8 Types of Material used for teaching Adults (Print) –Part II

Dr. Asha Patil

epgp books

 

Content Outline

  • Introduction
  • Objectives
  • Folk Dialect Primer
  • Primers in Brail language
  • Bridge Primer
  • Skill Development Primer
  • Supplementary Materials
  • Content-sheet
  • Chart
  • Work Book
  • Neo –Literate Literature
  • Graded Material
  • Song Book
  • Slogan book
  • Newsletter
  • Brochures
  • Flip –Chart
  • Booklet on success stories
  • Material for Interpersonal Media Campaign
  • Electoral literacy
  • Legal literacy
  • Financial literacy
  • Disaster management
  • Summary

 

Introduction

 

In part I, we have seen use of Primers as a print material for teaching adults. In this module we are going to learn about other print materials used in literacy classes.

 

 

Learning objectives

 

1.    Describe types of print materials used for teaching adults

 

2.    Identifies characteristics of print materials used for imparting adult literacy

 

3.    Explains formats of adult literacy teaching-learning material

 

4.    Describe the quality and relevance of curriculum for Adult Literacy

 

5.    Compares various forms of print material used in literacy classes

 

6.    Distinguishes the learning outcomes after using various forms of print material

 

7.    Evaluates the impact of print material on the development of learners

 

Folk Dialect Primer

 

India is a multi-lingual and multi-cultural country. In addition to the state language, many local dialects are used for communication. It’s a challenge for SRCs to prepare teaching-learning material in local dialects, as many of these dialects do not have script. For example, Konkani language, which is spoken in Konkan region of Maharashtra does not have script. Tulu language spoken in some part of Karnataka state, does not have script, hence they use Kannada script. Many SRCs have tried to prepare primers in local dialects. It was very difficult to get writers to write in local dialects. For example Chhattisgarh state has a large number of tribal population who has their own language, which is different than the state language that is Hindi. SRC, Raipur, Chhattisgarh has prepared primers in six dialects as per the needs of local people. These dialects include Chhattisgarhi, Kurukh, Gondi, Halbi, Sargujiha and Sadri. SRC, Assam has prepared primers in four dialects namely Bodo, Sadri, Rabha and Karbi. SRC, Meghalaya prepares primers for its own state as well as for two other states namely Manipur and Nagaland.

 

It has been observed that adult learners prefer to learn in their mother tongue. Hence, the Primers prepared in local dialects reflect local culture, practices and day-to-day life of the people. This helps to sustain the interest of learners. For teaching adult learners, local volunteer teachers are selected. They are trained by the SRCs. Let’s see the different primers prepared in local dialects.

 

Teaching methodology remains the same, that is, first discussion on picture, followed by reading the lesson loudly, analysing the sentence, words, consonants, vowels and formation of new words and sentences.

 

Primers in Brail language

 

Most of the SRCs have prepared basic Primer in Brail Language as well. This has helped the visually challenged people to become literate.

 

Bridge Primer

 

Bridge primer is for neo-literates who have completed the basic literacy phase. It serves the purpose of consolidation, remediation, continuation and application of literacy skills achieved by neo-literates. It acts as a bridge between Basic Literacy and Continuing Education. Lessons in bridge primer mainly focus on day-to-day life issues, their interests and needs. The lessons cover topics such as domestic violence, superstitions, environment, immunization, cleanliness, water conservation, etc.

 

It is expected that the neo-literates will read the bridge primer individually and independently or in a group. Wherever necessary the teacher helps them. Sometimes the teacher also conducts the discussion on lessons.

 

The bridge primer on an average contains twelve lessons and three tests. After completion of four lessons, one test is included.

 

Skill Development Primer

 

Adult Education Centres (AECs), which are also known as Lok Shiksha Kendras (LSKs), are established at the grass root level, almost in each village. At these centres, the teaching-learning activities are conducted. In addition to literacy, need based skill development programmes are also organized.

