DOCUMENT RESUME

ED 278 368 IR 012 479

TITLE Development and Utilization of Neo-LiterateMaterials. Final Report. Proceedings of the RegionalWorkshop on the Preparation of Literacy Follow-UpMaterials in Asia and the Pacific (3rd, Tokyo, Japan,November 26-December 3, 1985).

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

PUB DATE 86NOTE- 79p.PUB TYPE Collected Works - Conference Proceedings (021) --

Reports - Descriptive (141)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS Agricultural Education; Developed Nations;

*Developing Nations; Environmental Education; ForeignCountries; Health Education; *InstructionalMate;:ials; *Material Development; Media Adaptation;Nontraditional Education; Production Techniques;Rural Development; Training; Womens Education;Workshops

IDENTIFIERS India; Indonesia; Japan; Malaysia; *Neoliteracy;Nepal; Papua New Guinea; Philippines; Thailand

ABSTRACTThe third workshop on the preparation of materials

for the newly-literate in Asia and the Pacific was designed to trainparticipants in the development, production (including design andillustration), distribution, and utilization of neoliteracy materialsfocusing on the improvement of rural living and the rola of women inrural areas. Workshop activities, which included discussion withtechnical advisers, exchange of experiences and views amongparticipants, practical training, and study visits, centered around:(1) the development of effective formats; (2) the development ofcontent; (3) the modification and adaptation of new drafts ofneolitarate materials to be produced under the Asian/Pacific JointProduction Programme of Materials for Neo-Literates in Rural Areas(AJP); (4) selection of representative neoliterate materials fromparticipants' countries for publication in a collection of modelmaterials for the area; and (5) the exchange of information on theutilization of neoliterate materials in the participants' countries.Reports from the representatives from India, Indonesia, Malaysia,Nepal, Papua New Guinea, the Philippines, and Thailand describenational activities following the second regional workshop inadapting and producing materials. A separate report describesliteracy and rural development activities in Japan, including thehistory and distribution of an agricultural education magazine.Appended materials include general information on the workshop, theagenda, a participant list, national follow-up activity plansprepared by workshop participants, and the texts of three addressespresented at the opening ceremony. (DJR)

W.P.6101rq,:416-t-igtv--

-01.3.! liAL DEPARTMENT OP EDuCATIDN-2

tbibs. of aducalional Reeestch and Improvement4EDUCATIONAL RESOURCES INFORMATION

CENTER (ElmlitTals document has Poen reproduced ia,7]-,,..rOCOlwed from tne person or orginitition

crnatingO Mmor tManges hve Peen made to implovo

rOPrOdueln.n quality

'point' of viev or op -uons stated in th is docu-mint dO not IlecOlwanly represent official

LOERI position policy

f.FCC,'>1:1i.

t-

SH

tv.

rr. "PERMISEION TO REPRODUCE TM-15 r:MATERIAL HAS BEEN GRANTED BY

Taichi Sasaoka

_Tb TME EDUCATIONAL RESOURCESINORMATION CENTER (ERICV

Acknowledgement

This report was produced by the Third Regional Workshop on the Preparation ofLiteracy Follow-up Materials in Asia and the Pacific organized by the Asian CulturalCentre for Unesco (ACCU), Tokyo in collaboration with the Unesco Regional Officefor Education in Asia and the Pacific (ROEAP), with the cooperation of the JapaneseNational Commission for Unesco, Tokyo from November 26 to December 3,1985.

This report consists of Proceedings, three chapters I. Modification and Develop-ment of Neo-Literates Materials by Participants, II. Utilization of Neo-literates Materialsin National Literacy Programmes and III. Distribution and Utilization of Reading Mate-rials in Rural Areas of Japan and appendices.

Special thanks to the active involvement of the participants, sincere and kind gui-dance of the able resource persons and advisors from Unesco ROEAP, the workshopbrought a great success.

Published byAsian Cultural Centre for Unesco (ACCU), Tokyo

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

Printed in Japan byTaito Printing Co., Ltd.

March 1986

© Asian Cultural Centre for Unesco 1986

CONTENTS

popPROCEEDINGS

1

CHAPTER I MODIFICATION AND DEVELOPMENT OF NEO-LITERATE MATERIALSBY PARTICIPANTS 11

(1) Modification of Draft AJP Materials by 2 Groups 13(2) Planning and Development of New Drafts by 3 Groups 18

1. Printed book materials (Group A)2. Printed non-book materials (Group 11)3. Gaines and others (Group C)

CHAPTER II UTILIZATION OF NEO-LITERATE MATERIALS IN NATIONALLITERACY PROGRAMMES 23(Experiences of National Follow-up Activities by Participating Countries)

1. India 252. Indonesia 273. Malaysia 334. Nepal 355. Papua New Guinea 396. Philippines 437. Thailand 45

CHAPTER III DISTRIBUTION AND UTILIZATION OF READING MATERIALS INRURAL AREAS OF JAPAN 47

(1) Literacy and Rural Development in Japan 49(2) History and Distribution Method of Monthly Magazine in Rural Areas of Japan 54

ANNEX 61

1. General Information2. Schedule of the Workshop3. List of Participants4. National Follow-up Activity Plans Prepared by National Teams of the

Participants in the Workshop

APPENDIX 80

1. Opening Address brMr. Toshiyuki HattoriActing President, ACCU 80

2. Welcome Address by Mr. Nobuo Nishizaki 81Deputy Director General, Minister's SecretariatMinistry of Education, Science and Culture of Japan

3. Address by Mr. T. M. SakyaEducational Adviser, Unesco RegionaLOffice forEducation in Asia and the Pacific (ROEAP)

82

PROCEEDINGS

5

Introduction -

1. Introduction of the Wotkshop

The Third Regional Workshop on the Preparation ofLiteracy Follow-up Materials in Asia and Pacific washeld in Tokyo, Japan from November 26 to December3, 1985. The wokshop was organized by the AsianCultural Centre for Unesco (ACCU) in collaborationwith Unesco Regional Office for Education in Asiaand the Pacific (ROEAP) with the cooperation of theJaptinese National Commission for Unesco.

2. Objective of the Workshop

The objective of the workshop was to providetraining experiences to participants from Asia andPacific Region concerning:

1. Development of neo-literacy materials;2. Production of neo-literacy materials including

design and illustration; and3. Distribution and utilization of noolteracy materials.

3. Workshop Activities

To achieve the above objective,conducted the following activities:

1) Development of effective formatsmaterials: theory and practice

the workshop

of neo-literate

a. Discussion with technical advisors on the pro-duction of posters, booklets, games and othertypes of neo-literacy materials.

b. Exchange of experiences and views on materialproduction in the respective countries of theparticipants

c. Practical training on designing and layout ofneo-literate materials

2) Development of the contents of neo-literate mate-rials which could contribute to the improvement ofrural living, focusing especially on the role ofwomen in rural areas

a. Discussion with the technical advisors in thefield of rural living improvement

b. Study visits (agricultural cooperatives, a pub-lishing house of magazines/books for ruralareas, Rural Life Research Institute, etc.)

c. Practical training on the selection of themesand content areas

3) Modification and adaptation of new drafts of neo-literate materials to be produced under the Asian/Pacific Joint Production Programme of Materials forNeo-literates in Rural Areas (AJP)

4) Selection of representative neo-literate materialsfrom participating countries. (The selected mate-rials will be incinded in a book tentatively entitled"Collection of Model Materials for Neo-Literatesin Asia and the Pacific")

5) Exchange of information on the utilization of neo-literate materials in participating countries.

4. Participation

1) Participants: The workshop was attended by18 participants from the following countries:Bangladesh, China, India, :do ne sia , Malaysia,Maldives, Nepal, Papua New Guinea, Philippines,Viet Nam and Thailand.

2) Resourcl persons: Resource persons of the work-shop were: Mr. Satyen Maitra (India), Mrs. J.A.Doko Sudale (Indonesia), Mr. Yusoff Ramili (Malay-sia), Mr. Dil Bahadur Shrestha (Nepal), Mr. KoveWaikc :?apua New Guinea), Mrs. Rufma P. Tan(Phili,, les), and Dr. Sawat Tichuen (Thailand)

Of the Third Regional _Worksliop

3

5. Officals of the Wozkshop

The officers of the workshop were the following:

Chairman Mr. Satyen Maitra (India)Vice Chairman Mr. Dil Bahadur Shrestha (Nepal)Rapporteur Mrs. Rufma P. Tan (Philippines)

Mr. T. M. Sakya, Education Advisor, of Unesco(ROEAP) was advisor of the workshop. Mr. TaichiSasaoka, Executive Director of ACCU was secretary ofthe workshop. The secretariat was consisted of Mr.Tetsuhike Yasui, Mr. Shinji Tajima and Ms. ChizuNatori of ACCU.

6. Opening Session

The workshop was opened with a simple ceremonyat the Meeting Room of the Japan Publishers Associa-tion Building, Tokyo, Japan, at 10:00 a.m., November26,1985.

Mr. Toshiyuki Hattori, Acting President of ACCUgave the opening address. (Appendix I) Mr. NobuoNishizaki, Deputy Director-General, Minister's Secre-tariat (Science and International Affairs Bureau)Ministry of Education, Science and Culture of Japanwelcomed the participants (Appendix II). The Educa-tional Advisor of ROEAP, Mr. T. M. Sakya, delivered anaddress on behalf of UNESCO (Appendix III).

7. Briermg Session

Mr. Sasaoka, briefed the participants OR the docu-ments of the workshop, elucidating further on docu-ments pertaining to the introduction of the AlP mate-rials and the neo-literacy materials produced to dateimder said programme. He emphasized the main pur-pose of the ACCU which is to contribute to the develop-ment of the countries in Asia and the Pacific regionthrough the promotion of book development, culture,literacy and mutual understanding among these coun-tries in the line with the principles of Unesco.

He explaine above 4 joint programmes of ACCUto help produce concrete materials among Unescomember states in the region, one of which is the Asian/Pacific Joint Production Programme of Materials forNeo-Lite rates (AJP).

He explained the activities of the Asian/Pacific jointprogrammes, starting with the planning meetings in 1981and the regional workshops on the preparation of

literacy follow-up materials in 1983. To date, he said,40 kinds of materials have been planned, 22 of whichhave been printed as prototype materials with the co-operation of member states and ROEAP.

Mr. Sakya explained the objective of the series ofRegional Workshops which started in 1983 and itsimportance to train large number of persons who coulddevelop and utilize neo-literate materials in the countriesof the Asia and the Pacific Region. He also observed thatthe ultimate objective is to provide suitable and interest-ing learning materials to the neo-literates in the ruralareas in the member countries. This could be achievedif we organise national and sub-national workshopsand produce locally relevant materials and adapt AJPmaterial to local situations. He hoped that the "Guide-book for Development and Production of Materials forNeo-literates" which was developed by ACCU andROEAP based on the experiences of earlier regionalworkshops would be very useful. He suggested thatwe should start using the guidebook right from thisworkshop.

11. Presentation and Discussion of the Reportson the National Follow-up Activities of theFirst and Second Regional Workshops

In the afternoon of November 26, the reports onthe national follow-up activities conducted by participat-ing countries were presented and they were followed bydiscussion. The resource persons from India, Indonesia,Malaysia, Nepal, Papua New Guinea, Philippines andThailand presented the reports.

1. Types of Follow-up Programs

According to the reports and discussions the coun-tries carried out two types of follow-up programs:

a. Organization of workshop to adapt md/or adoptthe AD materials and to provide the participantsexperiences in the development of neo-literatematerialsMalaysia, Papua New Guinea and the Philippinesfollowed this type of program.

b. Adaptation and adoption of AJP materialsIndia, Indonesia, Nepal and Thailand followed thistype of program

2. Summary of the Reports

A brief summary of the reports is given in a follow-ing table.

7

Literacy Materials Adapted, Modified and Newly Developed in theFollow-up Activhies by Participating Countries (1984-1985)

Name of CountryTYPES & LITERACY MATERIAL

Printed Book Printed Non-Book Game/Others

India Gas from Daily Wastes(2,500 copies)

Filtration (Poster)(2,500 copies)

River and Us (2,500 copies)

Indonesia The Life of WaterChicken Raising

Tree PlantingSanitation

Building Up a HappyCommunity

Malaysia Life of Water (500 copies)Baby's Food (500 copies)Bamboo Handicraft (500 copies)Prawn Cracker* (500 copies)Use of Home Compounds

(500 copies)

Everyone's Water (500 copies)Home Gardening (500 copies)Sanitation (500 copies)Filtration (500 copies)Balanced Diet* (500 copies)

Building Up a HappyCommunity(500 copies)

Nepal Life of Water (1,000)Methane Gas (1,000)

Everyone's Water (900)Filtration (1,000)

Building Up a HappyCommunity (1,000)

Papua New Guinea Better Income for Rural LifeBaby's FoodSome Thoughts for Women of

the Villages*

Everyone's Water

Philippines Mothers Milk is Best for Babies*Water is Life (Comics)*

Proverb Card Game

Thailand Water Filter Pot for theVillagers (5,000)

* Newly developed neo-literacy materials

The resource persons reported that the assistancegiven by ACCU helped a lot in the successful follow-upactivities of these countries. These follow-up materialswere very useful in promoting further literacy in thecountries.

According to the reports lack of printing facilities,poor transportation and communication, shortage offunds, difficulty in getting the feedbacks mainly, andlack of evaluation instruments/system and inadequatesupport from some governments were the main problemsencountered in the follow-up activities.

III. Modification/Adaptation of the Drafts ofthe New Materials Produced in the SecondRegional Workshop

On 27 November 1985, the ACCU staff presentedfour edited neo-literate materials developed duringSecond Regional Workshop (1984) and four newly

developed materials by ACCU.

The participants were divided into two groupsexamine and improve the materials.

Group A examined following materials:

1. Making Compost (a flip chart made of cloth)*2. Let's Form a Cooperative (a radio programme)*3. Sanitation Game (paper-block construction)4. Use of Appropriate Technology (Jigsaw puzzle)

* Developed by the participants of the 1984 SecondRegional WorkshopGroup B examined following materials:

to

1. A Rich Life with Agricultural Cooperative (booklet)2. Let's Safely Use Electricity/Let's be Careful Around

Electrizing Outdoors (serial poster)3. Useful & Simple Knowledge for Everyday Living

5

(folder)4. Let's Wipe Out Intestinal Parasites (poster)

Both the groups suggested for the improvement ofthe draft materials. The workshop also recommended toprint the materials under AJP programme with modifi-cations suggested by the groups (The Group Reports aregives in Annex )

IV. Lectures/Discussions

Two lectures, followed by discussions were con-ducted to provide the participants the necessary back-ground in designing and layout of neoliterates materials.

1. Dr. Satoshi Kako, Director of the EducationalResearch Centre gave a vey interesting lecture onthe topic "Development of Effective Format ofNeo-Literates Materials" Chapter 1). He showedthe participants ingenuous formats and ways ofarousing the interest and attention of the learnerswith the use of very simple, low cost materials. Achildren's book designer, writer and scientist hestressed that what is important is to find out theinterests of the learneis.

2. Mr. Takeshi Okubo, Res' archer of the Rural Plann-ing Committee, gave a lecture on the topic "RuralDevelopment and Literacy (Chapter III). He tracedthe rural development program of Japan prior toWorld War II up to the present. He stressed theimportance of the role of literacy in rural develop-ment.Both lectures were followed by lively discussions.The participants raised questions/issues based ontheir experiences and perceptions of the topics tothe satisfaction of all.

V. Study Visits

1. The participants visited the IE-NO-NIKARI Publish-ing House to familiarize themselves with the con-tents of the neo-literate materials designed toimprove rural life. There Mr. Yoshiyuki Shimachi,Manager, Editorial Bureau of the IE-NO-HIKARIAssociation, acquainted the participants with thehistory, the devek pment and the distributionmethod of the IE-NO-HIKARI magazine in the ruralareas. (Chaputer III).

2. The participants visited the Mishima AgriculturalCooperative in the Shizuoka Prefecture on Novem-ber 30. Mr. Suzuki, the Director explained to thegroup how the farmers suffered from low incomebefore the world war. So they decided to organizethemselves into small groups to help each other.These small groups later marged to form the presentMishima Agricultural Cooperative. It has now amembership of 60,270 in eleven branches. It

engages in varied activities not only in farming butalso in the processing of farm products, sale offertilizers, chemicals, etc., credit giving and insur-ance all intended to improve the economic con-ditions of the farmer members.Women play an important role in the cooperatives.Mrs. Kato, the Chief of the Women's Group, saidthat there are 10,000 women members in theShizuoka Prefecture Mishima Cooperative. Thewomen members however are declining in numberbecause of urbanization. Many of them lock forjobs in the cities. Only about 40% of the womenmembers are engaged in actual farming. The mainproblems of the cooperatives is high taxes.A tour of the vegetable processing area, the displaycenters and the green houses completed the visit.

VI. Literacy Material Development

On the afternoon of November 28, the participantsof the workshop went through the exercise of the firststep of literacy materials development the selection oftheme and the suitable format. During the sessions,"the Guidebook for Development and Production ofMaterials for Neo-Literates was used as working docu-ments. The workshop selected following fire themes fordeveloping prototype materials:

1. Health2. Environment and Science/Technology3. Production4. Social and Economic Aspects5. Culture

The participants went through the second exerciseof selecting the themes and the suitable formats. Theychose the first three of the five areas identified, accord-ing to their priorities in the region. The areas andforrmats selected are as follows.

Areas Format

1. Health Booklet

2. Environment and Science/Technology Poster

3. Production Game

The participants were then grouped into threeaccording to the three areas selected. They elected theirofficers. By late afternoon the groups started workingon the development of neo-literacy materials.

On Monday morning, December 2, the oarticipantsgave the finishing touches to the materials and presentedfrom in the workshop.

Comments and suggestions were given by theparticipants after the presentation. Noteworthy of thecomments/suggestions were the following:

9

Group A rotates the wheel and reads the correspondingcard where the arrow points to in the wheel.

Booklet: Proper Selection of Food; illustrated(comics style) 20 pages.The booklet tells the story of a womanwho could not join her friends in going toa village festival because she was sick.After the festival her friends dropped ather house and related to her what theylearned about the proper selection offood for nutritious, delicious and en-expensive meals.

Suggestions made by the participants to im-prove the matters are as follows:

1. Provide a stronger motivation for the messageproper selection of food for better nutrition.A fiesta which is not common to all Asiancountries is a weak motivation for women tohave to prepare nourishing food.

2. There are already two ACCU materials onnutrition. It was suggested that another type ofmaterial may be used more effectively.

Group B

Poster: A Clean Home is a Happy Home

The poster shows a clean, and well plannedhouse surrounded by plants. Surroundingthe house are six circles showing in greaterdetails the different parts of the househighlighting its cleanliness and orderliness.

Suggestions made by the participants to im-prove the materials are as follows:

1. Modifications, like a chimney for the house andclothes drying in a line at the side of the house,can make the poster a prototype material for allthe Asian/Pacific countries.

Group C

Games: Group C produced three materials.1. Production Wheel How to Start a Bam-

boo Home Industry2. Problem Solution Cards Farm Produc-

tion Pmblem and Answers3. Picture Story Telling How to Build a Pit

Latrine

1. The Production Wheel is a rotating circle onwhich are written and illustrated the steps instarting a bamboo craft home industry. It isaccompanied by cards in which the steps instarting the industry are explained. The player

2. The Problem-Solution Card game consists of aset of problem about farm production, writtenin cards (problem cards) and another set provid-ing the solutions to the problem, (solutioncards). The player who gets the problem cardlooks for the right answer from among thesolution cards.

3. The Picture Story Telling materials consists of17 colored pictures (10 x 12 inches) showingthe steps in building a pit latrine. The picturesare placed in small stage-like structure. Thepictures are presented to the audience one byone with the accompanying narration.

