials are as follows:

Chart 2: Agencies and Institutions involved in development and production of materials in India

Summary

A variety of teaching learning material as per learning objectives are used for various adult education programmes. Special care is taken to have such materials which can make learning activities more informative, interesting and relevant to learners. During preparatory stage emphasis is on oral and visual communication. Therefore, a variety of material like posters, audio cassettes, films, songs in which value of literacy is demonstrated, is used. For literacy stage a set of instructional materials consisting of Primer/primers, teachers guide, charts and posters, supplementary material, teaching aids, blackboard and chalk and exercise books and pencil/pen is prescribed. Primer is the main tool used to impart literacy. Usually not much reading material is available to impart vocational skill development training to neo-literates and non-literates. Teachers usually focus on practical aspects and use demonstration method of teaching. Only few State Resource Centres and National Book Trust of India have developed some vocational skill development materials. Objective of Basic Education Programme is to enable the neo-literates to continue their learning beyond basic literacy and acquire equivalency to formal education system. National Institute of Open Schooling has developed Basic Education Materia for Hindi Language, Mathematics, Environmental Studies, Science and Social Science for following levels:

Level A – equal to class 1 to 3,

Level B – equal to class 4 and 5

Level C – equal to class 6 – 8

For Continuing Education, a variety of graded material is available for neo-literates and lifelong learners so that they could move from lower level to upper level of information, knowledge, skill and literacy, without taking much help from facilitator (teacher). Printed book materials for CE are available in form of books, booklets, magazines, photo-novella, etc. Printed non-book materials like posters, news-letters, wall newspapers, leaflets, flipcharts, flashcard, charts, picture cards, paper strip, etc. are also used. Such materials are effective in motivating neo-literates to make further advances in reading abilities.

Electronic audio-visual materials like Radio programmes, films, TV programmes, video, etc. are also used for continuing education. Traditional folk materials like songs, dramas, puppet plays, street corner plays, shadow play, folk dance, etc. are quite popular and effective with neo-literates if used properly. Games are participatory materials as it ensures learners participation in learning process and provide an opportunity for learning almost unconsciously. But games represent things in simplified form. Therefore, it becomes difficult to deal controversial themes and issues effectively.

Adult education materials are developed by different agencies like State resource centres, Directorate of Adult Education, State Literacy Mission, National Book Trust of India, National Institute of Open schooling, non-profit organizations, private publishers, etc.