 

Some of the SRCs have developed vocational skill development primers for skill development courses. For example primers on skill development course in Cutting and Tailoring, Beautician etc. SRCs who have produced skill development primers are SRC Deepayatan, Patna, SRC Indore, SRC Uttarakhand, and SRC Jamia Millia Islamia, Delhi.

 

Supplementary Materials

 

SRCs shoulder the responsibility of production of material. It involves the experts from various fields to finalize the content. They involve practitioners, specialists from appropriate central agencies and voluntary bodies, and selected decision-makers in the process of preparing reading materials. The neo-literates themselves also participate in the development of reading materials.

 

To sustain the literacy of neo-literates, supplementary material is very essential. This promotes independent self-reading amongst neo-literates. The learners can learn to read on their own and thus break the ties of dependency. Inculcation of reading habit in neo- literates is very essential for their personal development. Hence, all AECs/LSKs have well equipped reading room and library facility.

 

The rural environment is predominantly a non-literacy environment. It is extremely difficult to develop or sustain literacy in an environment where one can travel for miles without encountering any written symbol. Hence, it is a challenge for the Prerak (who runs the AECs) to maintain a pleasant learning environment and an ambience for reading in the rural area. Thus, by creating a conducive environment for reading increases the demand for literacy skills and enhance their motivation.

 

This is done by providing them with thought-provoking reading material. Varieties of formats are used for preparation of reading material for the neo-literates. They include love stories, mythological stories, dialogue formats such as Vikram and Vetal, Raja and Pradhan, etc.

 

Supplementary Literacy material is needed after completion of the primer to strengthen and enhance the acquired literacy. It is prepared in graded manner. There are various forms of supplementary material. For example content-sheets, flash cards, story books, etc. Graded books help the learners reach the level of functional literacy.

 

The following details are given here about the content-sheets.

 

Content-sheet

 

Content- sheet is a brief learning material (written in simple and understandable language) related to any problem of a particular area, subject or need.

 

It is used as a supplementary learning material. The content-sheet provides the latest scientific knowledge of the subject concerned. The content-sheets are useful to participants because they:-

 

  • Help in enhancing their pace of reading
  • Improve their present knowledge
  • Enhance their knowledge in comparatively shorter period
  • Enhance their desire to learn
  • Promote the feeling of ‘learn and rise’

 

These content-sheets are useful for the instructors also because they:-

  • Enhance the clarity of the concerned subject
  • Strengthen their present knowledge
  • Update their knowledge
  • Save time of preparation
  • Help in making the teaching work desirable

 

The teacher/instructor can also use the content-sheets while teaching the primer. The learners will be able to use the content sheets only after completion the primer that is basic literacy.

 

Chart

 

The charts, based on the lessons in the primer, help the Volunteer Teacher in teaching adult learners. Instead of using the whole primer, the teacher prepares separate charts for each lesson and uses it for teaching purpose. Charts giving information on healthy diet, health issues are prepared by many preraks and used for teaching purpose.

 

Work Book

 

This helps in making the learners practice reading, writing and arithmetic.

 

Neo –Literate Literature

 

Neo literate books are important tool to sustain literacy skills. This also helps to inculcate the reading habits amongst neo-literate adult learners. The language used in Neo-Literate books is very simple. It provides scope for the application of literacy skills acquired during basic literacy programme. The content presented is in very interesting manner. The topics selected for neo-literate literature related to neo-literate’s life. These books have illustrations as well. Size of the font is bigger as compared to children books and other literatures. These are more informative and knowledgeable to the learners. Neo-literate books are based on different issues like health, education, women empowerment, scientific temper, awareness against superstition etc.

 

Graded Material

 

Neo-literates do not form a homogeneous group in terms of experience and exposure to the world. Their basic literacy skills achieved also vary. Some of them would be even at the level II. A significant segment of the neo-literates are very young and/or in the middle age-group. Hence, caution has taken while preparing the material. The principles of ‘Known to unknown’, ‘simple to difficult’ and ‘concrete to abstract’ have been used while producing all material. This is because if the neo-literates suddenly get exposed to difficult material, they may get discouraged and may lose interest in reading. Graded material helps them to move from lower to upper level of information, knowledge, skill and language smoothly and gradually, without expecting much help from others. While grading material other aspects such as illustration, layout, type size etc. are also taken care of. Efforts are taken to prepare a variety of material to serve all types of people.