Suggestions made by the participants to im-prove the materials are as follows:

Production Wheel --1. Change the subject of the sentences in the cards

to the first person to get the reader involvedwithout being told to do so.

2. Provide for more cards to read so that eachplayer reads a new card that has not beenread by the other players ahead of him.

3. Provide ways for the proper sequencing of thesteps in bamboo craft industry to get themessage across.

Problem-Solution Card Game1. Use bigger, printed letters2. Use illustrations in the problem cards3. Follow-up the activity to find out how much

the learner has understood

Picture-Story Telling1. Translate the Nepalese words to English.

(The Group Reports are given in Chapter I)

VII. The Follow-up Activity

The planning for the follow-up activity of the 3rdworkshop took place at the conference hall of Hotel deYama in Hakone on the morning of 1st December 1985.The outline for the preparation of the national follow-up activity was explained. Two types of projects weresuggested for follow-up activities, which are:

1. Organization of a national workshop on the pre-paration' of literacy follow-up materials, where theMP materials including the "Guidebook for theDevelopment and Production of Materials for Neo-

literates" are used as part of the working docu-ments.

2. Mass production of AJP materials so far developed,for local use either with translation/rnclification oras they are.

The time table of the follow-up activity is as

follows:

1. Notification of approval of the plan End ofJanuary 1985

2. Completion of the selected project End of July1986

3. Submission of the reports to ACCU End ofAugust 1986

A maximum assistance of $1,000 (U.S.) would begiven per project, per country. Upon request, positivefilms of illustrations for printing would be lent free tocountries that would mass produce the AJP materials.

The follow-up activity plans were submitted by theparticipants, noon of December 3, 1985 (Annex 4).

VIII. Introduction of an ACCU plan to compilea volume of "Collection of Model Mate-rials for Now-Literates in Asia and thePacific"

A great quantity of literacy materials have beenproduced by the Unesco Member States in Asia and thePacific, is a variety of contents and formats. But thesematerials have not been exchanged or shared amongthem. ACCU, which has been promoting, jointly withthe member states of the region, the program of produc-tion of literacy mataials for neo4iterates in rural areas,plans to collect and select from these materials and topublish them in volume "Collection of Model Materialfor Neo-Literates in Asia and the Pacific." The volumewill be accompanied by the "Guidebook" to constitutea set. This "Collection" is intended as a reference byproducers who are engaged in the production of mate-rials for neo-literates in the respective countries.

The participants were requested to set to ACCUimmediately the literacy materials produced by theircountries for inclusion in the collection.

IX. Closing Activities of the Workshop

Several activities marked the closing day of theworkshop. Mr. T. Sasaoka informed and explainedabout two new activities of ACCU. They are:

.1. The International Mobile Team of Experts

a. The organization of this team is in response toa recommendation made by the 2nd RegionalWorkshop. The team of experts in literacymaterials development will give assistance tothe member countries undertaking materialdevelopment workshop, upon request of thecountry, ACCU is now ready to send the firstmobile team assistance to Nepal, the firstrecipient.

b. Another response uc ACCU to a recommenda-tion by the 1st workshop is the awarding ofprize to excellent work for fully illustratedliteracy, follow-up materials. The details of thecontest are still being finalized. These details ofthe content will be aimounced in August 1986.

Other activities during the closing session of work-shop were as follows:

2. The participants unanimously passed recommenda-tion and observation for the development of neoliterate nationals in Asia and the Pacific (Fulldetails given in Annex 1).

3. The draft report of the workshop was distributed,deliberated upon and adopted.

4. A slide kit, "Water in Everyday Life" which wasproduced under AJP programme was shown. Acopy of the slide kit was given to each country, free,compliments of ACCU.

The closing ceremony consists of short speeches bythe participants, officers of the workshop and by theExecutive Director of ACCU, Mr. Sasaoka.

It was a unanimous feeling that ACCU has done alot to help bring up the literacy rate in the region andeventually contributing to the better living conditions ofits people.

XII. Recommendations and Observations

The Third Regional Workshop organized by theAsian Cultural Centre for Unesco with the assistance ofUnesco Regional Office for Education in Asia and thePacific on the preparation of literacy follow-up materialsin Asia and the Pacific, held in Tokyo, Japan fromNovember 26 to December 3, 1985 notes with alarmthat over 75% percent of the illiterates of the world livein this area and in that context the following recom-mendations and observations were mode:

1. In view of the magnitude of the problem, unlesssubstantial and concerted effort are made by all theMember States in the region and the international

11

organizations like Unesco, UNICEF, and otheragencies concerned, this problem will assume evenmore fearsome dimension and will defy any solu-tion.

2. It affirms that development cannot take place andthe quality of life cannot improve without educa-tion and literacy which can help in the formationof relevant and scientific knowledge and in thedevelopment of skills to solve some of the problemswhich beset the life of the rural neo-literates. Itstates that for literacy to play this crucial role,vast and varied quantities of learning materialsfor neo-literates are essential. Production of thesematerials calls for specialized knowledge and tech-nique which need to be developed by the concernedcountries.

3. It expresses its deep appreciation of the AsianCultural Centre for Unesco and the Unesco RegionalOffice for Education in Asia and the Pacific fortheir significant contributions in the preparation ofliteracy follow-up materials in this region throughorganization of regional workshops and otherprogramme for the development and production ofsuch materials.It expresses its special support to the ACCU Prizesfor Fully illustrated Literacy. Follow-up Materialsrealized in response to the recommendation by theFirst Regional Workshop and to the editing of"Collection of Model Materials for Neo-Literates inAsia and the Pacific" started in response to therecommendation by the Second Regional Work-shop, and it agrees to fully co-operate to the suc-cessful achievement of these schemes.

4. It expresses very strongly the view that ACCU'seffort in this direction be strengthened throughsubstantial assistance from Unesco, UNICEF andother international organizations, the concernedGovernments and other agencies, so that ACCUcan not only continue and expand its present pro-

grammes but can also undertake new activities andimplement schemes to promote the development orthe target group.

5. It affirms that ACCU's technical and financialassistance to the national follow-up activities bythe participating countries of the Second RegionalWorkshop (organization of national workshops andproduction of the local language editions of ARmaterials) is very helpful and effntive. It expressesits strong hope to ACCU the continuation andreinforcement of this type of assistance to thepardcipating countries.

6. It holds the view that in the future ACCU/ROEAPshould hold their regional workshops in the coun-tries where there is a large concentration of il-literacy to enable the participants to get a close andobjective view of the actual living condition inwhich the target group lives. This will help in thecreation of more problem-centred and solution-ori ente d mate rials.

7. It is of the opinion that there is a lot of unresearch-ed areas in the field of adult education and ACCUshould earmark a part of its funds for action re-serach to produce more relevant and need-basedmaterials.

8. It fully endorses the launching from 1986 of ACCUplan of sending the International Mobile Team ofExperts en the Development of Materials for Neo-Literates to assist organization of national work-shops to provide training experiences to number ofliteracy material production personnel in respectivecountries.

9. It agrees that every country in the region shouldgive priority to the neo-literate material productionprogramme by allocating more funds and by theintegrated effort of concerned ministries, govern-mental and non-governmental organizations andother agencies.

CHAPTER 1

MODIFICATION AND DEVELOPMENT OF NEO-LITERATE

MATERIALS BY PARTICIPANTS

(1) Modification of Draft AJP Materials by 2 Groups

(2) Planning and Development of New Draft by 3 Groups

1. Printed book materials (Group A)

2. Printed non-book materials (Group B)

3. Games and others (Group C)

1311

I.

U.

CHAPTER I Modification and Development of Neo-Literate Materials of Participants

(1) Group reports on modification and adaptation of draftsof neo-literate materials to be produced under AJP

List of New Draft Materials for Neo-Literates to be modified andadapted for the production under AJP Programme

Drafts planned by 1984 Second Workshop

1. A Rich Life with Agricultural Cooperatives (booklet)2. Making Compost (flip chart made by cloth)3. Let's Safely Use Electricity/Let's Be Careful Around Electrizing Outdoors (serial poster)4. Let's Form a Cooperative

Drafts newly planned by ACCU

1. Useful & Simple Knowledge for Everyday Living (folder)2. Let's Wipe Out Intestional Parasites (poster)3. Sanitation game (paper-block construction)4. Use of Appropriate Technology in the Village (jigsaw pazzle) - idea

Group members

1 Dr. Sawawat Tichuen (Thailand) - chairman2. Mr. Habibur Rahman (Bangladesh) repporteur3. Dr. Ramabahen Desai (India)4. Mr. Hamzah Nur (Indonesia)5. Mr. Mohd. Ashaari bin Ahmad (Malaysia)6. Mr. Hussain Mohamed (Maldives)7. Mr. Mukesh Ma lla (Nepal)8. Mr. Simon Savaiko (Papua New Guinea)9. Mrs. Rufma Tan (Philippines)

10. Mr. T.M. Sakya (Unesco)11. Mr. Tetsuhiko Yasui (ACCU)12. Ms. Chizu Natori (ACCU)

Group A

(2) Page 3. Mr. 'B' should not be so much healthy.

Let him sit in worry with the hand on hishead.

(3) Page 4. 'A' and 'B' will be just near, and 'A' shouldpay attention to 'B' to make dialogue.

Drafts modified and adapted (4)

1. Making Compost (flip chart made by cloth)2. Let's Form a Cooperative (radio programme)3. Sanitation game (paper-block construction)4. Use of Appropriate Technology in the Village

(jigsaw pazzle)

1. Comments on "Making Compost"

(1) Page 1. 1. Composit pit should be visualized bydigging the compost by a man.

2. On the left hand a good harvest fieldand a man is standing nearby.

The position of the hand of 'B' must bechanged. It looks like that 'B' is going tobeat 'A'.

'A' is spreading fertilizer not in the fieldbut only on the earth. It is to be modified.

Page 5. 'B' should be in the front with 'A' shouldgive guidance with his hand on theshoulder of It will be lively.

(5) Page 6. Man is digging the pit but it looks like thathe is cutting the tree, so, that tree must bein the left hand.

Title should changed like this

"First choose a place where the compostpit can be dug,"

- In the written script dig a hole is notproper word. It must be dig a pit.

Compost filled pit should be covered byearth, in the level of land. It should notbe open. Picture should be modified.

(6) Page 7. Compost pit should be in the level ofthe earth.

Water is not to be poured but thereshould be channel

Fertilizer should be in powder form, notin straw form.

(7) Page 8. 'B' is spreading fertilizer in straw form,it must be in powder form.

(8) Page 9. We have to add more page that is lastcoverpage.

Picture should contain.

The matter of the picture on coverpage is like this,

The message We also make compost pit with summary

2. Comments on "Let's Form a Cooperative"

The script was studied in depth by a sub committeeof the group consisting of Mr. Yasui (ACCU), Mrs. Tan(Philippines) and Mr. Hussain (Maldives).

The group observed the script attempts to get twomessages rather than one.

Scenes begin and end too abruptly.Some scenes a bit artificial, not natural enoughContinuity lost in some places, and even flowhindered

Still the group agreed that with some modificationthe script might be useful as a sample. The followingchanges to the script are suggested.

1. Begin with an appropriate theme music2. Have the programme introduced by a narrator3. page 1 scene 1 beginning: Have village atmosphere

and expand greeting and end scene with apointer (I'm going off to...) and FADE.

4. page 1 second scene: Same changes as scene 1, andextend scene with wife after middleman leaves.

5. page 2 third scene: Have bridge music first, & greet-ings expand a little.Say at the end "going to the headman.. ." toindicate what's to happen

6. page 4: Have bridge music before scene begins Startscene with headman introducing the official.

3. Comments on "Sanitation game"

While making comments and addition to the topicMaking Compost , the Chairman Mr. Sawat decided todivide the groups. Three to four participants in group Bwere given topics to make comments and additions.

Mr. Yusoff from Malaysia, Mr. Hamzah Indonesiaand I (Simon Savaiko) Papua New Guinea have beengiven the topic sanitation game to make comments. Dueto time limitation we did not complete at ACCU butmet again in the hotel Tokyo Garden Palace next morn-ing on the 28th Nov. Thursday.

After talking for 1 hour we have made this sugges-tions and comments. This suggestions and commentsmay not be suitable for some participants from othercountries.

Target: (1) The game is for the middle level leaners.

Content: The message is suitable for the people in therural areas and also can be a reading lessonbesides understanding the message in relationto their everyday needs/problems

This game can also create awareness to certainproblems that may be existed around them.

Format: The game is suitable for adults but dependingon the backgrounds of participants fromdifferent countries.

Methods of utilization: Game can be played in groups(or individually).

1. Mix the cubes and the learners arrangethe cubes to form a complete picture andmessage by putting or building them to-gether.

2. The learners read the message and discussin groups.

3. The facilitators then finish the game byasking the learners what they have learntfrom the game.

4. Discussing focussing to the message in thegame.

Note: Special skill is needed for the facilitator toprepare the paper blocks.

4. Concerning the idea of "Use of Appropriate Tech-nology in the Village" (jigsaw pazzle), the members ofthe subgroup developed a village scene with someappropriate technologies based on the idea.

Group B

Group members

1. Mr. Kove Waiko (Papua New Guinea)2. Mrs. Gloria Barrientos (Philippines)3. Mr. Jiang Yuan (China)4. Mr. Satyen Maitra (India)5. Mrs. Doko Sudale (Indonesia)6. Mr. Mohd. Ashaari Ahmad (Malaysia)7. Mr. Dil Bahadur Shrestha (Nepal)8. Mr. Rong Thongdadas (Thailand)9. Mr. Vu Ngoc Binh (Viet Nam)

10. Mr. Nestor Lemana (UNICEF Manila)11. Mr. Taichi Sasaoka (ACCU)12. Mr. Shinji Tajitna (ACCU)

Drafts modified and adapted

1. A Rich Life with Agricultural Cooperatives (book-let)

2. Let's Safely Use Electricity/Let's Be Careful AroundElectrizing Outdoors (serial poster)

3. Useful and Simple Knowledge for Everyday Living(folder)

4. Let's Wipe Out Intestinal Parasites (poster)

Comments on draft AlP materials

Following the list of materials prepared by theSecretariat, Group B started doing their task immediate-ly. Since the time allotted for group work was verylimited, it was suggested that only general observationson content, format and presentation would be given.

On the booklet "A Rich Life With AgriculturalCooperatives," the group came up with the followingobservations:

I. The sequence of ideas and illustrations is confusing.Presentation is complicated.

2. Some illustrations are vague.

3. Some terms/expressions are not suited to thevocabulary and experience of neo-literates.

4. The idea given by the title is too ambitious.

In view of the observations mentioned, the grouppaid attention to the objectives of the booklet whichare:

1. To encourage village people to set-up cooperatives

2. To inform village people about the steps in setting-

up cooperatives

After some serious deliberation on the objectivesand the general observations of the booklet, the follow-ing suggestions were raised:

1. Content should be categorized properly for thebenefit of different types of target clientele.

2. There should be balance between problems andsolutions presented.

3. The booklet should be split into two in order toseparate the motivation from the steps in setting-upcooperatives.

4. The difficult words be toned down.

In short, the suggestions were to retain the bookletwith certain modifications: logical sequencing of ideas,improving the title, toning down words/expressions, andclearer illustrations, and to split the booklet into twoseparate booklets. The group agreed on the first sugges-tion.

As regards the two posters on electricity, observa-tions made were as follows:

1. On electricity indoors, the situation illustrated doesnot exist in some rural villages in the region.

2. There are too many things to pay attention towhich can confuse the learner.

3. On electricity outdoors, the situation may not existin some rural villages yet but it will sooner or laterdo.

4. Something is wrong with the title of the secondposter. There is no such word as electrizing.

The suggestions given include the following:

1. Make separate posters for urban, semi-urban andrural target clientele.

2. Instead of posters, flip charts should be made toavoid confusion.

3. Flash cards can take place the posters. With flashcards, situations that are irrelevant and unrealistic incertain rural villages can easily be taken out.

4. Retain the posters but present the situations inblocks to avoid confusion.

1615

5. The risks/dangers of electricity should be stressed inthe titles of the two posters.

6. Retain the title of the first poster but add the wordindoors. Message must be positive.

The group agreed to:

1. Change the format from.poster to flash cards

2. Retain the title "Let Us Safety Use Electricity" andchange the title "Let's Be Careful Around Electriz-ing Outdoors" to "The Danger of Electricity". Theillustrations will take care of differentiating indoorsand outdoors situations.

To save time, the group formed two sub-groups towork on the two other materials: "Useful and SimpleKnowledge for Everyday Living" (folder) and "Let'sWipe Out Intestinal Parasites" (poster). The plan wasfor each sub-group to meet and discuss overtime on saidmaterials and to convene again as a big group for fmali-zation of suggestions on materials assigned them.

The first sub-group found the material on useful andsimple knowledge for everyday living very attractive anduseful. The format is very good. However, some of theproblems and solutions presented therein are not re-levant to actual rural situations. In this connection,it was suggested that certain modifications will have tobe done to the material to suit its content to actual ruralsituations. A point of clarification was raised from theACCU side: that the material is only a collection ofproblems and solutions from different countries. There-fore, it can still be enriched by contributions from 'allmembers of Group B. So, the material is decidedlyaccepted by the group, requesting all other participants

16

to contribute at least two problems and solutions to beincluded in the collection of useful and simple know-ledge for everyday living.

The second sub-group found the poster on intestinalparasites very important. And it being so important, thefollowing suggestions were given for further improve-ment:

1. Modification of format from the existing to asequential presentation of ideas, problems andsolutions, 'problems and solutions' presented sideby side; the circular presentation of the process ofintestinal parasite infestation and preventivemeasures to each of them; or twoposter presenta-tion, the first poster on how intestation occurs andthe second one preventive measures. In addition tothese suggestions, the layout should be a littlealtered drawing an egg on the upper portion of theposter saying "I am an egg. This is how I enter thehuman body." This point was given after a com-ment was made that rural folks will wonder aboutthe talking parasite. It requires imagination andneo-literates are not to be expected to have deve-loped such learning skill. There were other minorsuggestions like those pertaining to illustration; thatthey should be a little bit more suggestive than toodetailed as they are which can be very offensive tothe learners. If you will examine the poster, thenyou will know what we mean. Another is to includepractical preventive measures in the poster.

The group decided to adapt the material with theformat being a single poster with a combination ofideas suggested. It was recommended that objec-tives of each neo-literate material be clear.

A Rich Life with Agricultural Cooperatives (booklet)

17

Let's Safely Use Electricity (poster)

What is essepost V

Hem can It be osde t

Cove. I. II.-I to. 44444 se eye 0 111

r 41,

741'

/.1111113 thus .11 am plla

I. St 'Ow .

sow. 0.11 leave*

1.sable.. 3.11, .1

3. I1 IS Sem 641.14

0Making Compost (flip chart)

Useful & Simple knowledge for everyday living (folder)Let's wipe out Intestinal Parasites (poster)

1817

(2) Group reports on development of new draft materials for neo-literates

Group A

Mr. Dil Bahadur Shrestha ChairmanMrs. Gloria Barrientos Rapporteur

Members

Mrs. Jeanne Alice DokoMr. Habibur RahmanMr. Simon SavaikoMr. Vu Ngoc BinhMr. TM. SakyaMr. Tetsuhiko rsuiMiss Chizu Natori

The group developed an illustrated booklet (comicsstyle) on the theme "Proper Selection of Food" with thefollowing objectives:

1. To develop awareness of the m: nal values offoods for physical and mental health

2. To enable learner to select and prepare the rightkinds of food properly

3. To enable learner to select and prepare cheap andnutritious foods that are locally available in ruralvillages

4. To bring about change in food habits for physicaland mental health

The target users of the material are the rural out-of-school youth and adults who have acquired middle levelliteracy skills. The material can be used with or withoutinstructor. It has 2 0 pages with text and illustrations.

Topics/content included:

1. Awareness of nutritional values of different kinds of

18

(booklet)

foods can promote physical and mental health.

