ADULT LITERACY

Adult literacy has a long history in the South Asian region. Before the 1950s the approach primarily used to teach reading and writing was the alphabetic method, which made the learners' memorize the names of the letters. In this method, learners spelled out words of a text and repeated them for a number of times, usually without understanding what was being learned. Memorization was seen as the best way to learn. In teaching children and adults there was no differentiation of materials or methods. Learning materials were generally in a very thin booklet form. Teachers of the primary schools and religious teachers were in most cases the volunteers who taught the adults.

In the fifties adult literacy took on a new shape in this region. It become a component of the green revolution. Formation of groups for adult literacy classes was initiated. The Laubach method of recognizing the letters from the shape of known things was introduced. Governments started promising to eradicate illiteracy within a certain period. Teaching and learning materials for adults were developed and published. But the literacy programme was not linked to the lives of the people. As a result, people were reluctant to participate in the literacy classes. On the other hand, the budget allocation for adult literacy was also insufficient.

In the mid-sixties the Department of Public Instruction of the then East Pakistan Government established an office for adult education in Comilla, a rural district fifty miles from Dhaka. That office served a small area. Adult literacy was one component of an integrated development programme. Materials developed by the department were more progressive than the traditional approaches. Reading lessons were started with words introduced with relevant pictures and followed by individual letters. The Adult Education Department also developed a large number of post-literacy materials. The adult literacy efforts helped to make the integrated development programme at Comilla a success. Later the Comilla model of integrated development was disseminated throughout the country but, as the adult literacy component was not included in the Integrated Rural Development Programme, the expected results were not realised.

After the independence of Bangladesh in 1971, many national and international voluntary organizations engaged in relief and rehabilitation programmes. Some of these organizations introduced literacy programmes for the beneficiaries. But the high drop-out rate and the low rate of success caused frustration. The findings of some research studies indicated that inappropriate teaching and learning methods was one of the causes of the failure of adult literacy programmes. In 1974 BRAC, one of the largest NGO of Bangladesh, developed a set of functional literacy materials based on Paulo Freire's conscientization approach. This approach reduced the drop-out rate, and the level of awareness of the learners increased significantly. The term functional literacy was used to describe literacy and literacy in this form was transformed into political empowerment of the rural poor. Many organizations used BRAC's functional literacy materials over a period of a decade. But the limitation of BRAC's method was the lack of a balanced linkage between literacy and conscientization, which sometimes generated frustrated expectation rather than empowerment.

Learning from the experience of other organizations, by the beginning of the eighties, another NGO, Friends in Village Development Bangladesh (FIVDB), developed a new set of functional literacy materials. FIVDB's functional literacy materials consists of three graded primers in which carefully controlled vocabulary is used. In this approach discussion is generated through pictures which lead the learners to structured responses. To teach reading and writing in the FIVDB functional literacy materials an eclectic method was introduced, which consisted of a combination of phonetic, sight word, key word and sentence methods. FIVDB's method and approach have been widely used in Bangladesh for the last sixteen years.

Dhaka Ahsania Mission, CCDB, RDRS, SNSP and CODEC are some of the other organizations which have developed their own adult literacy materials. The Directorate of Nonformal Education (DNFE) also has its own materials which were developed in consultation with NGO personnel involved in adult literacy programmes. But this article is confined to a brief discussion of some of the most important innovations over the past three decades.

Facing the twenty first century

From the experience and progression of adult literacy programmes and methods over a period of two decades people involved with adult literacy programme have learned a lot. We at Proshika, largest NGO in Bangladesh devoted to human development noticed the failure of traditional literacy approaches, and observed the results of the failure to link education to action. We also have learned from the structured discussion approach. Proshika found the FIVDB materials effective in terms of teaching reading and writing through the eclectic method but believed that the eclectic method should be extended to other components of the approach. Keeping this in consideration, Proshika made the discussion component a combination of group interaction, simulation exercises, individual expression, observation of surroundings and the analysis of the learners' real life situation. It is expected that this whole eclectic approach will prepare the learners to respond to the complexity of reality. From this point of view Proshika has started developing a totally eclectic method and approach of adult literacy to meet the challenges of the twenty first century.

A question can be raised as to why Proshika thinks a new approach is needed. Proshika started its adult literacy programme in 1990 after the need for literacy was expressed by the members of Proshika's organized people's organizations (POs). From the inception of the programme it was the largest adult literacy programme in the country. So far 3,00,000 men and women have graduated through this programme. The PO members reviewed the curriculum and contents of the materials of different organizations and decided to introduce FIVDB materials in the programme. After eight years, they feel that many other areas should be included in the materials. They want to see much more on gender, environment, democracy, communal harmony, poverty alleviation and human rights included in the adult literacy curriculum. So, it has become a moral obligation of Proshika to develop functional literacy materials following a fully eclectic method with an emphasis on the empowerment of poor people.

What should be emphasized ?

Discussion: Adult participants need to learn from each other during the groups' interaction. The tendency of the facilitatators to give too many details does not always help the learners understand and analyze situations for themselves. Role play and simulation exercises help the adult learners apply the message in their day to day lives. Thus they become able to link education to action.

Learner centrelines: Materials must be constructed to make the programme learner-centred. Enough scope should be given in the literacy materials for learners' activity. Thought - provoking activities lead the learners both to understand by 'problem posing' and to act by 'problem solving.

Learning outside the classroom: The learning of adults should not be confined only to the classroom. Some of the time of an adult literacy course should be spent in observing the community and relating this to the curriculum. Oral and written skills can be developed by describing the observations.

Materials other than primers: It is important to have primers developed by using controlled vocabulary and giving sufficient scope for syllable drilling. But the learners should practice reading with other available reading materials. This should be integrated into the classroom culture.

Recreational opportunity: For adults the literacy centre is a place of social gatherings too. They expect some recreational activities in the centre. Materials should be developed keeping this in mind.

Access to information: There should be a scope for adults to be updated with the very important events happening in the country and in the world. Listening to the radio and reading newspapers can serve this purpose to some extent.

Learner generated materials: With proper guidance learners can develop different kinds of literacy materials. Such materials can be produced locally. Learners gain confidence in the process and there is a great attraction to read their own materials.

Post literacy and continuing education materials

Proshika believes that post-literacy and continuing education materials are essential for retention of basic literacy and that should be made by a combined effort in this area of the major organizations which are involved in developing functional literacy materials. In this connection, a network should be established. This will help in developing various types of materials and in ensuring the use of them in many organizations. Like the post literacy materials most of the continuing education materials need to be developed by the personnel who are associated with adult literacy programmes. They are able to understand the needs and abilities of the neo-literates and can develop readable materials, including stories based on folk culture. The neo-literates should also be introduced to the classical literature, but much of the literature will need to be adapted keeping in mind the neo-literates' skills and situation.

Conclusion

Proshika has planned to help one million men and women group members become literate by the year 2004. A fully eclectic method and approach in this area will hopefully increase the quality of education and substantially contribute to building a poverty free, gender balanced, environment friendly and just society. Proshika believes that other organizations will come forward to reconsider the adult literacy materials they use their programmes which can help them face the challenges of the twenty first century.

Contact Info:
ANS Habibur Rahman
Proshika, Bangladesh
Ref: MDC/98/019