 

 

Song Book

 

Preparation and maintenance of a conducive environment in the literacy centres is very essential to sustain the motivation of adult learners. As adults are experienced and working persons, they do not like mere literacy. Teaching mere alphabets becomes boring for them. To make learning interesting and happy, the teachers make use of songs. At the beginning of the class or may be at the end of the class, the teacher and learners sing song/s. Depending on the local conditions and culture of the people, teacher uses folk songs, patriotic songs, motivational songs. By conducting the Singing activity is the class, gives a chance to explore the hidden talents in learners. This helps to boost their confidence.

 

After singing the song, the teacher conducts discussion. By using the words from the song, s/he teaches the learners various consonants, vowels and new words. If teacher is well trained and creative, this method of teaching works very well.

 

Many SRCs have compiled songs and have prepared the booklets of songs.

 

Slogan book

Slogans play an important role in environment building. They are used at the initial phase of starting the literacy programme in the village. One can use them throughout the programme to sustain motivation of adults. Slogans are used during rallies as well. They are written on the walls of adult education centre, on roads, prominent places in village as well. By suing slogans, the teacher can teach the adult learners. Following example explains how slogans are used for teaching adult learners:

 

Slogan: Mulagi Zali, Pragati Zali. (Means the birth of a girl child is a way towards development)

 

On this slogan, the teacher facilitates a discussion. s/he discusses on various issues such as sex ratio, female infanticide, PC-PNDT Act, girls performing in various sectors,

 

women’s equality, women’s human rights, child rights (right to live) and so on.

 

For environment creation, slogans can be written on walls, common places in the village, writing on placards and used for rallies, etc.

 

Newsletter

 

Most of the SRCs are producing Newsletter, may be monthly, quarterly or bi-annually. Newsletters are informative. They contain the information on literacy activities happening in the various districts of the states. Sometimes information about national level activities is also included. For example, coverage about Celebration of International Literacy Day, 8th September, names of State, District, Gram and SRCs who won the literacy award etc. The main feature of the newsletter is that neo-literates can also write in this. Due publicity is given for the poems, letters written by the neo-literates. Teacher reads out the newsletter in the literacy class and facilitate discussion. Following are some samples of newsletter:

 

 

Brochures

 

Brochure is small booklet used as a reading material in literacy classes. It contains illustrations and short information on a particular subject. Literacy teachers/ Preraks, coordinators, trainers use it for dissemination of information. Language used in brochures is usually simple. Size and shape of the brochure varies from place to place. Usually it is twofold. Brochures giving information on voting rights, getting a vote card, immunization, various government schemes, etc are used by Preraks and Volunteer Teachers while teaching adult learners.

 

For creating awareness amongst adult learners, the teacher uses brochure prepared by various government and non-government organizations in the literacy classes. This makes the literacy class more interactive and interesting. After discussions, the teacher also helps the learners to get benefit of various government schemes. During Parliamentary and assembly elections in India, the literacy teachers have helped the learners to register their names in voters list. The outcome of this activity was thousands of learners could get their voting cards. They could exert their right for vote. In a way, brochures help to achieve the goal of functionality. Following are some of the specimens of brochures used in literacy classes:

 

Flip –Chart

 

Flip-Chart is an effective teaching-learning material. It has content along with attractive illustrations. Information given in it is easy to understand to the learners. It is also used in training. Flip charts are available on different issues. It helps the learner to enhance their knowledge. Many a times the information given in the flip charts helps the learners to solve their problems.