2. Proper selection and preparation of food canpromote physical and mental health.

3. There are cheap and nutritious foods that are locallyavailable in rural villages.

Guidelines on using the booklet were also preparedby the group for effectiveness of the material developed.

"Proper Selection of Food" (comic style booklet)

Theme: Balanced Diet

Sub-theme: Proper Selection of Food(Self-Learning Material)

Target Group: Rural villagers, both sexes, out-of-schoolyouth and adults, low-income group

Objectives: To group awareness of the nutritional valuesof different foods

To enable learners to select nutritious foodsfor physical and mental health

To enable learners to prepare cheap andnutritious food from locally availableresources

To bring about changes in food habitsamong learners

Level of Literacy: Middle level

Format: Booklet15-20 pages, half illustration

Balanced Diet (booklet)

19

Group B (poster)

Group Members:

Mr. Jiang Yuan (China)Mr. Satyen Maitra (India)Mr. Mohd Ashaari bin Ahznad (Malaysia)Mr. Hussain Mohamed (Maldives)Mr. Ron Thongadadas (Thailand)Dr. Sawat Tichuen (Thailand)Mr. Nestor Lemana (UNICEF)Mr. Taichi Sasaoka (ACCU)Mrs. Yoko Yano (ACCU)

Mr. Nestor (UNICEF) was elezted Chairman and Mr.Hussain (Maldives) was elected rapporteur of the group.

The group was asked to design a poster on environ-ment and science and technology.

There was a lively discussion about what sort ofposter the group will come up with; whether the posteris for a structured learning situation or for an unstructr-ed learning situation. It was decided not to be too rigidand not limit to one aspect only. The group agreed todesign a poster that can be used for both structured andunstructured learning situations.

After going to use the list in the guidebook, thegroup decided on "Clean Home Environment" as thetopic of the poster, with a rural setting for the ruralpoor. The group dispersed at 19:15.

The second day (29 Nov.), the group began delibera-tions at 9:45, and chairman called for ideas for theposter. But in order to make the poster as common toall countries as possible, the chairman asked membersto give a brief outline of the rural situation in eachmember's country. Prevailing rural situation in Thai-land, Maldives and India were then explained. It wasagreed rural situation in Malaysia, Indonesia and Philip-pines were more or less similar to Thailand.

After this, discussion resumed about the theme andslogan of the poster. Thl group agreed to take clean-liness as theme and decided on a Clean Home is A HappyHome as the slogan.

It was then agreed to design the poster as follows.

1. At the top slogan "A CLEAN HOME IS A HAPPYHOME"

2. At the center a house .

3. Around the house smaller blocks with drawing anda message.

i

1 Bedroom:2 Kitchen:

3 Toilet:4 Garbage:

5 Chicken

6 Water

NEAT, CLEAN AND AIRYKEEP FOOD COVERED ANDUTENSILS IN ORDERSANITARY TOILETEITHER DIPOSE GARBAGE PRO-PERLY OR USE FOR COMPOSTAND BIO GAS

Cage/Animals: KEEP ANIMALS IN ACONFINED PLACE

and Drainage: DRAIN THE USEDWATER

Based on the above Mr. Rong from Thailand haveprepared the first rough draft of the poster.

20

A Clean Home is a Happy Home (poster)

19

Group C (games and others)

Members:

Mr. Yusoff bin Ram (Malaysia) ChairmanDr. Ramabahen Desai (India) RapporteurMr. Hamzah Nur (Indonesia)Mr. Mukesh Ma lla (Nepal)Mr. Kove Waiko (Papua New Guinea)Mrs. Rufma Tan (Philippines)Mr. Shinji Tajima (ACCU)

The group select the chairperson Mr. Yasoff binRam li from Malaysia and Dr. Ramabahen Desai fromIndia was assigned to act as a rapporteur.

1 . Working Style of the Group

First, the group went through the guidebook forthe media preparation given by ACCU.

With the help of the guidebook, the grou0 discussedthe things for preparing the games. After a deep discus-sion the group fmalized to prepare three types of gameon production for the neo-literates. The three gameswhich the group is going to prepare are as under.

1-1. Play cards for problems and solutions for farmers

1-2. Production wheel on how to start a bambooindustry

1-3. Picture story on how to build the pit latrines

2. Topics & sub-topics for the games

2.1. After this the group discussed the merits on thebamboo handicrafts. For this game Mrs. Tanwas the main guide because she had prepared amedia for her country. Reading materials cardswere also prepared by her after discussed in group.The illustration is done by Mr. Mafia from Nepal.

2.2. Then game cards for production was also dis-cussed. The participants list out the problams andtheir solutions. This game .was based on the ex-perienced by Dr. Ramabahen Desai media forplaying game box which was prepared for heradult learners. Cards were written by the chair-person of the group Mr. Yusoff bin Ramli.

2.3. Picture-story: The group find the picture-stmyfrom Nepal's materials was relevant. The groupdiscussed to prepare the same picture-story. Thework B done by Mr. Shinji Tajima, and Mr. MukeshMalla from Nepal. All the members of the groupwas busy to finish the story in time it may too late.

20

(Group C Annex I)

Game on Production

Target Group

The middle level neo-literates is the target group ofrural and tribes.

Objectives:

(1) To create awareness and importance to grow morefood, more vegetables and fruits.

(2) To know how to do the scientific farming

(3) To check out the problems, fmd out the problemcards and fmd out the solution cards also.

(4) To increase more income so that the farmer cangive the contribution to generate the nationalincome.

Method of using of the game cards

Three types of game can be arranged.

(1) Individual gameThe instructor will give a problem and adult willfmd out it's solution and read it. This will be theunderstanding game also.

(2) Group gameThere will be two groups, one group will find outthe problem card and one adult will read the pro-blem. The other group will fmd out the solutioncard and one person from the group will read it.He will ready to give other more details about it.

(3)

This will be the regarding comprehensive game.

Competition gameAll the cards will be placed on the table or earth intwo groups. The adults will choose the groupwhether he or she wants to be a problem askinggroup or a guide.

Then the instructor will write a problem on BB.Both the groups will read it and fmd out theproblem card and the solution cards in the limitedtime given by instructor. He will give the numbersI, II and III.

21

(Group C Annex II)

How to Build the Pit Latrines(Picture story Kamishibal)

Objectives:

Biginning level neo-literates

Method of using the Picture stray (Kamisibai)

(1) to create a clean and healthy environment with the 1) Kamishibai permormer places a small box stage andstarts telling story showing accompanying illustra-tions which are drawn on hard card board (size:

(2) to make the awareness and importance of using a approx. 30 cm x 40 cm).pit latrine for healthy and clean village in everyday-life 2) Performer pulls out one illustration after another

telling the story in the same manner as one turns(3) to know how to make a pit latrine in easy and pages of a picture book.

constructive way

pit latrines

3) The story and illustration on each board coincided(4) to discuss and identify why a pit latrines is neces- with each other, and audiences are absorbed in

sary Karnishibai as they see illustrations of the Kami-shibai which changes one after another as theKamishibai performer tells the story.Target:

How.to Builda Pit Latrine

Now to Build the Pit Latrines (picture story)

22 21

CHAPTER II

UTILIZATION OF NEO-LITERATE MATERIALS IN

NATIONAL LITERACY PROGRAMMES

(Experiences of National Follow-up Activities by

Participating Countries)

1. India2. Indonesia

3. Malaysia

4. Nepal

5. Papua New Guinea

6. Philippines

7. Thailand

2323

1, INDIA (West Bengal)(Adaptation and Production of AJP materials)

At the second Regional Workshop on the Prepara-tion of Literacy Follow-up Materials in Asia and thePacific held at Chiangmai, Thailand, in October, 1984,it was decided that some of the excellent learningmaterials which had been prepared by the ACCU couldbe utilised with necessary modifications and alterationsin different countries of this region. ACCU very gene-rously agreed to bear the cost of printing such materialsand were agreeable to defray the expenses of anymaterial preparation workshop in this context if aparticular country so desired. Training of the materialpreparation specialists was also considered in this work-shop.

Bengal Social Service League which functions as theState Resource Centre for Adult Education in WestBengal welcomed this move on ACCU's part and decidedto utilise 3 (three) of the materials prepared by ACCUfor use in the rural areas of not only West Bengal butalso in Tripura and the Bengali-speaking parts of Assam

the two neighbouring States of West Bengal.

As a State Resource Centre, Bengal Social ServiceLeague enjoys certain advantages. It has got a staff oftechnically competent artists and material producers.So, there was no need to farm out the project to otheragencies or enter into a contractual agreement withthem. Bengal Social Service League has illustrators,visualisers and writers to take on the assignment on itsown.

For the production of these materials in Bengali,the agency was going to be Bengal Social Service League,the responsible person was Satyen Maitra and thefinancial assistance given by ACCU was $1000. It wasagreed that 2500 copies of each type was going to beproduced.

SELECTION OF MATERIALS

Selection of the three (3) materials adapted by theState Resource Centre was done by Satyen Maitra,Hony. Secretary, Bengal Social Service League and theHony. Director of the State Resource Centre at theChiangmai workshop. These were (1) Use of Gasfrom daily wastes (Printed Book Material), (2) TheRiver and Us and (3) Filteration (Printed Non-bookMaterials). Of these, the first was a booklet and theother two were posters. The reason which promptedthe choice of the above materials was as follows:

Use of Gas from Daily Wastes:

There is a tendency among our people to alwaysask for aid and resources from outside, but there is adeep ignorance and even prejudice about the use ofresources which lie around us and are not utilised forthe purpose of our development and well-being. Forexample, our countryside abounds in waste materialswhich can be turned into fertilisers. There is an in-sufficient understanding of the importance of organicmanure not only as a source of rich fertilisers but alsoas a source of power and light which would help tobrighten the life of the villagers in more senses than one.Again, these excreta of the human beings and thc cattlewhich are scattered all over the villages can also a potentthreat to the health of the inhabitants through hook-worms and other parasitic diseases. Bio-gas can usher inchanges which would help the people to enjoy morelight, cooking facilities and reduce substantially some ofthe diseases which are generated by excreta and wastematerials.

engulf-edition of "Use of Gas from Daily Wastes"

25

The River and Us:

West Bengal is a land where there are mighty riversand numerous tributories and branches of these riverscriss-crossing the countryside. There should be a properappreciation and understanding of the benefits whichpeople derive from a river along with an awareness tokeep the river water clean and free flowing. It was feltthat this chart by the ACCU, modified to suit the specialconditions in the State, would help in the formation ofthe right kind of attitude towards rivers. Quite oftenwhat was see around us we take it for granted, but thatoften leads to under estimation of their importance.

Filteration:

There is a lack of awareness among the poor andthe uneducated section of our pupulace regardinghygine and utilisation of resources around them fortheir own development. Roughly 70 to 80 per cent ofthe diseases in the rural areas of West Bengal come underthe category of gastro-enteritis. Simple practices whichdo not cost much money can, to a great extent, elimi-nate or reduce the incidence of these illnesses. Know-ledge and awareness about filters can go a long way toenable poor people lead a comparatively more healthylife. Boiling of water is difficult because of scarcity andcosliness of fuel like coal and oil. Cutting down oftrees will lead to, as it has already done, great ecologicalimbalance.

These were some of the considerations whichprompted us to adapt and adopt these three originalmaterials produced by ACCU for use in the rural areas ofWest Bengal and some of the adjoining States.

PREPARATION OF MATERIALS

Soon after my return from Chiangmai, we had anumber of conferences with the technical personnel ofthe State Resource Centre, where it was decided toeffect certain changes in the original materials to makethem more acceptable to our people. Certain draftpreparation of materials were made and these were pre-tested in some of the adult education centres. Thelanguage for the booklet was made as simple as possibleto enable anybody with basic or rudimentary literacy toread the matter with comprehension. In the State ofWest Bengal where there is a dearth of electrificationin the villages, the emphasis was on how bio-gas couldprovide light and remove at least partly the darkness inwhich the villagers are plunged after sundown. This wasbrough out clearly on the cover where side by side thepictures of a village with light and a village without lightare shown. In West Bengal the cost of kerosene oil hasgone up steeply and the poor villagers cannot afford tobuy it for lighting lamps. This also hampers spread ofliteracy as books can hardly be read when it gets dark.

26

dt,LifAVA.

IMPLEMENTATION

There is a network of adult education centres inWest Bengal. Roughly, there are 47 Govt. projects of300 centres in each project and 40 learners in eachcentre. So, approximately, 400,000 learners can becounted in the Govt. proejct alone. There are thousandsof learners in centres run by Voluntary Agencies andother autonomous bodies. Besides, there are millionsof learners who are drop-outs from the schools and theirliteracy level is roughly equivalent to that of Glass III& IV. These booklets and others can help in effectingthe behavioural change of a vast number of people in therural areas provided there is a conscious and activeeffort by the implementors of the programme to usethese materials not only for the strenghthening of theirliteracy but also to bring about attitudinal changeswhich are essential to sustain programmes of develop-ment and self-reliance. We have now printed as anexperimental measure 2500 copies each of the threematerials with financial assistance received from ACCU.These have been distributed about 2000 copies ofeach of the materials to the Govt. projects. We havekept about 500 copies of each for use in our owncentres for certain experimental measures. We havefelt that unless a band of workers or instructors is train-ed for imparting necessary knowledge and informationcontained in materials like these, they are apt to betreated as literacy and not development materials.We are thinking of starting certain physical projects ofbio-gas to motivate the learners more decisively for theutilisation of the waste products.

As these materials were produced largely throughfinancial assistance received from ACCU (we had tosupplement is parfly from own funds) they have beendistributed free. If we find that there is a demand forthem, we shall re-print them and price the materials onno loss no profit basis and earmark the proceeds in arevolving fund.

EVALUATION

It is too early to prepare any evaluation report oneither on-going or summative right now. We shall keepthe ACCU posted about how far these materials havebeen able to orient the learners to the adoption of thenew practices which would be beneficial for the wholecommunity.

OTHER MATERIALS FROM ACCU

We serialised the book on Poultry published byACCU in our paper for the neo-literates `CHALTIJAGAT' (the moving world) and it is now in the press.We have made certain alterations and added a fewadditional information regarding chicken diseases, butin the printed form acknowledgement to ACCU will bemade. We are planning to utilise other materials fromACCU also (after due acknowledgement) for the enrich-

25

ment of neo-literacy learning materials.

etc"( \vttT1 Ckt.cP

(.41.F114

ckit ckit

+1.41-cqt 9t10.14

11.21,0,<Pisit

v0"* 11111R 7,175Vtat ulveWT ic4Ic'i tiit clum

. MO 41 =: AIM =Bengali edition of "Filteration" Bengali edition of the "River and Us"

2. INDONESIA(Adaptation and Production of AJP materials)

Basically the profile of all media or learning mate-rials designed by ACCU Tokyo is similar to supple- .

mentary learning materials developed in Indonesia.Thus, in implementing the Kejar Upajiwa Progam

(Learning group program for income generating) thefocus in designing media is not only for a new literacytarget group, but also for gaining/obtaining vocationalskills.

A. Type of ACCU media.

The media produced by ACCU Tokyo in 1984,consists of 3 types, i.e.:

1. Poster which is devided into 2 titles:

1.1 Tree planting (Bertanam Pohon).1.2 Sanitation (Sanitasi).

2. Sugoroku games (simulation games entitled):Building-up a happy Community (Membangunmasyarakat bahnia).

3. Booklet in 2 titles:3.1 The life of water (Air, Ibu kehidupan).3.2 Chicken Raising (Beternak ayam).

D. Translation and modification.

Translation of the 3 types of media is directly fromEnglish text to Indonesian text. This modification was

27

done by a team of BPKB Jayagiri-Lembang (NationalDevelopment Centre for Non-Formal Education Youthand Sports in West-Java) in December 1984, using thepattern of:

free translation.using shnple words, sinple sentences as well asthe language.

-- relevant drawing for each aspect according toIndonesian condition.

C. How to deseminate ACCU media.

Indonesia consists of more than 15.000 big andsrnall Islands. The communication between certain bigislands is improving but id other provinces its still bad,especially in isolated place in huge Kalimantan, IrianJaya as well as small islands in eastern part of Indonesia.This critical reason caused an inability to reach the goalof any program on time.

Based on the report of the developing team ofACCU media in BPKB Jayagiri, after modification ofthe media, it has been disseminated in August-September1985 to the centres, instances, institutions that arerelevant to do NFE activities in the Provinces as follow-ing:

1. Directorate of Community Education.2. Directorate of Technical Man Power.3. Directorate General of NFE, Youth and Sports.4. National Board for Family Planning.5. ACCU Tokyo.6. Unesco Regional Office, Bangkok.7. SKB Pembirnbing (Provincial Centre for learning

activities of NFE, Youth and Sports) in 26 Pro-vinces.

8. Dharma Wanita Jawa Barat (Women organization ofGovernment employees in West Java Province).

9. Manna Wanita Pusat (Women Organization ofGovernment employees in Central Office).

10. ICabid Dikmu 27 Provinsi (Division head of Non-Formal Education and Culture in 27 Provinces).

11. BPKB Kebon Jeruk, Jakarta (the same centre asJayagiri but situated in a suburb of Jakarta).

12. Lab-site of BPKI3 Jayagiri, Lembang.

D. Trrout prognun on ACCU Medla In BPKB Jayagiri

According to the report of the ACCU Media team ofBPKB layagiri, the implementation of the 3 types ofmedia in the labsite of BPKB Jayagiri is as follows:

1. Try-out program is held in January 1985.The sampling consists of 3 learning groups of 14A and each group consists of 10 participants.

. Education level of the respondents is about thesame, luwing finished grade 3 of elementary Schoolor just Packet A6 (Booklet 6).

4. The respondents consists of:21 males and 9 females.

5. The age group is between 14 and 35 yeras.

Proce dure of Try-out.1. Preparation made by the team.2. The team consists of 3 staff members who

visited the try-out location, about 2 km farfrom the BPKB (Centre). They brought alongthe medias that should be tried out.

3. Each respondent was given 5 media in a group.4. The team explained the way to read and

observe the media.5. All the respondents went home and were asked

to learn/study it within a 2-day-period.6. After 2 days, the respondents carne again to the

sante place and they were interviewed by theteam using a number of questions (see annex 1).

The conclusion of the evaluation is: 70% positifbetween good and very good, but revision is stillneeded.

The evalaution of other provincial institutions is stillexpected in Desember of this year.

E. Try-out program on ACCU Media in BPKA KebonJeruk.

BPKB Kebon Jeruk is as the same centre as BPKBJayagiri, a National Development Centre for learningactivities of NFE, Youth and Sports. This Centre issituatid in a suburb of West Jakarta, and has -also alabsite in 4 villages. The location for ACCU try-out isspread over in the 3 villages.

The objectives.The objectives of trying out the ACCU media is:1. to obtain the data upon the graduation of the

comprehension of the content/message of themedia.

2. to obtain the data upon the graduation of theattractiveness of each media.

Target group (Respondent):The characteristics of the respondents:

female, ages between 14 and 44 years.educational level between elementary Schoolgrade 5 and dropouts of Secondary School.

Time and Duration.The implementation of try-out is from the 24th

of October to 29th of October, 1985 within 5 (five)days.

The procedure.The try-out team consists of 5 Centre staff members:

4 field workers and 1 coordinator.

The evaluation instruments was designed in 3 typesrelated to the type of each media and consists of10 questions as attached. The aspects of com-prehension level cover with:

content.simplicity of the sentence and language.

The aspects of attractiveness level, cover with:format/sizetitlepicture/drawingcolour

The procedure is as follows:1. The team visited the target group in the lab-site

and distribute the media to each respondent.2. The coordinator explained the goal of the pro-

grame and how to observe the media.3. The next morning the coordinator explained

the way to fill in the instruments (question-naires), and let the respondents to it by them-selves.

4. Collecting the instruments.5. Tabulating and analizing data in the centre.

The data processing and analysis:The analysis of the tried-out media can be seen in the following Table of Comprehension Level:

No. Type of media and Title. content simplicity of languagescore rating scale

1. Poster:1.1. Bertanam pohon 87.5 84.38 good

(tree planting) 12.5 15.62 not so good1.2. Sanitari 87.5 84.38 good

(sanitation) 12.5 15.62 not so good2. Booklet:

2.1. Beternak ayam 100 81.08 good(chicken raising) 18.92 not so good

2.2. Air, Ibu kehidupan 100 81.08 good(the life of water) 18.92 not so good

3. Permainan simulasi (Sugoroku games):3.1. Membangun masyarakat bahagia 100 100 good

(Buildcling up a happy comunity).

Based on the Table, we get the illustration that:Simulation games are the most understandable media rather than Booklets and Posters.

Table for Attractiveness level:

No. Type of Media and Title. Format/Size

Title Drawing Color Letteringsystem

Scorerating scale

1. Poster:a. Bertanam pohon 90,62 100 84,38 84,38 90,62 good

(Ttee planting) 9,38 15,62 15,62 9,38 not so goodb. Sanitasi 90,62 100 84,38 84,38 90,62 good

(Sanitation) 9,38 15,62 15,62 9,38 not so good2. Booklet:

a. Beternak ayam 78,38 100 86,49 81,08 89,19 good(chicken raising) 21,62 13,51 18,92 10,81 not so good

b. Air Ibu kehidupan 78,38 100 86,49 81,08 89,19 good(the life of water) 21,62 13,51 18,92 10,81 not so good

3. Permainan sirnulasi (Sugoroku games):Membangun Masyarakat bahagia 100 100 100 100 100 good(Building up a happy community) not so good

Based on the Table, the illustration is:Simulation games is still the most attractive media rather than booklets and posters.

Conclusion.The analysis of the 3 types of tested media could bedescribed as follows:

1. Simulation game, out of the three types ofACCU media is the most relevant type of mediato be developed for the non-formal target groupin the aspect of:

comprehension andattractiveness.

2. Booklets and posters have the same graduation/level in these aspects mentioned in point 1.

Thus, the 3 types of media could be in terms ofreference to be more developed and diseminated tothe rural areas.

F. Some difficulties found in getting the feed back.

1. Lack of relevant evaluation system as a comprativeresult in different ecological areas such as:

rice-field area

Annex. 1.

plantation areamountainour areasea/fishing area.

2. Bad transportation and conimunication in certainislands especially in .Eastern Indonesia become ahandicap in implementing such a media try-out.

3. Shortage of Funds of Budget caused all try-outprograms to not yet reach the goal of the program.

4. Attitude or habit of the community, especially inthe rural areas: just to accept or receive the Ques-tionaire but not to do what they should do (in thecase of: try-out done by the Province people in theirarea).

The 4 difficultes mentioned above, give a generalillustration of why the team of Jayagiri have not re-ceived yet the feed-back from all instancies (depart-ments) and learning centres.

NameSex

Questionaire on Media try-outType of Media: Poster.

Theme/TitleDay/Date

Kejar :

Address :

Education :

To improve this media, we ask your favor to fill in this form by encircle the chosen answer.

Questions. Answers

1. Is the Poster's theme clear to you? yes no

2. Is the Poster good and attractive to you? yes no

3. Did you get the message of the Poster? yes no

4. Is there any unclear sentences in the Poster? yes no

5. Is there any not understandable drawing in the Poster? yes no

6. Is the Poster useful for your surrounding society? yes no

7. Is there any among the sentences in the Poster that offend you? yes no

8. If the colour used good enough? yes no

9. After seeing the Poster, were you encouraged to follow the Poster's message? yes no

10.* After seeing the Poster, are you certain that good sanitation keeps good environment? yes no

Is there any suggestion or opinion to improve the Poster?If there's any, write it down here!

30 29

thnex. 2.

Questionaire on Media try-outType of Media: Simulation Game.

Theme/TitleDay/date

Name Kejar :Sex Address :Education :

Attention: To improve this media, we ask your favor to fill in this form by encircle the chosen answer.

Questions.

1. Did simulation game interest you?

2. Can you play the simulation games easily?

3. Is it just and is the form of simulation games suit you?

4. Is tht guide of simulation games clear and help you to play the games?5. Is the form of simulation games attractive to you?

6. Is the drawing and colour of the simulation games good or attractive enough?7. Did you understand the subject of simulation games?

8. Is the simulation games useful for your surrounding society?

9. Do you plan to ask some one else to join you in playing this games?10. Do the subject of simulation games increase your knowledge?

Answers.

yes no

yes no

yes no

yes no

yes no

yes no

yes no

yes no

yes no

yes no11. What's your suggestion and opinion towards this Simulation games. If there's any, please write it down here.

1

47

4'14',

.,vift

4"

ilivitelpantr dimming on how to play the "SUGOROKU Game" in Indonesian NatiOnal Workship _

30 31

Annex. 3.

Questionaire on Media try-out.Type of Media: Booklet.

Theme/Title : ....Day/Date

Name Kejar :

Sex Address :

Education:

Attention: To improve this media, we ask your favor to fill in this form by encircle the chosen answer.

Questions. Answers.

1. Is the booklet's cover attractive and good enough for you? yes no

2. Is the drawings and sentences on the booklet cover understandable? yes no

3. Is the theme attractive? yes no

4. Is there any drawings in the booklet not understood? yes no

S. Is there any sentences in the booklet which hard to understand? yes no

6. Is the booklet's content or subject useful to your surrounding society? yes no

7. How many times did you read this booklet before you understand it's content?. yes no

8. After reading the booklet, did you feel to understand the content? yes no

9. After reading this booklet did you feel any increase in your knowledge? yes no

10. After reading this booklet did you know the steps or how to raise chicken and betterusing of water? yes no

Write down your suggestion or opinion if you got any, improving the quality of booklet.

32

Indonaion edition of "Sanitation"

Indonesian edition of "Osicken Raising"

-., , :.. --.- , I _.,-.."' ..,'

i--. 5.73111.5.--:--"''''.7:4'1;1'.. le '7.Z-VO...,

. ...--:.,,,,..,.

'..,' 7:.,

s?-4 A' .Hp'

14:4

Indonesian edition of "The Life of Water"

Annex. 4.

QUESTION FOR INTERVIEW.

1. a. Is the drawings understandatb. Which one is hard to understand?

2. a. Is the drawing attractive?b. Which one is not attractive?

3. a. Is the colour of the drawings good?b. Which one is not good?

4. a. Is the sentences understandable?b. Which one is hard to understand?

5. a. Are the letters clear?

1. Introduction

b. Which one is not clear?

6. a. Is the content or subject useful?b. Which one is not useful?

7. Do they like the format or size?

8. Are the letter size big/large enough?

9. Are the pages a lot?

10. Is the content boring?

3. MALAYSIA(Organization of National Follow-up Workshop)

The first national workshop on the Preparation ofTeaching and Learning Materials for Literacy Programmefor Women in Rural Areas we jointly organized byUnesco Paris, the Community Development Division(KEMAS), Ministry of National and Rural Development,Malaysia; Unesco Regional Office for Education in Asiaand the Pacific (ROEAP) and the Malaysian NationalCommission for Unesco.

The workshop was held in the Asia and the PacificDevelopment Centre, Kuala Lumpur, from 14 to 26January, 1985, and was attended by 40 participants and4 consultants from Unesco Paris, Unesco ROEAP,Indonesia and ACCU.

This workshop was a follow-up activity of theSecond Regional Workshop on the Preparation ofLiteracy Follow-up Materials in Asia and the Pacific(Chiangmai, Thailand, 3-12 October 1984) organizedby Asian Cultural Centre for Unesco (ACCU).

2. Objectives of the Workshop

The workshop aimed at:

a) giving technical 'knowledge in preparing literacymaterials tO the participants;

b) exposing the techniques in assessing literacymaterials;

c) determining the materials produced weresuitable to the target group of the programme;

d) compiling a progamme at the national level inthe production of teaching and learning literacymaterials and;

e) adapting and field-testing the materials pro-duced in the course of the workshop by theparticipants and produced under the Asian/Pacific Joint Production Programme of Mate-rials for Neo-Literates in Rural Areas (AJPmaterials).

3. Phases of the Workshop

The workshop had the following phases:

Phase 1 PreparatoryBefore the workshop, thedistrict supervisors

and teachers/facilitators were requested to assist in acase study of the villages for the purpose of field-testing. For the field execuise during the workshop,the supervisors from the district/village assisted theTechnical Committee to prepare a profile, of thevillages intended for the field testing of materialsduring the training programme and will providebackground information for the field visits.

Phase 2 TrainingThis phase provided 13 working days contact

session in the training venue. Discussions were heldon the method of deieloping literacy follow-upmaterials relevant to the needs in rural communitiesand Some prototype materials were developed by

3233

the participants. The participants also examinedsome materials prepared under the Asian/PacificJoint Production Prograrrune (AJP materials).

Phase 3 7 Field WorkThe participants studied the needs and pro-

blems of the villages visited for developing proto-type materials and field-tested the materials deve-loped during the workshop and the materials deve-loped under the AJP Programme.

Phase 4 Follow-upThe participants examined the possibility of

implementing regional literacy follow-up materialsproduction programme. A draft of regional follow-up training materials was developed during theworkshop.

4. Preparation of Prototype Materials throughGroup Works

Four working groups were formed among the par-ticipants to develop the following types of neo-literatematerials:

A.B.C.D.

Printed book materialsPrinted non-book material§Electronic mediaGames and other activities

Four villages were chosen for survey of needs andproblems as basis for the materials production.

The community study was undertaken throughobservation, random sample survey and throughdialogue and discussion with the leaders and the peoplein the villages. Prior .to the visit, about 15-16 people

from the villages were selected to be respondents for thestudy.

After carrying out the studies, the group attemptedto list the needs and problems of the villages and triedto select themes and topics relevant to the needs andproblems.

The groups were given 4 days for the preparation ofthe materials according to the prodedures given earlierin the session. After 4 gruelling days the groups cameup with following materials.

Group A: Use of Compound (booklet)Group B: Balanced Diet (flipchart)Group C: 1. Women's Programme of the Health

Mothers and Babies (cassette/audio)2. A Clean and Useful Compound (Photo-

novella)Group D: Prawn Crackers (leaflet)

The group also adapted materials produced underthe Asian/Pacific Joint Production Programme (AJPmaterials). The materials are:

A. boolket 1. The Life of Water2. Baby's Food3. Bamboo Handicrafts

B. poster 4. Everyone's Water How should weuse it?

5. Home Gardening6. Sanitation7. Filtration

C. game 8. Building Up A Happy Community(sugoroku)

ihiihave developal In the Workshop

These prototype materials were produced, presentedand discussed in the Malay Vernacular through out theworkshop and field-testing.

Evaluation were on the simplicity and clarity ofmessage, illustrations, presentation, styling and format.

Individual questionnaire, observation, discussionand dialogue materials were used.

5. Follow-up Activities

Following this national workshop 3 follow-upactivities have been planned, one each for PeninsularMalaysia, Sabah and Sarawak. In April 1986 a regionalworkshop for Sabah and Sarawak will be held and it ishoped that it will gather local people together and comeup new prototype materials to suit to local flavours.

6. Distribution and Utilization of AdaptedAn Materials and Newly DevelopedMaterialsThe printing of the adapted MP materials and the

newly developed materials are In the process. Thematerials are:

A. booklet 1. Use of CompoundB. poster 2. Home Gardening

3. Everyone's Water How should weuse it?

4. Sanitation5. Filtration

C. game 6. Building Up A Happy Community(sugoroku)

Each of the material will be printed in 500 copies.These materials will be distributed through fanctionalliteracy teachers/facilitators in Sabah and Sarawak inparticualr and to other states.

7. Try Out of These Materials

During the first 3 months of 1986 will be the layoutperiod and all the facilitators are requested to send theevaluation sheet to the Community DevelopmentDepartment Headquaters in Kurala Lumpur through theStated Directors. As from 1987 modification will bedone as required.

8. Budget for Printing

The budget for the printing of these materials areborne bythe government and a sum of US$500.00 wascontributed by ACCU to meet the budget.

4. NEPAL(Adaptation and Production of AJP materials)

It is a great pleasure to present this brief report onNational Follow-up Activity of Second Regional Work-shop on the Preparation of literacy Follow-up Materialsin Asia and the Pacific held in Changmai, Thailand 3-12October 1984.

First of all, on behalf of His Majesty's Governmentof NEPAL, Ministry of Education of Culture, I wouldlike to express my sincere thanks to the Asian CulturalCentre for UNESCO (ACCU) Japan for its co-operationto Nepal for National Follow-up Activity. ACCU'sefforts for neo-literacy materials development for ruralareas have been highly appreciated.

The following Asian Joint Production MaterialsProgramme (AJP) had been selected for adoption andproduction in local language under National Follow-upActivity. The selection was made on the basis of non-availability of materials in the country and relevant torural situation.

Title of Materials

1. The Life of Water Printed Book Material.2. Every One's Water How should we use it

Printed Non-Book Material.3. Building up a Happy Community Sugoroku game.4. Methane Gas: The Use of Waste Materials Booklet.5. Filteration of Water Poster.

The text of all five materials were translated andthe title modified into local vernacular i.e. Nepali, tosuit the local situation in the process of adoption of thematerials. Besides, some modifications were done in thecontents and illustrations were also drawn to suit thelocal situation in "Methane Gas: The Use of WasteMaterials" and "The Life of Water". However, providedenough time and resources, the materials could havebeen improved more. Furthermore, lack of qualitativeprinting facilities, production of qualitative materialshave also proved to be a concern. The materials werefmalised for adoption after discussions with memberstaff of Adult Education Division, MOEC and languageedited by linguistic. The materials produced are asfollows:

34 35

No. Titile of AJP Materials Title of Adopted MaterialsNo. of

Printed CopiesPrintedProcess

1. The Life of Water PANI RA JIVAN 1000 Offset(Water & Life)

2. Every One's Water PANI KO PRAYOG 900 ScreenHow Should We Use It (Use of Water)

3. Building-up a Happy SUKHAMAYA JNAN KO BATO 1000 OffsetCommunity (The path for Happy Life)

4. Methane Gas: The Useof Waste Materials

GOBAR GAS KO PRAYOG GARAOUN(Let's Use Methane Gas)

1000 Offset

5. Filteration of Water SAPHA PANI KHAOUN 1000 Offset(Let's drink clean Water)

The total expenditure for producing these materials were Rs 27850.00 (equvalent US$1547.22).

Financial Assistance from ACCU.

The expenditure made from the budget of Adult Education Division

* The materials were produced in March/April 1985.

Regarding utilization of the materials, these aredistributed free of cost to be utilized by the Non.i onnalAdult Education Classes with 6 months duration. Thesechines operate 2 hours a day and 6 days a week. The aimof Non Formal Adult Education Programme are toraise awareness among adults rural life along withliteracy skills. About 1000 classes are under operationthroughout the country. Different government and non-government agencies are involved in hi programme. Inaddition, few copies of material :ire distributed to c:c.-cenied agencies for inforrnatkms. Instructors, in theirtraining programme, are provided with the materialsalong with the guid5Awe on the methods to use thesematerials. The objectives of this programme are alsomade clear to the instructors during their training. The.materials ar i. distributed in various seminars and work-shops orgmized by Adult Education Division. Theimpact c,f these materials have still to be studied. How-ever, observations and discussions in the classes revealfew following facts on these materials.

1. The Life of Water Booklet

The booklet is successful to convey its message toadults. They have been familar with values of waterin their daily life and the water cycle. However,the letters are smaller for adults and still needs to beimproved also to make it more attractive.

2. Everyone's Water How Should We Use It Poster

36

US$1,000.00

US$ 547.22

Total: US$1,547.22

The poster is very clear and understandable. It'sillustrations are relevant to rural life. It is attractiveand in successful to stimulate discussions among thevillagers about the situation and problems, thetarget group is facing. The material, as found, is alsoable to create awareness in the target group aboutwhat should and should not be done for the best useof water for healthy living. However, as screenprinting is not so good, there are comments for itsimprovement.

3. Building-up a Happy Community A Sugorokugame

This game is very interesting among adults, trainersand instructors. They enjoy this game. The gamehas been able to meet its objectives and these haveplayed an important role to motivate the neo-literates. Moreover, the messages conveyed throughthis game, has helped them to cope with the pro-blems in daily life. However, few following com-ments have been marked about this game. Thegame when adopted in original form as per originalillustrations were not understood by the ruralparticipants, because of the non-relevancy of theillustrations to the local situation. Furthermore, thesize of letters are small to be read by neo-literates.

4. Methane Gaa: The Use of Waste Materbls Booklet

35

The message is clear. But, as the villagers lack thetechnical-knowhow and could not meet the cost forthe installation of the plant, it is not practical. Inaddition rural people are not used to this gas. Sothis material would be useful in future after aware-ness is created and they feel it necessary. Theletters are smaller for semi-literates.

5. Filteration of Water Poster

The poster is able to desciminate informations onthe methods for cleaning water. But while thetarget group feel difficulty to adopt the fittingtechnique as shown in the poster, on one hand, onthe other hand the villagers are also reluctant adoptit, because they are habituated to drink non-filteredwater. The habit as, could not be changed over-

,

night, it may take long time to accept the message,though received also. This may be because the ruralpeople might have not felt the need to drink filteredwater.

CONCLUSION

Neo-literates are increasing. There is lack of appro-priate post literacy materials for them especially in ruralareas to maintain and raise their literacy skills. Further,they need informations to improve their daily life.These above adopted materials are very useful and highlyappreciated in rural situation. Among the materialsEvery One's Water How Should We Use It wall

, poster and Building-up A Happy Community Sugo-roku game are highly appreciated by rural adults.

A.

Instructor showing the poster to the villagers in the Adult am

1.-S *am oi !Obi.. .6-;;(11*-4A.1

loo ooln I ...Al) looNNin AO . ,

S.011.11 11. 0.40 fn..'

Imo, or

Nepalese edition of "Every One's Water How should We Use it"

37

OPY:AVAILABLE.:

NEPALESE EDITION

tq9 ammo 41.0%.ft.

I7::.....immaimanseenUMEEMEIRVIIINIZ .11ILIM!M,II.Milliii.Millerillikomme.....10..*.0=3 4a......to

0.11.,01.141.714- orlt

t:01"

&yielding-up a Happy. Immunity (SUGO OKU Game)

The Life of Water (booklet)

Methane Gas: The Use of Waste Materials (booklet)

38 3 7

Filteratlon of Water (poster)

5. PAPUA NEW GUINEA(Organization of National Follow-up Workshop)

Introduction

The workshop was conducted by the funds whichcam through from Asian Cultural Centre for Unesco(ACCU) in Tokyo. The funding was requested by thetwo participants at the second - Regional Workshop onthe preparation of NEO-Literal materials for Ruralpeople at Chiangmai in Thailand. This is a brief reportof the national Literacy follow-up material. Workshopconducted in Tani Southern Highlands Province of PapuaNew Guinea from 15th to 26th April, 1985.

Finance

For the above workshop, the amount of $ US,600-00 (K614.00) was received from Asian culturalCentre for UNESCO (ACCU) in Tokyo. We have spentthe amount as follows:-

$US Local Kina1. Accomodation 187.58 192.002. Transport 85.98 88.003. Food 159.36 163.004. Firewood 7.82 8.005. Kerosene 10.75 11.006. Allowance 109.43 112.007. Stationaries 39.08 40.00

Total 600.00 614.00

In the above expenditure, we have not shown anycostings on printing. We will meet this through ourProvincial Government fundings. That is, if we do noreceive the remaining amount of US$100.00 fromACCU as expected.

We have not put the materials produced into ourprinting press as we have yet to fmd some more funds toget them printed. When the materials are printed. Wewill send copies to ACCU.