 

Following are some of the flip charts used in literacy classes by the teachers:

 

Booklet on success stories

 

Under Swaccha Bharat Scheme of Government of India, appeal is made to use toilets. Subsidy is also given to certain economically backward communities to construct toilets at thei home. Many villagers are inspired with this scheme and have constructed toilets. The SRC, Indore has published a story book which contains success stories of villages which have become Open defecation free. Such stories become inspitation for others.

 

Material for Interpersonal Media Campaign

 

Under the guidance of National Literacy Mission Authority (NLMA), SRCs developed material for Interpersonal Media Campaign. The idea behind this was to create awareness amongst adult learners in particular and amongst community people in general. The following topics were addressed:

  • Electoral Literacy
  • Legal Literacy
  • Disaster Management and Civil Defence
  • Financial Literacy

 

A variety of material was developed on the above topics. It consists of booklets for neo-literates, resource book for training of Preraks, activity book having games and other activities, stickers, posters, flashcards/flipbooks etc. Electronic material like radio spots, jingles, slogans and SMS text were also produced. The material is produced in almost all regional languages.

 

Electoral literacy

 

A book was prepared on electoral literacy. It includes content on various sub-topics related to Democracy, Elections and Election Commission, Voter, Voter Registration and Electoral Rolls, Process of Voting and Electronic Voting Machine (EVM), Voters Rights and Grievance Redress Mechanism, etc. The main objective of this book was to create awareness amongst community people about election system and their rights. This material was in various formats and disseminated to all adult education centers. The material included slogans, posters, stickers containing slogans, brochures, booklets, resource book, activity book for Prerak etc. Preraks and volunteer teachers prepared demy model of EVM machine and taught the learner how to vote. They also helped learners and common people to register their names in voter’s list and explained their rights. On the voting day, some of the volunteer teachers and Preraks made it sure that maximum number of people can vote. This is the functionality part of literacy class.

 

Legal literacy

 

SRCs have prepared brochures and booklets which explain various laws in very simple language. It covers information on various laws such as Domestic Violence Act, 2005: Prevention of Sexual Harassment of Women at work place, Sex Determination Test, Prohibition of Dowry, 1961, Atrocity Act, free legal cell, etc. This information has created lot of awareness amongst people. Many women are coming forward and sharing their problems. Some of them have even registered complaints against violence.

 

Financial literacy

 

Like legal literacy and electoral literacy, SRCs have prepared booklets and posters on financial literacy. It includes information on saving and its importance, insurance, types of transactions done through banks, loans, etc. Many of women have joined Self Help Groups and have started saving.

 

Disaster management

 

Booklets are prepared on how to face flood situations, reasons for flood and preparatory work to be done it fold comes, cyclone and its reasons, emergency care, draught and its reasons and how to face it, etc. Such material helps to conduct discussions in literacy classes.

 

 

Conclusion

 

A variety of print material is used in literacy class. They help in sustaining the interest of the adult learners. Adults do not have any interest in learning only literacy. Hence, it is necessary to use supplementary material in addition to the Primers.

 

you can view video on Types of Material used for teaching Adults (Print) –Part II

References

  • Adama Ouane, 1989, Handbook on Learning Strategies for Post-Literacy and Continuing Education – Hamburg UNESCO Institute for Education.
  • Manual on Saakshar Bharat, 2013, National Literacy Mission, Authority Ministry of Human Resource Development, Government of India.
  • Guide Book, 2010, Saakshar Bharat, Centrally sponsored Scheme National Literacy Mission, Authority Ministry of Human Resource Development, Government of India.
  • Manual on Functional Literacy for Indigenous People 1999, Bangkok, UNESCO Principal Regional office for Asia and pacific.
  • Guide Book, (1) 2000, for the Development of A Literacy Programme based on ATLP, Bangkok Asia and pacific of Education For All. (APEAL) UNESCO Principal Regional office for Asia and the Pacific. (PROAP)
  • Handbook for developing, IPCL Material, 1993, Directorate of Adult Education, Government of India.
  • Kester Osegha Ojokheta Michael Ayodeji Boyede, 2009, Paulo Freire’s Basic Philosophical Principles – An Outcome of the Application 70 (3) pp56-64