Materials Translated.

The following materials have been translated duringthis workshop:-

1. Better, Income for Rural Life - Booklet2. Baby's Food - Booklet3. Everyone's Water - Poster.

It was a great task, although the materials aboveseem not so many.

We have translated them into our own linguiaFranca - Pidgin, This language is spoken by manypeople in Papua New Guinea.

C.

We translated the materials into one of SouthernHighlands vernacular languages - this Huli. Some ofthe participants, took their own time to translate theminto Huli.

The picture were translated or re-drawn by ourartist under our guidance to suit our local situation.Since, Papua New Guinea is so diverse, culturally we hadto make the pictures situational to the area we conduct-ed the workshop. We could not make it more general tothe nation. Every ethmic group has its own cultures andcustoms. Translated articles are expected to be dis-tributed to our literacy classes, youth groups andwomens groups when printed.

Materials Produced.

We were able to produce, only one material duringthe workshop. The material is a booklet. The book isentitled "SOME THOUGHTS FOR WOMEN IN THEVILLAGES".

When written in our Lingua France, it is entilted"SAMPLEA TINGTING LONG OL MERI LONGPLES".

We went into Kilcita village and visited a women'sgroup there. We (the participants of the workshopand the womens group members) sat around in a circleand had some discussions. In the beginning, the partici-pants of the workshop explained to the women there thereasons for us being there. The explanation was done bysomeone who was fairly familar with the area and knewsome of the women there. After the explanation, wewent into discussing some of the problems the womenwere facing, especially in their group activities. Wetalked around for about two hours. Then we (workshopparticipants) left for the centre where we were based.At the centre we discussed and analysed the informationgathered. We decided to procude a booklet. Then abooklet mentioned above was produced or developed.

1. Identified a village2. Make arrangement for a visit3. Visited the village4. Discussed the activities and problems5. Analysed the findings6. Worked out format7. Decision taken for a format.8. Discussed and selected title.9. Title selected discussed.

10. Developed material11. Field tested the material

(This was done after the workshop)12. Adjustments made13. Final paper prepared for printing (printing not

done yet).

39

We followed the guidebook prepared by ACCU.This book was a great help to us on the whole. Theguide book was translated into our Lingua - Franca bythe Provincial Literacy Officer, (Kove Waiko) knowingthat some of the participants would be illiterate inEnglish..

PARTICIPANTS.

The following are workshop participants1. Kove Waiko Resource person2. Lagubi Tiaigini Participant3. Peter Nanara Participant4. John Orabi Participant5. Kwimb Name Participant6. John Yanari Illustrator

We were able to manage onlY six people with thefunding made available. Should the funding be threetimes as much we would have managed three timesas many people and produced three times as manymaterials.

However, we feel we have done something valuableand something worth the time and resource we have putinto the workshop. Every member of the workshopparticipated with great interest. Each one of us felt weneeded such workshops to produce more neo-literatematerials suited to our situation.

OBJECTIVES

In the original plan, our objectives were as follows:1. To translate four (4) materials produced by

ACCU or under Asian Joint Production.2. To produce two (2) new materials.

The above were our objectives set. However, wedid not meet the objectives in full. We were able to-(1) Translate only (3) three materials and (2) Produceone (1) newmaterial.

We have aimed a little higher than what we couldachieve. This gives us some lesson for the future. Weanticipated the failure as this was planned in the hopethat financial assistant would be higher than what wereceived.

Once again we are thanking ACCU kindly for itsfinancial support for this workshop.

PROGRAMME

Two types of programmes are attached. One is abrief programme, suggested in the planned session. Theother is a timetable worked out by the participants,

after having looked at what was there to be done.The timetable is the one we followed closely,

though there were slight changes (Please see the attach-ment).

MATERIALS

We have vet to get the materials printed. We willhopefully send a copy of each materials, produced andtranslated when we get them printed to Asian CulturalCentre for Unesco (ACCU).

ACKNOWLEDGEMENT.

We one our heartfelt thanks to the following peopleand organization.

1. Asian Cultural Centre for Unesco (ACCU) formaking the funds avaialble to us to run this work-shop.

2. Education Unesco Office in Waigani for giving usall the necessary assistant.

3. ESSU head office in Mendi for giving us time andtransport.

4. The Principal of Hoyabia Bible School for allowingus to use the Centre for two week at a very mini-mum cost possible.

5. All the participants, especially those who werevolunteers, for giving their time and worked throughtirelessly.

6. Finally and not the least to the village women wevisited for co-operating with us to make the workpossible.

CONCLUDING REMARKS.

On the whole the workshop was of great value notonly allowed us to produce, and translate materials, butit also taught our leaders some skills of running suchworkshops. The participants, apart from the resourceperson, came not only to contribute, but also to learn.In otherwords, the participants contributed as well asgaining new skills. This was expressed by each partici-pants, even the illustrator, at the eve of the workshop.

We would greatly appreciated further assistance onsuch workshops or fundings for such workshops.

In Papua New Guinea, we lack printed materials forNE0- literates and would need more help on materialproduction.

At the same time it is too costly to run such work-shops, due to our geographical situation or topographyof the country.

WRITERS WORKSHOP 15-26th APRIL, 1985

PROGRAMME

lstlOth April, 1985 preparation programmecommunication, correspondence.

1 lth-14th April, 1985 preparation and arrival ofthe members.

Monday 15th April, 1985.

Introduction of the aims and objectives of theworkshop.Drawing timetable for the workshop.Introduce the Asian Joint Production materialsand the ACCU materials.Selection of materials for translation.

Tuesday 16th April, 1985.

Translation of the four materials selected.

Wednesday 17th April, 1985.

Introduction of preparing guide books on print-ing on new literate materials.Identification of a village or project for fieldvisit.Discussion on possible problems of the village.

Thursday 18th April, 1985.

Field visit to the village or project selected.Identification of needs and problems of thevillage or project selected.Discussion on the theme and formal for theproblems and needs identified and the selectionof theme.

Friday 19th April, 1985

Discussion of themes and formal selected.Work out procedures for development. (nightfilms) village theatre.

Saturday 20th April, 1985.

Options, nights films.

Sunday 21st April, 1985.

Free (Picnic)

Monday 22nd April, 1985.

Developing the materials.

Tuesday 23rd April, 1985.

Developing the materials (Meeting with Youthand women group leaders).

Wednesday 24th April, 1985.

Field testing the materials produced.

Thursday 25th April, 1985.

Adjustments and chargesDiscussion on the field testingFinalization.

Friday 26th April, 1985.

Reporting writing.Departure for participants

TIME TABLE

WRITES WORKSHOP - 15-26 APRIL 1985

WEEK 1

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

6:00-7:00 Shower Shower Shower Shower Shower Shower Shower

7:00-8:00 Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast

8:00-9:00 Introduction Proceedures for Guide book Village Visit Title Discussion Direct to Church

Translation Illustrator

9:00-10:00 Timetable Proceedures for

Translation

Introduce

discussion

Format of

Printing

Discussion on

Illustration

10:00-10:30 Coffee Coffee Coffee Coffee Coffee Coffee Coffee

10:30-12:00 A.C.C,U(AJP)

Matedals

Translation Guidebook Discussion on

problem

Material

production

Illustration

12:00-13:00 Lunch Lunch Lunch Lunch Lunch Lunch Picnic

13:00-15:00 Discussion on

materials

Translation Guidebook Type of

materials

Material

Production

Market

15:00-15:30 Coffee Coffee Coffee Coffee Coffee Coffee Free

15:30-16:30 Method of

translation

Translation Problems Title Selection Materials

Production

Free Time Free Time

16:30-19:00 Free time Dinner Free time Dinner Free thne Dinner Free time Dinner Free time Dinner Free time Dinner Free Time

19:00-20:00 Discussion Discussion Discussion Discussion Films Films Discussion

20:00-20:30 Coffee Coffee Coffee Coffee Films Films Discussion

_ .

allil

gO

p. $

. -, ,

.k ,

(I°

Q=

e oa

* E

X9 7.

...' k

? a

k. -

.4.

g 5

oom

co.<

Qa

a 1E

1 00

a

"1 9

.)

a a.

rz

5 G

cer

a'ra

e E

l

* o

g re

F,1

,) R

ce) 0

1lit

a;

Eg

5 0

cg.

0 O

N" EI. "1

1 4:

10.

+& O

MI

* C

Ao

Fva

gi a

: 3

, ag

Da

a5

. ...

, ...

. ,".

= =

=C

D...

. .

9 41

°Q

irt P c..<

...,..

c..,

0g

sos5

.g01

20

0C

D

ca r+C

D

° 0

e ..

.0;ii

lg:

....

=oc

,0

ita0

(4.

ti

WE

EK

2 TIM

EM

ON

DA

YT

UE

SDA

YW

ED

NE

SDA

YT

HR

USD

AY

FRID

AY

6:00

-7:0

0Sh

ower

Show

erSh

ower

Show

erSh

ower

7:00

-8:0

0B

reak

fast

Bre

akfa

stB

reak

fast

Bre

akfa

stB

reak

fast

8:00

-10:

00M

ater

ials

Mat

eria

lsFi

eld

Tes

ting

Adj

ustm

ents

Rep

ortin

gPr

oduc

tion

Prod

uctio

n

10:0

0-10

:30

Cof

fee

Cof

fee

Cof

fee

Cof

fee

Cof

fee

10:3

0-12

:00

Mat

eria

lM

eetin

g w

ithFi

eld

Tes

ting

Adj

ustm

ents

Rep

ortin

gPr

oduc

tion

Lea

ders

12:3

0-13

:00

Lun

chL

unch

Lun

chL

unch

Lun

ch

13:0

0-15

:00

Mat

eria

lsPr

oduc

tion

Mee

ting

with

Lea

ders

Ret

urni

ng to

the

Cen

tre

Fina

lizat

ion

Cle

anin

g up

15:0

0-15

:30

Cof

fee

Cof

fee

Dis

cuss

ion

&C

offe

eC

offe

eA

djus

tmen

ts

15:3

0-16

:30

Mat

eria

lM

ater

ial

Dis

cuss

ion

&Fi

naliz

atio

nD

epar

ture

Prod

uctio

nPr

oduc

tion

Adj

ustm

ents

16:3

0-19

:00

Free

Tim

eFr

ee T

ime

Free

Tim

eFr

ee T

ime

Dep

artu

re

19:0

0-20

:00

Dis

cuss

ion

Dis

cuss

ion

Free

Tim

eD

iscu

ssio

nD

epar

ture

under the Asian/Pacific Joint Production Pro-gram of Materials for Neo-Literates in RuralAreas.

2. To produce local prototype neo-literacy materialsrelevant to needs, problems and interest of thecountry's neo-literates.

3. To design regional follow-up programs for neo-literates in the country.

The conduct of this workshop as a follow-upprogram was deemed necessary and very timely for thefollowing reasons:

1. The functional literacy program of the governmentis hampered by the inadequacy of suitable literacymaterials that would prevent neo-literates fromreverting to illiteracy.

2. The current economic crisis the country is under-going has increased the number of school leavers inneed of continuing education, outside the formalsystem.

3. The suitability/relevance of the literacy materialsto the needs/interests of the clientele determine toa large extent its utilization and the realization ofthe objectives.

4. Literacy materials for the country's illiterates andneo-literates differ widely considering the varieddialects, interests, problems, needs, and the cultureof the clientele and the resources of the communi-ties.

S. Economic sufficiency of the masses, especially inrural areas, can be achieved by providing neo-literates access to information about livelihoodideas/activities through literacy/reading materials.

It was decided that there was a need to developneo-literacy materials tailored to the needs of the widespectrum of the clientele by training BCE (Bureau ofContinuing Education) personnel who are at the frontlines of the program, as writers and illustrators. Further-more, it is generally conceded that people tend to usemore effectively materials they themselves prepare.

The Workshop

On March 18, 1985 the national workshop wasinaugurated at Teachers' Camp in Baguio City with theDeputy Minister in charge of Non4ormal Education, theActing Director and the Acting Assistant Director of theBureau Of,Continuing Education (BCE), among others,in attendance. There. were 34 participants broken downas follows:

13 Regional NFE supervisors13 Regional illustrators5 BCE researchers1 BCE illustrator2 Observers

The initial activities of the workshop were devotedto the presentation of reports of the 13 regions of thecountry on the status of literacy materials production,utilization and lecture discussions.

The reports revealed that NFE workers do not havedifficulty preparing basic literacy materials, for majorityof them are formal school teachers. The materials theyneed are not too different from those used in formalteaching. The need for neo-literacy materials, however,is grave. For after the older or more mature out-of-school clientele has learned the basic literacy skills ofreading, writing and ciphering, he needs more materials,more than the NFE workers can provide. For instance,the NFE worker can not give a neo-literate farmer with aliteracy level of Grade III in formal school, the Grade IIIbooks.

Lecture/discussions were conducted on the follow-ing topics to provide the participants with the neededbackground for the workshop that followed:

1. Who are the Neo-Literates?2. Planning for Neo-Literacy Materials Development

a. Community Surveyb. Selection of Theme, Topic and Format for Neo-

Literacy Materials Development3. Formats for Neo-Literacy Materials

a. Printed Book and Nonbookb. Electronic Radio, Slide Kit, VTR

4. Distribution, Utilization and Administration of Neo-Literacy Materials

Community visits, group work, critiquing, revisionand field-testing the materials prepared characterized therest of the two-week workshop. The workshop alsoproduced at least two kinds of materials for the fourformats used. Each illustrator of the 13 regions re-produced all the materials produced to take home.The materials are:

1. Printed Book Materialsa. "Mother's Milk is Best for Babies" (a booklet

with illustrations)b. "Water is Life" (a comic booklet)

2. Printed Nonbook Materialsa. "I Clean, You Clean, We Clean" (an instruc-

tional poster)b. "Bawal Na Gamot" Prohibited Drugs (an

accordion instructional poster)c. "A Small Family Is a Contented Family"

(motivational poster)

3. ElectronicMedia Materialsa. 'This Is My Barangay" (a slide kit)b. "Core Messages of Population Education" (a

taped panel)c. "The Lesser, the Better" (a taped drama)

4. Games and Othersa. "Spin and Learn" (a roulette type of game)b. Proverb Card Game

Even as the national workshop was going on, theparticipants expressed their desire to duplicate the sameworkshop as their follow-up activity. They saw the needfor training the NFE workers, especially in the ruralareas, because for more than three years now the Mini-stry had not undertaken the production of literacymaterials for non-formal education. So the NFE workerhad to look for literacy materials from other sources, orwould produce some from local funds. Too often thematerials they can get from other agencies and othersources are too technical or far beyond the level of theneo-literates. They felt that when funds for productionbecome available, then the NFE worker is ready toproduce the literacy materials.

Immediately, representations were made with theMinister, and before the workshop came to a close, heapproved the follow-up workshops in each of the 13regions of the country with a fund assistance of 36,500for each.

The regional follow-up workshops were conductedwithin the period of five months, from June to October,1985. The BCE personnel served as consultants andresource persons in the workshops. All told, to date,504 NFE workers division supervisors, NFE com-munity coordinators and illustrators are now trainedas neo-literacy writers/illustrators. Each of the 126school divisions of the country has a team of at leastfour writers. The same activities were utilized in theregional workshops; lecture discussions, communityvisits, group writing, critiquing, revision, field-testing

Background

and further revision wero t' one. Another dimension wasadded. It became necessary and very effective to camp-aign for the social acceptance of NFE and its projectsto ward off suspicions and to get the people's coopera-tion.

In some school divisions where funds are available,follow-up activities of reproduction of the materialsproduced have been started. The others, however, waitfor fmancial assistance from the Ministry.

It may be mentioned in passing that the needs,interests and problems of the neo-literates in bothrural and urban communities are almost identical. Drugaddiction of the young, low income, large families,shifting moral values, poor nutrition, among others, arethe common ones.

Meanwhile, these follow-up activities on neo-literacy materials development have yet triggered an-other literacy writing project. A new breed of workers,numbering about half a million, has developed in thePhilippines scene. These are the overseas contractworkers who leave their families/dependents behind foryears of contract work outside of the country. Mean-while, these families/dependents experience variousproblems single parenthood, inability to manage themoney sent home, etc. To help them, the BCE em-barked on a project for the continuing education of thefamilies of these workers. The first phase is to developliteracy materials to help them solve their problems.A team of writers in a pilot division of every region isnow writing these materials. With their background inneo-literacy materials development, they now have moreconfidence in the work. The project ends in January of1986. Another follow-up phase, production and utiliza-tion, is in the offing. These may very well be consideredas part of the chain reaction of literacy materials deve-lopment that occurred in the country as follow-up of theSecond Regional Workshop in Chiang-Mai, Thailand,which the undersigned attended.

7. THAILAND(Adaptation and Production of AJP materials)

Since the shortage of clean drinking water is acommon problem in rural communities, Thailandconsidered "Poster Production Project for the Rural

'Water Filter System" an important follow-up activity ofthe Second Regional Workshop on the Preparation of

Literacy Follow-up Materials in Asia and the Pacific.The purpose of this project is to produce a poster onhow to purify water by means of charcoal filtering andto disseminate this knowledge to the villagers throughthe network of Village Reading Centers. Goal of theproject was to produce 5,000 posters adapted fromACCU's prototype, namely, "Water Filter Pot for the

4545

Villagers." The Department of Nonformal Education,Ministry of Education, Thailand, is a responsible organi-zation for the project.

Outcome of the Follow-up Activity

The Department of Nonformal Education, Thailand,has fulfilled the purpose of the project by producing5,000 posters on clean drinking water filter as aimed.Those posters have been sent directly to 72 provincesand 380 public libraries 35 to 40 posters for eachprovince and 5 posters for each library. The dissemina--don of the poster through the Village Reading Centershas been carried on by the provinces. Formal evaluationon the poster effectiveness has not yet been conducted.Nevertheless, by observation and informal interview tothe villagers, it could be concluded that the poster isquite practical and simplified enough to follow in-struction. Thus, it helps the villagers to be able toconstruct the water charcoal filter themselves. However,it is discovered that most of those who make use of theposter located mainly in the northern part of Thailand

Supplementary Report on the Other Reading Materials

Besides the poster on water filter pot for the villa-gers, the reading materials produced by the Departmentof Nonformal Education included reading materials forneo-literate, reading materials for the country people,

s't

t

Arkz_

4

wall-newspaper, fly-sheets, and stickers.

Main purpose of the reading materials for the neo-literate and country people is to expand reading skilland maintain reading retention. Also, it aims to givegeneral information on health, agriculture, local laws,social problems, local occupations and others aspectswhich considered indispensable for the better living.

Fly-sheets aims to give information on daily lifeproblems. Along with those, knowledge of an appro-priate technology is also included.

Posters and sticks are produced for the pursuasiveand stimulating purposes. It tries to convince and pur-suade the neo-literate to maintain and expand readingskills, stimulate the literates to help and participate inthe National Illiteracy Campaign Project.

Wall-newspaper intends to give general informationwhich the villagers should know. Also, it introducessome essentials knowledge for life improvement and thebetter living. The identity of this type of readingmaterials is one-sided printing in order that it can beput on the wall for reading convenience.

All of these reading materials have been disseminatethrough the public libraries and Village Reading Centerswhich are located around the country.

,c .'r name

onitlismeshosahmEirrositttr

N... a

titAtic.k14:s_ti,14.. r Maw

I.

moantria="

114'

4414t

Thal adliloil-a-f-"FlItartillan"'

CHAPTER III

DISTRIBUTION AND UTILIZATION OF READING MATERIALS

IN RURAL AREAS OF JAPAN

(1) Literacy and Rural Development in Japan

(2) History and Distzibution Method Of Monthly Magazine in

Rural Areas of Japan

47

(1) Literacy and Rural Development in Japan

Theme

Literacy is fostered and spread through com-prehensive and systematic local activities which compriserural development (community building).

From the experience of rural development (com-munity building) in Japan.

I. Prologue

1. A. Unprecedented InformatiOn AssimilationThe Education Movement

1) From ancient times to the middle agesassimilation of the Sui and the Tang cul-ture from China.

2) Meiji Restoration; from 1868 introduc-tion of modern civilization from the west

3) After World War II (1945) introductionof science and technology mainly from theUSA* Agrarian culture, based on paddy culti-

vation, was introduced from the ancientperiod laying the foundation of Japan'sagrarian society.

common basis of Southeast Asiansocial structure

B. The Economic Giant Built Upon the EducationGiant

Japan was established as an economic giantonly after and within a very short time of firstbeing established as an education giant.* By the end of the feudal period, independ-

ent temple schools had spread throughoutmost of the country, promoting literacy, inthe form of reading, writing and arithmatic.This formed the basis of the school systemwhich developed after the Meiji Restoration.

Reference: "The Economic Growth ofJapan Through the Eyes of a ChineseReporter" by Zhou Bin

2. The Effects of Economic Growth on Agricultureand Rural Communities

A. Pros

Development of industry.. . . increased methods foragricultural production and improved efficiency

4

by Takeshi OkuboRural development Planning Committee, Jai

Expanded employment opportunities . .. higherurban population and trend towards forming asa side job

Increased national income . . . increased expenditureon food and diversification of diet

Improved transportation and marketability .. .establishment of food distribution system

Economic expansion of national and local govern-ments . . . increased redistribution of income (sub-

sidies for smaller industries, social insurance);fostering of increased food production; and,improvement of rural living conditions.

B. Cons

Destruction of natural environment by rapid deve-lopment ... reduction of forests and farmland,

increased land price, disastersSudden decrease in rural population and number offarmers . . . lack of successors in farming, only

elderly citizens remain in villagesIntensification of market competition . . . unstable

pricesOver investment in farm inputs . . . unstable farm

management (price support policy)Sudden increase in pollution .. . air and water pollu-

tion, acid rain, pollution from agriculturalchemicals, destruction of the soil

Sudden increase in imported faun products . . .

rate of self-sufficient grain supply: 30%rate of self-sufficient fodder supply: 27.9%

Total Number of Farm Households

in 1960: 6.06 millionin 1984: 4.36 million

(1) Type of Farm Households (%)

Type Year

1960 1984

Farming Only 34.3% 12.8%

Main Occupation Fanningplus Supplementary Work

33.6% 15.0%

Main Occupation 32.1% 72.2%Non-Farming;Farming Secondary

49

(2) Farm Communities (combination of farm and non-farm households)

Type of households Year

1975 1980

Farm

Non-Farm

30.0%

70.0%

23.0%

77.0%

NB: Farm communities is 1980 totalled 142,384 whilethose in 1975 totalled 152,431 with an avearge of141 households per community and an area of 244ha (8.7% paddy, 6.8% field crops)

(3) Household Income (1983)

Source Amount (34)

Farm Income 980,000 (15.1%)

Non-Farm Income(including social insurance,pension and annuities)

5,490,000 (84.9%)

Total 6,470,000

(4) Sudeen Rural Population Decrease and the ThreeMajor Cities (Tokyo, Osaka, Nagoya)

The three major cities comprise 45.5% of thenational population, 54% of industrial shipping,70% of wholesale trade, 83% of company mainoffices, and 68% of university students. The numberof rural communities affected by sudden populationdecrease represents 35.4% of the total number oftowns and villages in Japan, covering 45.8% of totalland area and comprising 7.2% of the total popula-tion.

11. Literacy and Rural Development Methods

1. The Process of Agricultural and Rural Development

A. Increased food production (until around 1965)

B. Controlled production (from 1970)including rice, fruit, sericulture, tobacoo anddairy products

C. Community building movement

1) Back to the village, back to the islandmovement

sense of crisis in mountain and isolatedisland communities suffering fromsudden population reduction

2) Hometown movement (from 1974)membership of urban members who paymembership fees, visit the village andare sent local products

3) One village, one speciality movement(1979)

production of special local products ineach community

4) Direct delivery (by passing the market)direct ties with urban consumer groupsand consumers cooperatives

5) Organic farmingdirect ties with consumers groups whichadvocate controls on or elimination ofuse of agricultural chemicals and chemi-cal fertilizers.

6) Expansion of small-lot distribution of localspecialities

100,000 outlets and small-lot shippingenterprises handling 150 million itemsannually73,000 post offices, the national railwayand other shipping concernsalso, products are sent directly to theurban consumers house by the localagricultural cooperative or by indi-viduals.

7) Comrrnmity development and promotionmovement

centered around the towns or village,an overall rural development plan isformulated including development oflocal specialities, establishment oftourist facilities and a production base,and improvement of living conditionsthereby stimulating involvement of localresidents

2. Interdependence of Literacy Development andRural Development Methods

A. Process of Community Development (example:Nichinan City, Miyazaki Prefecture, Japan)

Local Agencyfor PrefecturalGovernment

NichinanCity

Information

FutureImage

ImplementationPlan

Participationin Planning Actualization

Other Education Local VocationalCommittee Organizations Organizations

-

Interest SOcial Other Cultural Elderly Youth AgriculturalGroups Service Groups Citizens Groups Production

System Groups Organizations

ChildRearingGroups

Sports Women'sCluos Groups

Self-GoverningGroups ASP

Area(oid town orvillage area)

Community ExaminationMapCommunity DevelopmentPlanCommunity ActionPlan

Forester'sUnion

Fisher-mensUnion

Community

Local WorkGroups, etc.

AgriculturalCo operative

LandImprovementGroups

Women's YouthDivision Division

ProfessionalDivision

B. Discussion Promoting Movement

1) Objective:Establishment of a community which willbecome the basis of community develop-ment through expression of ideas anduninhibited exchange of opinions & amongresidents; identification of both positiveand negative aspects of the community'sliving conditions, culture, industry etc.though discussion; mutual agreement onthe future objective; firming of resolve torealize this goal with full participation ofeacii member.

2) Method:As it is difficult to provide each memberwith an opportunity to speak at com-munity meetings when all members arepresent, meetings to make importantdecisions requiring full attendance will beheld only once or twice a year.Small groups are preferable for frank andopen discussion. In addition, groups divid-ed according to age, sex and professionshould comprise production and researchgroups, while those divided according tocultural activities etc. could include in-terest groups, pleasure groups, sports

5051

groups and festival and events groups. Agroup leader should be appointed to steerthe group towards community develop-ment activities, and meetings betweengroup leaders should be held fairly fre-quently to ensure coordination with thecommunity as a whole.At each type of group meeting, variousmaterials on the special characteristics ofthe village, etc., should be prepared andeach information offered. This is also thebest opportunity to use materials of theliteracy movement. All residents shouldparticipate in some group.

3) Summary:The above two items are to be implement-ed by the. basic community. Where morethan one community group exists, theyshould be implemented within each group.

Example:

Area (town or village)

basic community group

C. Identification of the Type of Basic CommunityGroup

1) Occupation:The following information should betabulated for each household as well as forthe entire community.

Agriculturerights of landowners, tenants, etc. waterrights conditions, farmers, farm tools,equipment and machinery, vehicles suchas cars, one or two-wheeled vehicles,etc. crops, cropping pattern and unityield, communal facilities, livestockraising situation, annual volume of sales,other.

Non-Agricultural Occupationsfisheries, manufacturing and other non-agricultural occupations, commuterjobs, other

2) Lifestyle/Living Standards

Household Consumption (tabulated foreach household)

completely self-sufficient food supply,partially sufficient, totally dependenton purchased fooddrinking water supply conditionsinvalids - present or notschool children

Environment = An overall map of the com-munity should be drawn up showing thefollowingareas requiring road repair.water supply fora= fight'ing equipment daarer zr:177'river, flood prever.donsquare, children's play grourius, other

3) Culture = A complete record should becomplied.

local attractions (archeological sites,special foods, trees, temples, etc.)local historylocal legendstraditional crafts or skills, related tuproduction, culture or daily lifetraditional events or folk arts and crafts

4) Information = A summary should be madeof general conditions

information dissemination conditions atthe administrative or group level, etc.and extension of telephones, television,radio, magazines and newspapers

5) Survey Activities and LiteracySurvey of the above 4 items should bedivided among community volunteers andthe results of data compilation (withindividuals' names deleted) should bepublished and discussed by all members toincrease their understanding and awareness.Literacy will be promoted through thesurvey activities.

D. Community Economy: a summary of generalconditions will be made

1) Cash IncomeAnnual cash income for the entire com-munity will be estimated and future pro-duction trends, and direction of rationalimprovements in living conditions will bestudied through discussions.

2) Identification of Undeveloped CommunityResourcesUndeveloped resources such as farm land,meadows, mountains and rivers will bethoroughly investigated and exploitationmethods will be studied.

3) Constructive Use of Local Energy Re-sourcesConversion of methane gas into fuel (usinghuman and animal waste, compost, etc.)

Windmill (for drainage, pumping-up, saw-milling, flour milling, rice milling, etc.)

Water Wheel (for drainage, pumping-up,sawmilling, flour milling, rice milling, etc.)

Minihydropower

Solar energy (heating, electricity)

Tidal energy

Thermal energy

3. Community Development Plan

A. Future Objectives (future image of the com-munity)

The future image of the community will beidentified through activities B, C and D in item.2 above. On the basis of this image, a corn-munity development plan will be formulatedand concrete goals for attainment of thismutual objective determined.

With the basic community group(s)' objective(s)established, the overall objective for the entirearea will be determined through the implement-ing organization described in item 2. A.

B. Realization of Future Objective

1) Determination of Items to be AchievedItems which must be achieved in order torealize the future objective will be organiz-ed over a 10 year period, and annual planswill be established.

2) Division of LaborResidents will be divided up to work ondifferent items and an implementationsystem will be established. All communitymembers should participate.

3) Leader TrainingManagement, technical and other leaderswill be required for each level; occupa-

tional, lifestyle and cultural, and according-ly training of such leaders will be necessary.

C. Record of Community Development

As community development is a new step in thehistory of the community structure, the entireprocess should be recorded for future genera-tions.

4. Role of Administrative Agencies

A. Integrated Implementation by AdministrativeAgencies

Systemized instruction in new technologyshould be undertaken by research agencies, etc.at the central and local level, strengtheningthe training and advisory capacity of eachsection. These agencies should also draw up aleader training program.

B. Designation and Support of CommunityDevelopment Area

A model area should be determined annuallyfor intensive instruction and extension oftraining benefits.

5. Financial Measures

1) The principle of community development isrural development through the efforts of thelocal residents themselves. However, somefinancial support will be necessary in the initialstages of development to introduce methods forplan realization, implementation, and leadertraining, and to make sure the plan is thoroush-ly understood by the participants.

2) To stimulate activities in the designated areas,annual progress report meetings, reserachgroups and training sessions, etc., should alsobe supported and inspiring examples of progressshould be commended.

3) Materials of various types are essential forsurveys and discussions in the designated areas.Materials will also be required in correspond-ence with increased literacy. Sufficient supportwill therefore be required from the first stage ofdevelopment for printing equipment, paper,etc.

52 53

(2) The Role of le-No-Hikari in Rural DevelopmentAn Experience in Publishing and Cultural Activities in Japan

In the early days of the magazine Ie-No-Hikari(The Light of the Home), those who did not know theobjective of its publication, sneered- at it saying, "If thenumber of circulation reaches a million copies, you canmake dead trees blossom again." It was indeed nothingless than a miracle that Ie-No-Hikari, with no capitalin testment and no divided, was already publishing anepoch-making large number of copies within ten yearsafter its first appearance in 1925.

What Is Ie-No-Hikari?

The Ie-No-Hikari Association can be defmed as theNational Publishing Federation of the AgriculturalCooperatives which is in charge of agricultural educationby means of publishing. Membership is made up of fifty-two organizations including the forty-seven PrefecturalCentral Unions of Agricultural Cooperatives, the Pre-fectural Welfare Federation of Agricultural Cooperativesand four National Agricultural Cooperative Organiza-tions.

The Ie-No-Hikari Association carries out a widerange of activities for enhancement of culture andeducation in rural areas: publication of monthlies,Ie-No-Hikari, Chip (The Good Earth) designed for ruralleaders, and Kodomo-no-Hikari (The Light of theChildren), publication of books, and planning andproduction of TV programmes. Its major publication,Ie-No-Hikari, is a comprehensive monthly magazineedited is such a way that every member of a family,which is a member of an agricultural cooperative, canenjoy reading it. Ie-No-Hikari, with 55 years of history,now enjoys the largest circulation among the monthliesin Japan, publishing 1.2 million copies each month.Its December 1979 issue, with the supplement "Ie-No-Hikari Kakeibo" (housekeeping accounting book),recorded 1,525,000 printed copies.

The Ie-No-Hikari Association has the followingcharacteristics in terms of management and administra-tion.'

1. The Association is a non-profit cooperative organi-zation without capital. Its publishing is based onsubscription.

2. There are no returned books because membersplaces advance orders for books and magazinesthrough local agricultural cooperatives.

3. In case business goes into the black, the surplusis always returned to its readers through variouscultural activities sponsored by the Association.

54

4. Agricultural cooperatives regard works related toIe-No-Hikari as one of their educational and culturalactivities, and are responsible for taking orders,remitting of money and distributing of books andmagazines. Therefore, the Association can dis-tribute books and magazines directly to agriculturalcooperatives and bill them.

Ie-No-Hikari and Farmers in the CooperativeMovement

The cooperative movement in Japan reached fullscale when the Industrial Cooperative Association Lawwas promulgated in 1900. In the 1920s, Japan was hitby the worst financial panic on record. It created un-employment for hundreds of thousand workers; farmeconomy fit bottom. Some farmers even had to resortto dealing in human traffic, and disputes betweenlandowners and tenant farmers increased.

Under such financial and social conditions, theCentral Union of Agricultural Cooperatives workedhard to find a break-through for the relief of ruralpeople. They finally reached the conclusion that reliefcould only be achieved by means of expansion andstrengthening of cooperative projects as well as theenhancement of living standards and the cultural levelof farmers in general. Thus, the Central Union initiatedthe publication of le-No-Hikari as one of the tools toeducate farmers on the family level. In other words,Ie-No-Hikari sought to achieve promotion of cooperativemovement as a breakthrough of rural economic recessionand the raising of the farmer's living standard economi-cally, socially and culturally.

The purchase power of farmers was so low in thedays of recession that even a very cheap magazinecosting only 20 sen (V0.2; approx. US$0.08) wasbeyond the reach of the majority of farmers. Therefore,until 1928 the circulation stagnated at about 20 thou-sand a month, and there were times when the magazinealmost went out of existence. Fortunately, however,agricultural cooperatives had ceased to be mere econo-mic organizations by that time, and had grown to bespiritual and reliable movements based upon coopera-tivism, mutual help and mutual prosperity. Officers whowere commissioned to spread the magazine all overJapan and readers voluntarily formed the "Ie-No-Hikari Kai" (Light of the Home Group). This contri-buted to circulation growth and helped inspire thedistribution system. As a result, the initial target topublish 100 thousand copies a month in ten years wasrealized as early as in 1931, only seven years after thefoundation.

53

le-No-Hikari was generally called "cooperativemagazine. "The price was less than half that of theordinary magazine, and the target reading audience wasnot only the head of the family but also the housewife,the children, and the eldery. In other words, it was afamily magazine which all the members of a familycould enjoy reading. The editorial philosophy of themagazine was that ho matter how much the head of afamily was interested in and involved in agliculturalcooperativism, the cooperative would never developunless other members of the family were equally inter-ested in it.

Ie-No-Hikari magazine in this way contributedgreatly to the promotion of various agricultural co-operative movements, especially in 1933 and later, whenthere were large movements to establish an agriculturalcooperative in every village and town all over Japan,to make every farmer a member of the cooperative, andto let each participate in the management of the co-operative.

The circulation of Ie-No-Hikari made rapid growthparallel to the expansion of agricultural cooperatives; itreached 1 million in 1953, and 1.53 million in 1943.

The Structure of le-No-Hikari ActivitiesNo-Hiked Association

Production (monthly magazines, books,TV programmes)Promotion activitiesCultural and Publicity activitiesAdministrativo business (billing, mailing, payment)

2.Membership (52)

ItNational Agrlcultoral Cooperative Organizations (4)Prefectural Weller - --.1eration of Agricultural

Cooperatives (1)Prefectural Unions of Agricultural Cooperatives (47)LcStaff for le-No.Hikari activities

le.No-Hikarl lecturers3.Local cooperatives

1..cla-No-Hikari cultural coordinatorsYouth Association of Agricultural Cooperatives:Women's Association of Agricultural Cooperatives

4.Member families5.Prefectural Credit Federation of AgriculturalCooperatives (47)6.Central Cooperative Bank

1

le-No-HikariAsiociation :Payment of

subscription fee

g

:a 47,

2 al0.s=Fri

CentralCooperative Bank

2Membership

5PrefecturalCredit Federationof AgriculturalCooperatives

3LocalCooperatives

Magazine for subscription (Withdrawn fromcooperative savings account)

deliverySubscr'ptionPaymentagricultural

4Member families

Ie-No-Hikari and Continuous Education

Various policies established by the Governmentafter the war to democratize rural sectors, includingland reform, had brough forth positive and negativeeffects on farmers. On one hand, new owner farmerswere motivated to improve agricultural management,and women and young people felt they were emancipat-ed and were thirsty for knowledge. On the other sideof the coin, many agricultural cooperatives were in thered because of economic disorder after the war.

In the reconstruction of those hard-hit cooperativesand for the increased production of food, the largestobstacle was found to be the lack of education on thepart of farmers. The mission of Ie-No-Hikari as amagazine of education and enlightenment of farmers wasrecognized and emphasized once again.

In 1944, the Ie-No-Hikari Department was separatedfrom the Central Union of Agricultural Cooperatives andthe Ie-No-Hikari Association became an independentpublisher of the magazine.'

The circulaion of Ie-No-Hikari reached a low of200 thousand copies in 1948 due to a shortage ofpaper, but after that it increased steadily year after yearand soon surpassed 1 million copies.

When we speak of the growth of the magazine, weshould note that the aim of Ie-No-Hikari activities isnotmerely the increase of circulation but educational andcultural activities, whose achievement can be measuredby the amount of circulation. As stated ealier, one of thecharacteristics of le-No-Hikari is that the profits gainedfrom the sales of the magazine are shared with the co-operative members in the form of book reading circles,lectures, motion picture programmes, and other culturalof days devoted to such cultural activities amounted to3,000 days in the year 1954, an average of 8 culturalmeetings a day. Here we must not overlook the positivecontribution of Women's Associations of AgriculturalCooperatives. Women's Associations were organized inthe respective agricultural cooperatives one after anotherat various places all over the country. The Women'sAssociations' active cooperation in the educational andcultural activities of Ie-No-Nikari promoted women's

participation in the Ie-No-Hikari activities on a constantbasis. We can learn here that continuous education ofmembers of agricultural cooperatives through variousactivities is a key to the success of Ie-No-Hilcari andeventually to the success of enhancement of the "co-operative spirit."

Char ig Demands

In 1956, the Ie-No-Hikari Association increased thethe quality and quantity of pages with visual appeal,taking into consideration the impact of television.Offset and gravure printing were used more and more.A special issue which had been published once a yearwas discontinued, and instead, special supplementswere issued twice a year to meet the demand of readers.The supplements covered mainly the topics of thebetterment and rationalization of living.

On the other hand, Japanese economy maintained agrowth rate of ten per cent per annum after 1959.Rapid inflow of farming population into urban areasbrought drastic changes to rural communities; there wasa sharp increase of part-time fanners and drastic decreaseof full-tim. farmers.

In 1961 Ie-No-Hilcari enlarged its format (from148 mm x 210 nun to 182 mm x 257 nun) and thetype size were .also enlarged. As television becamepopular, the number of photographs in the magazinewas tripled, and visual appeal was given priority in bothcultural and practical articles. Although the magazinemaintained its original policy, "A Home Magazine forEvery Member of a Family", more emphasis was givento pages for housewives, adding the flavour or women'stragazines. In that year, the circulation reached a record1.8 million copies.

As social changes became more drastic, the numberof agricultural cooperative members who did not engagein farming increased. In order to keep its non-farmerreaders, the Ie-No-Hikari Association started a cityedition of le-No-Mari in 1972. The city edition carriesno pages on agriculture.

The present editorial policy of Ie-No-Hilcari, inpursuit of improving agricultural management, livingstandards of the farmers, and agricultural culture, is tointroduce more quality articles on promotion of goodhealth, protection of agricultural economy, increaseof consumption of agricultural products and live-stockproducts, and the problems in the society with increasednumber of aged people. The meet the demands from thereaders, it encourages readers to contribute more to themagazine and allows more pages for Ms. It nowpublishes five supplements a year, one of which is the"Io-No-Hikari ICakeibo".

In the meantime, to promote actual utilization of

articles of Ie-No-Hikari, the Association encourages thegrouping of readers, such as into study circles of womenor cooking classes, using Ie-No-Hikari as a text, and itsends, lecturers to the gatherings of such groupings.It also holds readers' conventions at the town, city,prefectural and national levels. At every level, re-presentatives of readers make a presentation on howarticlds of le-No-Hi/cart are utilized to improve livingstandards and agricultural mangement. At the nationalconvention (held every February) nine delegates whohave been selected from forty-seven preliminary dele-gates (one delegate per prefecture) compete with eachother for the Grand Prix which is awarded by theminister of agriculture, fishery and forestry.

Also to enhance the educational and cultural andliving standards, the Association has undertaken culturalactivities besides publishing and promoting Ie-No-Hikari.They include holding cultural seminars, giving theCultural Prize to selected qualified promotion cam-paigns. The readership promotion has been realizedby nation-wide book reading and learning activities,namely the "Ten-minutes a Day Dialogue with aBook" campaign, the nation-wide book reading andlearning month, essay contests inviting the membersto write an essay on their book-reading and study, andthe national book reading survey in rural areas (con-ducted since 1946).

Operational Setup of Ie-No-Ilikari

The various programmes and activities and thefmancial system of the Ie-No-Hikari Association are setup in the following way.

1. Payment of Promotion Fee

The Ie-No-Hikari Association pays the members ofthe Prefectural Central Unions of Agricultural Co-operatives, seven per cent of the fixed price per soldcopy of the magazine. The payment is made in fourinstallments a year for the purpose of promoting Ie-No-Hikari activities. The Association pays fifteen per centof the fixed price per sold copy of fe-No-Hikari to localcooperatives, and for Chip and Kodomo-no-Hikari,ten per cent of the fixed price per copy.

2. Payment of Expense Incurred by SubscriptionPromotion

Three per cent of the fixed price per sold copy ispaid to member cooperatives (Prefectural Central Unionsof Agricultural Cooperatives). Books are sold to coopera-tives who take advance orders (such cooperativesamount of 3,936 at present) at fifteen per cent lessthan the fixed price.

3. Financial Assistance to the Women's Associationsand the Youth Associations of Agricultural Co-

operatives-

4. Annual Subscription with Advance Payment

In case a reader pays annual subscription fee ofadvance, he will have to pay only an eleven months-worth fee.

5. Assignment of the le-No-Hi kari Staff at PrefecturalCentral Union of Agricultural Cooperatives

The Ie-No-Hikari assigns one pertinent staff to eachagricultural cooperative and pays V50,000 as personnelexpenses per month. His jobs will include: (1) sys-tematic distribution and promotion of publications ofthe Association, (2) holding of Ie-No-Hikari culturalactivities and promotion of utilization of articles, and(3) training of Ie-No-Hikari cultural supervisor at localcooperatives.

6. Assigmment of a Ie-No-Hikari Cultural Supervisor

The Ie-No-Hikari Association assigns a culturalsupervisor to each local cooperative. His responsibilitiesare: (1) systematic promotion and distribution of Ie-No-Hikari publications, which are the basis for the promo-tion of educational activities, and (2) promotion ofutilization of articles of the magazine.

7 . Assignment of Editorial Correspondents

The Ie-No-Hikari Association assigns two editorialcorrespondents per prefecture to upgrade the contentsof articles of local nature. They dispatch prefecturalnews at least once a month.

8. Assignment of Monitors

Some readers are assigned as monitors to expressviews on behalf of readers. From 1958, monitors wereassigned to local communities.

Conclusion

The circulation of le-No-Ifikari magazine reached 1million copies as early as hi 1935. The reasons for suchrapid growth may be attributed to the following factors:(1) There was virtually no illiteracy, as compulsoryeducation, started in 1872, was well established all overJapan; (2) Agricultural cooperatives were initiallyesta'Aished as credit societies, but changed theircharacter to become very unique, multi-purpose co-operatives in 1906 when they started rketing, pur-chasing, etc.; (3) Every farmer became . Anber of anagricultural cooperative in his community.

Ever since its foundation, le-No-Hikari has con-sistently contributed to the enhancement of the "co-

operative spirit" among its readers, promulgation ofpublic relation materials, and expansion of culturalactivities. It has also worked hard to improve agri-cultural management, living standards of members andagricultural culture, in cooperation with local agricul-tural cooperatives. Agriculture is now facing a verysevere situation both at home and abroad. This is atime when the Ie-No-Hikari Association is expected toplay even a larger role than before.

(by Kunio Makino Ie-No-Hikari Association)from Asian Book Development Newsletter Vol. x 1No. 4 March 1980.

* The reason why "IE-NO-HIKARP, the monthlymagazine of Agricultural Cooperatives, has a constantcirculation of 1.2 million.

(1) Long history

The magazine, "IE-NO-111KARI" has been contin-uously published since 1925. There are few magazinesin Japan that have so long a history as 56 years.

(2) Relation between the magazine, "IE-NO-HIKARI"and Agricultural Co-operatives

The object of the magazine, "IE-NO-HIKARI" isto make the members of Agricultural Co-operativesand their families understand significance of AgriculturalCo-operative movement. It is not a mere women'smagazine or agricultural magazine. At present, its publi-cation and utilization are important means for educationactivities carried out by Agricultural Co-operatives fortheir members and their families.

(3) Power of Agricultural Co-operatives

4500 Agricultural Co-operatives are organized by4.74 million of Japanese farming families. The magazine,"IE-NO-HIKARI" is distributed through this net-work.

(4) The magazine "IE-NO-IIIKARI" puts itself inreaders' place

There are innumerable magazines Published inJapan. But, it is only IE-NO-HIKARI that is editedfrom the standpoint of &men and Agricultural Co-operatives. In addition, IE-NO-HIKARI Associationmakes constant efforts to put such contents in themagazine that can be useful for the readers who aremembers of Agricultural Co-operatives and theirfamilies.

57

ANNEX AND APPENDIX

ANNEX

1. General Information2. Schedule of the Workshop3. List of Participants4. National Follow-up Activity Plans Prepared by National Team of the

Participants in the Workshop

APPENDIX

1. Opening Address by Mr. Toshiyuki HattoriActing President, ACCU

2. Welcome Address by Mr. Nobuo NishizakiDeputy Director General, Minister's Secretariat,Ministry of Education, Science and Culture of Japan

3. Address by Mr. T. M. SakyaEducational Advisor, Unesco Regional Office forEducation in Asia and the Pacific (ROEAP)

5 759

The Asian Cultural Centre for Unesco (ACCU) willorganize a Third Regional Workshop on the Preparationof Literacy Follow-up Materials in Asia and the Pacificin collaboration with the Unesco Regional Office forEducation in Asia 'and the Pacific (ROEAP) and withthe co-operation of the Japanese National Commissionfor Unesco.

1. Time and place

The Workshop will take place in Tokyo (Japan)from Tuesday 26 November to Tuesday 3 December1985.

2. Objectives of the Workshop

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

(1) developing neo-literate materials.(2) the production of neo-literate materials, including

design and illustration.(3) the distribution and utilization of neo-literate

materials.

3. Work of the Workshop

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

(1) Development of effective formats of neo-literatematerials: theory and practicea. Discussion with the technical advisers on the

production of posters, booklets, games andother types of materials.

b. Exchange of experiences and views on mate-rial production in the respective countries.

c. Practical training of participants on designingand layout of neo literate materials.

(2) Development of the content of neo-literate mate-rials which contribute to the improvement of ruralliving, especially focusing on the role of women inrural areas.a. Discussion with the technical advisers in the

field of rural living improvement.b. Study visits. (agricultural co-operatives, a pub-

lishing house of magazines/books for rural areasin large circulation, Rural Life Research Insti-tute, etc.)

(3) Modification and adaptation of new drafts of neo-literate materials to be produced under the ,Asian/Pacific Joint Production Programme of Materials for

Neo-Literates in Rural Areas (AJP).

(4) Selection of representative neo-literate materialsfrom participants' countries. (Selection of materialsto be included in a book provisionally entitled"Collection of Model Materials for Neo-Literates inAsia and the Pacific".)

(5) Exchange of information on the utilization of neo-literate materials in participants' countries.

4. Participation

(1)

(2)

(3)

Participants: The Unesco National Commissions ofthe following 13 countries: Bangladesh, China,India, Indonesia, Laos, Malaysia, Maldives, Nepal,Pakistan, Papua New Guinea, Philippines, Viet Nam,and Thailand, will be invited to nominate one parti-cipant each.The participant from each country should be theperson involved in developing neo-literate materials(e.g. planning, editing, illustrating, drawing of mate-rials or otherwise producing them) in a centralorganization of material production in his/hercountry, and did not participate in the two work-shops organized so far by ACCU in 1983 and 1984.

Resource persons: One resource person will be in-vited from each of the countries which successfullyconducted national follow-up activities of theSecond Regional Workshop on the Preparation ofliteracy Follow-up Materials in Asia and the Pacific(Chiangmai, Thailand, October 1984) to presentreports on the outcome of the follow-up activities.The resource person should be the person who wereactually involved in the promotion of the follow-upactivities.

Technical adviser: There will be several technicaladvisers from Japan who will be experts on materialproduction or on improvement of rural living.

(4) Unesco: Unesco may send representatives fromROEAP.

(5) Observers: Following organizations will be invitedto send observers at their own cost:a. UNICEF (United Nations Children's Fund)b. INNOTECH (Southeast Asian Ministers of Edu-

cation Organization, Regional Center forEducational Innovation and Technology)

c. Asian-South Pacific Bureau of Adult Educationd. IRA (International Reading Association)e. Other organizations concerned

61

S. Materials to be submitted by the participants inadvance

(1) Neo-literate materials such as booklets, posters andgames, representing the materials produced in parti-cipants' countries with short information notes andsummary of the texts in English. (Maximum fivekinds per country.)These will constitute candidates of materials to beincluded in the "collection of Model Materials forNeo-Literates in Asia and the Pacific".

(2) Brief explanation notes on the above materials.(Their purpose, contents, production process, uti-lization, evaluation, etc.)Brief report on the experiences of the nationalfollow-up activities. (Resource persons only.)

(3)

6. Materials to be submitted by ACCU

(1) "Guidebook for the Preparation and Production ofMaterials for Neo-Literates" (finalized version)

(2) a. Recently completed AJP Materialsb. New drafts of AJP Materials to be modified and

adapted by the participantsdrafts developed and field-tested by theSecond Regional Workshop at Chiangmaidrafts newly prepared by ACCU

7. Programme

For programme, see "Tentative Programme"

8. Working language

The working language of the Workshop will be inEnglish.

9. Financial arrangements

ACCU will provide each participant and resourceperson with a direct economy class return air ticketbetween the airport nearest to his/her residence andTokyo, and with daily subsistance allowance of 12,000yen (equivalent to US$50.00 as of 2 August 1985) fromMonday 25 November to Tuesday 3 December 1985.

10. Correspondence

All the correspondence concerning the organizationof the Workshop should be addressed to:

The Director-GeneralAsian Cultural Centre for UnescoNo.6, Fukuromachi, Shinjuku-ku, Tokyo 162JapanCable address: ASCULCENTRE TOKYOTelephone: +81 (3) 269-4445

ANNEX 2. SCHEDULE OF THE WORKSHOP

26 November (Tue.)

9:00 Leave Tokyo Garden Palace

9:30 10:00 Registration

10:00 10:30 Opening of the workshop

10:30 10:45 Coffee break

10: 45 11:50 General Session1. Introduction by ACCU of

AiP Programme2. Briefing about the workshop

activities by Mr. T. M. Sakya,Unesco ROEAP

11:50 12:00 Gene, al sessionElection of Office bearers(Chairperson/Vice chairperson/Rapporteur)

12:00 13:30 Lunch given by ACCU

62-

13:30 15:30

15:30 15:45

15:45 17:30

17:30 18:00

18:30 20:00

59

General sessionReports on the experiences ofnational follow-up activities of1984 Second Regional Work-shop (7 countries)

Coffee break

General sessioncontinued

General session1. Presentation on recently pro-

duced AJP materials2. Introduction of new drafts of

neo-literate materials to beproduced under AJP (4 draftsplanned by 2nd Workshop/4 drafts newly planned byACCU)

Reception hosted by Director-General of ACCU

27 November (Wed.)

9:30 Leave Tokyo Garden Palace

10:00 10:45 Group works (2 groups)Modification and adaptation ofnew drafts of neo-literate mate-rials to be produced under AJP

10:45 11:00 Coffee break

11:00 11:30 Groups workscontinued

12:00

13:30

13:30

15:00

11:30 12:00 General sessionPresentation of the results ofgroup works

12:00 13:30 Lunch

13:30 15:00 General session (Lecture and dis-cussion"Development of effective for-mats of neo-literate materials"

by Dr. KAKO Satoshi 15:00 15:15Director,Educational Research Centre 15:15 16:30

15:00 15:15 Coffee break16:30 17:00

15:15 16:15 General sessioncontinued 17:00 19:00

(Discussion with Dr. Kako)

16:15 16:45 Snack 29 November (Fri.)

16:45 18:15 General session 9:00(Lecture and discussion)"Rural development & literacy" 9:30 10:30

by Mr. OICUBO TakeshiSenior ResearcherRural Development 10:30 10:45Planning Committee

10:45 12:0018:15 18:45 General session

continued(Discussion with Mr. Okubo) 12:00 13:30

28 November (Thur.) 13:30 15:00

9:30 Leave Tokyo Garden Palace15:00 15:15

10:00 12:00 Study visitIE-NO-14463-4sociation

ftv)/Mitication15:15 1746113

and Publications or Agricul-tural Cooperatives)

"History and distributionmethod of monthly magazine`IE-NO-HIICARP in rural areas"

by Mr. SHIMAUCHI

30 November (Sat.)

YoshiyukiManager, Editorial BureauIE-NO-HIKARI Association

Lunch

Group works (3 groups)Development of draft materialsby improving the formants andexpression of the existing mate-rials for neo-literates (materialsproduced in Asian and Pacificcountries, and AJP materials)Group A.

booklets from posters, gamesand others

Group B.posters from bookelts, gamesand others

Group C.games from booklets, postersand others

Coffee break

Group workscontinued

Snack

Group workscontinued

Leave Tokyo Garden Palace

Group workscontinued

Coffee break

Group workscontinued

Lunch

Group workscontinued

Coffee break

COO* works'Iiinanued

7:15 Leave Tokyo Garden Palaceby bus

63

10:00 12:00 Study visitMishima Agricultural Coopera-tive (in Sizuoka Prefecture)

12:30 14:00 Lunch

16:00

18:00 20: 00

1 December (Sun.)

8:30 9:30

9:40

10:00 10:30

12:00 13:00

15:00

2 December (Mon.)

9:00

9:30 11:00

64

Arrive at Hotel de Yama(in Hakone)

Dinner given by ACCU

General sessionat the meeting room of Hotel deYama

Presentation on nationalfollow-up activities byROEAP/ACCU

Leave Hotel de Yama

Sightseeing at Lake Ashi by boat

Lunch given by ACCUat Hakone Highland Hotel

Arrive at Tokyo Garden Palace

Leave Tokyo Garden Palace

General sessionPresentation and evaluation ofgroup works

11:00 11:15 Coffee break

11:15 12:30 General sessionIntroduction by ACCU of theideas on "Collection of ModelMaterials for Neo-Literates inAsia and the Pacific"

12:30 14:00

14: 00

17:15

17:50

18:00 18:50

19:00 20:30

3 December (Tue.)

9:00

9:30 10.15

10:15 10:30

11.3:30 11:30

11:30 12:00

12:00 13:00

61

Lunch

Free (Shopping)

Leave Tokyo Garden Palace bycar

Arrive at Shinjuku

Supper given by ACCU

Theatergoing"ONE EARTH TOUR" bylECODOU' (Japanese traditionaldrums performance)

Leave Tokyo Garden Palace

General session1. Information by ACCU on

"Plan of Sending the Inter-national Mobile Team of Ex-perts on the Development ofMaterials for Neo-Literates inAsia and the Pacific"

2. Announcement by ACCU on"ACCU Prizes for Fully Illus-trated Literacy c 11 o w-u p

Materials"

Coffee break

General sessionAdoption of fmal report

Closing of the workshop

Farewell party

ANNEX 3. List of Participants

1. PARTICIPANTS

BANGLADESH

Mr. Habibur RalunanCo-ordinatorFunctional Literacy ProgrammeFriends in Village DevelopmentBangladesh (FIVDB)P.O. Box 70Khadim Nagar, SylhetTel. 6983Cable: FRINDVIL

CHINA

Mr. Jiang YuanEditorEditor-in-chief's OfficeThe Commercial Press36 Wang Fu ling St.BeijingTel 553285

INDIA

1. Mr. Satyen Maitra (Resource person)Hon. DirectorState Resource CentreFor Adult Education In BengalHon. SecretaryBengal Soctal Service League1/6 Raja Dinendra St.Calcutta 700020Tel. 35-3159Cable: EDUCADULT

2. Dr. Ramabahen DesaiDirectorState Resource Centre for AdultEducation (Gujarat Vid!'ardth)Head and Professor ofContinuing EducationState Resource CentreGujarat VidyapithAhmedabad 380014Tel. 44614

MIDONES"A

1. Mrs. J.A. Doko Sudale (Resource person)HeadSection of Learning Materiaj DivisionNational Development Centre for Learning ActivatiesDirectorate General of Non FormalYouth Sports

Ministry of Education and CultureBPKB Kebon Jeruk, Ditjen, DikluseporaTel. 5480287

2. Mr. Hamiah NurDirectorate of Educational Techniquesand Personal TrainingDirectorate General of Non Formal EducationYouth and SportsJalan Kimia 20Tel. 332899

MALAYSIA

1. Mr. Yusoff bin Ramli (Resource person)Director of Community EducationCommunity Development Division (KEMAS)Ministry of National and Rural Development

KEMASBangunan Bank RakyatJalan TangsiKuala LumpurTel. 03-2988440

2. Mr. Mohd. Ashaari bin AhmadDirectorCommunity Education Dept (KEMAS)Sabah, Peti Surat 11281Kota Kinabalu, SsbahTel. 088-54568Cable: KEMAS, Peti Surat 11281K. Kinabalu - Malaysia

MALDIVES

Mr. Husain MohamedProducer/Co-ordinatorEducational Broadcasting UnitEducational Development CentreMaleTel. 2485Cable: EDPRO

NEPAL

1. Mr. Dil Bahadur Shrestha (Resource person)Under SecretaryMinistry of Education & CultureKaiser Mahal, KathmanduTel. 2-15045 ex. 21

2. Mr. Mukesh MallaArtistMinistry of Education & CultureKaiser Mahal, KathmanduTel. 2-15045 ex. 21

62

PAPUA NEW GUINEA

1. Mr. Kove Waiko (Resource person)Provincial Literary OfficerE.S.S.U. District ServicesP.O. Box 62, Mendi - SHP.Tel. 591274

2. Mr. Simon SavailcoCo-ordinatorBarai Non Formal EducationAssociation (ORO - PNG)B.N.E.A. Private Mail BagVia Pordndetia Obo

PHILIPPINES

1. Mrs. Rufina Tan (Resource person)Assistant Schools SuperintendentBureau of Continuing Education (BCE)Ministry of Education, Culture and Sports (MECS)Palacio del Gobennardor Bldg.Plaza Roma, Intramuros, Metro ManilaTel. 48-83-27

2. Mrs. Gloria BarrientosEducational ResearcherBureau of Continuing EducationMinistry of Education, Culture and SportsPalacio del Gobernnador Bldg.Intramuros, ManilaTel. 48-83-27

THAILAND

1. Dr. Sawat Tichuen (Resource person)Deputy DirectorCentral Region Nonfomial Education CentreDept. of Nonforrnal EducationMinistry of Education,Amphur Rotharan, Ratchaburi, 72000Tel. (032) 231326

2. Mr. Rong ThongdadasSupervisorThe Supervisory UnitNon-formal Education DepartmentMinistry of EducationBangkokTel. 2810438

VIET NAM

Mr. Vu Ngoc BinhSpecialist in Adult EducationRewarch Centre for Complementary EducationMinistry of Education149 Tran Quay Khas, HanoiTel. 563

66

2. OBSERVERS

Mr. Nestor LemanaExecutive DirectorNotre Dame Educational AssociationSinsuat Avenue, Cotabato CityTel. 29-61Cable: NDEA COTABATO

3. UNESCO/ROEAP

Mr. T. M. SakyaEducational AdvisorUNESCO/Regional Office for Educationin Asia and the Pacific

4. LECTURES

Dr. Satoshi Kako(Illustrator/Designer of Children's books)Director,Educational Research Centre5-224, Kataseyama, Fujisawa-City,Kanagawa

Mr. Takeshi OkuboSenior ResearcherRural Development Planning Committee1-2, Kanda-Surugadai,Chiyoda-ku, Tokyo

Mr. Yoshiyuki ShimauchiManager, Editorial BureauIE-NO-HIKARI Association11, Ichigaya-Funagawara-machiShinjuku-ku, Tokyo

5. Asian Cu Iturai Centre for Unesco (ACCU)

Prof. Naotoshi FukuiDirector-General

Mr. Taichi SasaokaExecutive Director

Mr. Tetsuhilco YasuiDirectorBook Development Division

Mr. Shinji TajimaSection Chief,Book Development Division

Miss Chizu NatoriBook Development Division

63

ANNEX 4. NATIONAL FOLLOW-UP ACTIVITY PLANS PREPARED BYNATIONAL TEAMS OF PARTICIPANTS IN THE WORKSHOP

BANGLADESH

Introduction

In Bangladesh about 400 NoLGovenunent Organi-zations with the help of Government agencies are work-ing in this field of non-formal education. Most of theseorganizations have their own literacy programme. Everyyear thousands of men and women are being graduatedfrom these programmes. Many organizations are deve-loping follow-up materials for these adults. Some aredeveloping individually and some are through writersworkshop. Regional Workshop on Preparation ofFollow-up Literacy Materials for the adult neo-literatesis a learning process for the participant. So.it is a res-ponsibility for the participants arrange such a learningworkshop in the respective countries. AJP materials, ofcourse a bridge between nation to nation. By adoptingAJP materials with necessary adaptation Bangladeshwant to make the effort successful.

In order to make the Third Regional Workshopmeaningful, Bangladesh will have following steps offollow-up activitieL

1. Comprehensive summary translation of the guide-book ("Guidebook for Development and produc-tion of Materials for Neo-Literates")

2. Arrangement of the training workshop for 7 days ofthe writers and illustrators of different organizations.

3. Adoption and adaptation of 2 titles of materials.4. Field testing of the AJP materials5. Production of the materials

In this process it will be tried to involve participantswho are working with much efficiently in the field ofFunctional Literacy.

1. Title:a. a Booklet on "Nutritious Food for Healthy

Living"b. Poster on - Clean House a Happy Home

2. Estimated number of copies:a. Booklet 2,000b. Poster 1,000

3. Adaptation and Adoption:Booklet and the poster both will be in BengaliLanguage with shnple vocabulary and the illust-ration may be changed if it is thought essential.The neo-literate adult men and women of agegroup 15 to 45 will be the clientele of the materials.

4. Responsible agency and persons:a. Organization

Friends In Village Development Bangladesh(FIVDB)

The organization developed basic functionalliteracy primers with different organizations forliteracy and awareness building. It has experienceof conducting writers workshop for two times anddeveloping many titles of books for the tox librarywhich are being distributed among the neo-literategroups.

b. PersonA.N.S. Habibur Rahman, Coordinator, Func-tional Literacy Programme, FIVD11(Mr. Zahir Ahmed, the Executive Director willbe the patron)

5. Asistance Sought1. From ACCU for 1,000 US Dollar2. From National Commission for Unesco, Bnagla-

desh for convincing the Government3. From ROEAP, Bangkok for a study tour of two

persons in one country which is successful inAdult Education Programme.

6. Time Frame: (announcement July 1986)

7. Description of the material:Size and number of pages will remain as origi-nal printingBooklet: letter press processing with block ofthe illus .rationsPoster: offset

8. Budgeta. Printing of guidebook BDT 5,000b. Training

1. Perdiem 15 persons x TK150x7days 15,7502. Travelling expenses

of the participants 5,0003. Transportation (local) 2,0004. Entertainment ahd training

material cost 4,000c. Printing

1. Booklet 10,0002. Poster 5,000

64

BDT 46,750(US Dollar 1,558)

67

9. Utilization of the materialsThe materials will be distributed among 10 Leading

Organizations who are conducting functional literacy

programmes. One month after distribution of thematerials, feedbacks will be compiled and an evaluationwill be done through random sampling.

CHINA

1. Translating "Guidebook" into Chinese 3. Printing large numbers of neo-literacy materials(booklet, poster) from ACCU by national publishing

2. Holding national workshop on the development ofneo-literacy materials

administration and free distribution

4. Publishing neo-literacy materials (textbook) by eachprovince

INDIA (Bengal)

Title Material:Guide Book for development and production of

materials for neo-literates.

Estimated No. of copies:1000 copies

How the materials will be adapted and adopted:This Guide Book is extremely suitable for develop-

ing the technique and method of production of educa-tional materials for the neo-literates in our Region.Without the. right kind of technical expertise, these

:materials cannot serve the purpose for which they areproduced. Those who prepare such materials need toknow about the objectives of the learning materials,approach : to material production, data needed fordevelopment and production of such materials, selectionof theme and format of materials, procedure for deve-loping materials, utilisation of materials and its evalua-tion. All these are covered adequately and attractivelyin the Guide Book. This Guide Book will be translatedinto Bengali and can also be used by Bengali neo-literatesin the neighbouring States of Bihar, Tripura and Assam.Certain alterations need to be made to make them morerelevant to our field situation. There will be some alter-adorn in the illustrations also. The translation andadaptation will be done by our Technical Staff. The

illustrations will also be done by the Staff Artists. Boththe Govt. and the Voluntary Agencies engaged in thefield of Adult Education will use these materials and itwill also be used in the Workshop for material pro-duction.

Responsible Agency & Person.

Agency:Bengal Social Service League which has been in the

field of Adult Education since 1915. It also functions asthe State Resource Centre for Adult Education recog-nised and helped both by the Govt. of India and theState Government. It was given the UNESCO K.RUP-SKAYA Honourable Mention in 1974 in recognition ofits outstanding work in the field of Adult Education.

Responsible Person:Satyen Maitra, Hony. Secretary, Bengal Social

Service League, Calcutta.

Assistance sought from ACCU:Financial U.S. $1000

Time framed for the Programme:End of March, 1986.

INDIA (Gujarat)

SRC Gujarat Vidyapith has prepared number ofmaterials for follow-up programme. This workshop isreally glves much more benefits to prepare the follow-up materials.

68

We are also going to adapt the AJP material in ourlanguage that is Gujarati. The draft plan is as under:

6 5

I. Production of MP materials

1) Here is a table in which we can fmd that which materials I want to adapt.

No. Category Title No. ofcopies

Responsible agency')& responsible person2)

1. Printed book 1. Bamboo Handicrafts 5,000 1) SRC Gujarat Vidyapithmaterials 2. The Life of Water 0 2) Director SRC, for Gujarat(booklet) 3. Baby's Food ,,

and

2. Printed non-bookmaterial

1. Do You Know Numbers?2. Everyone's Water

,,for Hindi

(posters) 3. Tree Planting4. Home Gardening

,,

,,Director, DirectorateAdult Education,

S. The River and Us ffNew Delhi

3. Electronic media 1. Water in Everyday Life 200material 2. Balanced Diet for 200 ff

(slide kit) Healthy Living

4. Games andothers

1. Building Up a HappyCommunity

200

2. Around Asia and the 200Pacific

3. Balanced diet 200

2) Timeframe of the programmeDecember 1985 to July 1986

3) How the materials will bc adaptedIn workshop we will prepare the prototypematerials. Then we will try out them, modifythem and then we publish.

II. National training programme

1) Objectives:to understand the materials produced underAlP programeto adapt them in Gujarati and Hindi

2) Contents of the trainingAs it is stated in the table

3) Number of participants and their background30 participants with the expertise in preparingfollow-up programme for Gujarati and Hindi.

4) Venue and datefor GunaratiVenue: SRC Gujarat Vidyapith, AhmedabadDate: In the end of January 1986for HindiI have to consult with Director, New Delhi

5) Tentative PrograMmeThe programme will be sent afterwards.

6) Faculty members4 members will be from SRC G.V. Ahmedabad4 members will be from Directorate, New Delhi

7) Training materialsTraining materials will be the ones which SRC,Directorate and ACCU has preapred.

HI. Assistance sought from ACCU/Unesco ROEAP

All the assistance listed as under:a) Financialb) Technicalc) Material

6 69

INDONESIA

I. INTRODUCTION

Indonesian Government has already been partici-pated in such Regional Workshops on Neo-LiteracyProgramme by nominated two participants each timesince 1983. Finding this developing neo-literate mate-rials programme undertaken by ACCU is very importantfor ASEAN and South Pacific countries, Ministry ofEducation and Culture e.g. Director General of NonFormal Education youth and Sports in Indonesia sup-ported this programme very much it means the follow-up activities for adaptation and modification of thematerials could be implemented in Indonesia. Howeverit was found that such materials developed through theworkshop similar to the type of the supplementarymaterials for "Paket A Learning Programme" in Indo-nesia.

II. The objectives

1. To realize the Asian Pacific concepts on neo-literacy materials through such workshop forparticipating country.

2. To get the feedback on hcoy far is the AJP mate-rials relevant to each participating country.

III. Procedure of follow-up activities

The procedure of follow-up activities according tothe usual steps taken for material programme could beas follows:

1. Reporting on the 3rd Regional Workshop produc-tion to the Director General of Non-Formal Educa-tion Youth and Sports, Ministry of Education andCulture.

2. Team Meeting of preparation of the national work-shop for adaptation of materials.

3. Proposing the project design on national workshopon adaptation/modification of AJP Materials to:

3.1. Director General of NFE, Youth and Sports,Ministry of Education and Culture

3.2. Unesco ROEAP, Bangkok3.3. ACCU, Tokyo3.4. Indonesian National Commission for Unesco,

Jakarta

4. Efforts on financial assistance from IndonesianGovernment through Director General of NFE.

5. Correspondence with ACCU and Unesco ROEAP,Bangkok for the implementation of Nationalworkshop.

6. Implementation of National workshop.

7. Training and mass-production

8. Distribution/dissemination to the provincial centresfor field usage.

IV. Materials which are prioritized to be adap-ted/modified during the coming nationalworkshop in Indonesia

Consists of materials which are revised duringThird Regional Workshop as follows:

1. "A rich life with agricultural cooperatives" (book-let)

2. "Useful and simple knowledge for everyday living"(folder)

3. "Let's wipe out intestinal parasites" (poster)4. "Let's safely use electricity / Let's be careful around

electrizing outdoors" (serial poster)

V. Another alternative

In case of the difficulty in providing additionalbudget from Indonesian Government (e.g. DirectorGeneral of NFE) for the national workshop then theactivities of adaptation of the AJP materials will go asfollows:

* The activities will be taken under a national team inJakarta that consist of:

media specialists of 2 National DevelopmentCentres for Learning Activities of NFE, Youthand Sports, and some media experts on NFEProgramme in Jakarta/West Java.

The implementation of adaptation could be done a:possible as the aVailable budget funded by UnescoROEAP as well as ACCU.

Some suggestions

1. For the purpose of adaptation of the AJP mate-rials it is suggested the media with the evaluationsystem for different sociological area of Asian andPacific Countries designed through the comingregional workshop.

2. ACCU and Unesco ROEAP should take a betterconsideration of additional budget for the nationalworkshop for such big countries i.e.:

IndiaIndonesia

. I. Production of AJP Materials

1) Title of the materials

a. A Balanced Dietb. Proverb Card Gamec. Balanced Diet for Healthy Life (slide kit)

games and others

2. Estimated number of copies of each type

a. Games and others 500 copies eachb. Slide kit 10 sets

3) How the materials will be adapted and adopted

3. Such a regional workshop taken by ACCU-UnescoROEAP to be considered of taking place in otherAsian/Pacific Countries by turn to give a betterobservation of each Asian/Pacific surroundingsespecially on the development of literacy pro-gramme.

MALAYSIA

The materials will be adapted in a regional work-shops in Sabah and Sarawak. The materials will be Usedas neo-literate materials in functional literacy classes andhome economic classes. Facilities/teachers will undergospecial training for utilizing these materials.

4) Responsible agency and responsible person:

Community Development Division (KEMAS),Ministry of National and Rural Development,MalaysiaResponsible person:

Mr. Yusoff Bin Ram li, Director of Com-munity Education

5) Assistance sought from ACCU/ROEAP

a. Financialb. Materials

i. Slide kits and gamesii. Guidebooks

Sample materials from Member States

USS1,000 from ACCU

6) Time frame of the programme

January March 1986: Planning of workshopApril 1986 Workshop in SabahMay 1986 Workshop in SarawakJune 1986 Submission of report to ACCU/ROEAPJuly 1986 Training of teachers/facilitators

August/September

1)

Printing of AJP and newly developed materialsOctober/December

Try out in Sabah and Sarawak

National Training Workshop

Objectives and contents of the training

i. Objectivesa) Giving technical knowledge in preparing

literacy materials to the participants

b) Adapting and field-testing the materialsproduced in the course of the workshop bythe participants and produced under theAsian Joint Production Programme ofMaterials for Neo-Literates in Rural Areas(AJP materials).

c) Compiling a programme at the state level inproduction of teaching and learning mate-rials.

ii. Contentsa) Presentation of technical persons and

discussionb) Field survey in the villages.c) Developing new materials.d) Adapting AJP materials.e) Pretesting of AJP/newly developed mate-

rials.

2) Numbers of participants and their background

30 participants officers from the local govern-ments, supervisors and facilitatcrs/teachers

a The number are the same for Sabah and Sara-wak

3) Venue and date

April in SabahMay in Sarawak

4) Tentative programme

(Tentative programme annexed)

5) Faculty members

1. Yusoff Bin Ramli2. Ashaari Afmad3. Azumi Ismail4. Asd. Wabas Din5. State directors of Sabah/Sarawak

6) Training materials

i. GuidebookAJP materials (printed and newly developed) .

Materials developed in the last national work-

shop

7) Assistance sought from ACCU/Unesco ROEAP

a. Financial US$1,000 .

b. Technical (expert service)i. 3 resource persons:

one from ACCUone from Unesco/ROEAPone from Indonesia

c. Materials1. AJP materials as stated above

GuidebooksSamples of materials from other MemberStates

Tentative Programme of National Training Workshop

1st day

18:00 19:30 Registration

2nd day

9:00 10: 30 Opening ceremony

10:30 11:00 Briefmg of the workshop

11:00 13:00 General sessionReports on the experience ofparticipants in making neo-literate materials ( 1 supervisorof Sabah)

13:30 14:30 Lunch

14:30 16:30 Presentation on recentlyadapted AJP materials and newdeveloped materials in theNational Workshop in 1985

20: 00 22:00 Film/Slide presentation onliteracy programmes

3rd day

General sessionPresentation and discussion onneo-literate materials and basicprinciples of neo-literate mate-rials development.

States and steps for developingneo-literate materials (themeand topic selection, format se-lection, content, planning etc.)

14:30 16:30

20:30 22:30

4th day

8:30 10:30

Stages and steps for producingneo-literate materials (design-ing, layout, printing, etc.)

Distribution, utilization, evalu-ation and feedback of neo-literate materials

General sessionPresentation and discussion

Activities of the ACCUAdaptation of ASP Mate-rials

11:00 13:00 Discussion on AJP materialsand method of adaptation

14:30 16:30 Visiting to litteracy activities

20:30 22:30 Free

5th day

8:30 16:30 Group workVisits to villages

20:30 22:30

6th day

Whole day

7th day

8:30 13:00

69

Discussion on the visits

Group workDeveloping materials

Group work

Developing materials 10th dtty

14:30 16:30 Preparing for field-testing 8:31 10:30 General sessionPlanning on production of neo-

20: 30 22:30 General session literacy materials at state levelPresentation of group works

11:00 13:00 Planning on neo-literate mate-8th day rials reaching to districts (group

work)8: 30 16: 30 Group work

Field-testing of materials 14:30 16:30 Group work (Continued)

20:30 22: 30 Discussion on field-testing 20:30 22:30 Report on programme planning

9th day 1 1 th day

8:30 13:00 General session 8:30 10:00 Assessment of the workshopReporting on field-testing Resolutions/recommendations

14:30 16:30 Discussion on field-testing 11:00 12:00 Closing ceremony

20:30 22:30 Free

NEPAL

Mass literacy is one of the main obstacle for deve-lopment in Nepal. Neo-literates are increasing fromformal and non-formal education system. Literacyfollow-up materials are highly needed for neo-literates tomaintain their literacy skills and to improve their dailylife especially in rural areas. In order to produce thesematerials this proposal is made by the participants asnational follow-up activity in Third Regional Workshopon the Preparation of Literacy Follow-up Materials,Tokyo, Japan Nov. 26 Dec. 3, 1985 organized byAsian Cultiiral Centre for Unesco, (ACCU) Japan.

Production of Asian Joint Production Programme(AJP) Materials:

The AJP materials are lelected for adoption. Theselection was made with view of non-availability ofmaterials and relevant to rural situation in Nepal. Lastyear 5 ATP materials have been adapted and adopted asfollows:

Title of Materials Type No. of Copies

1. Useful & Simple Booklet 1,000Knowledge forEveryday Living

2. Improve life withAgriculturalCooperative

1,000

3. A Clean Hon.ie is Poster 1,000a Happy Home

The above materials MU be translated in localvernacular i.e. Nepali language with necessary modifi-cation in contents Aind illustrations to make relevant tolocal situation. Few copies will be produced in order tofield test during the National Training Workshop, whichis going to conduct in last week of February 1986, withfinancial and technical assistance from ACCU. Evalua-tion of field testing will be made during the workshopand further modification will be made with the resultof evaluation. Then the materials will be produced andutilized in Non-formal Adult Education Centres. Fewcopies will be distributed to concerned agencies for in-formation. Beside that those AJP materials which havebeen already adopted in 1984 will be tested and evalu-ated during the workshop.

The Ministry of Education and Culture, Adult Edu-cation Section will be responsible agency to conductthis National Follow-up Activity and Mr. Dil BahadurShrestha, under secretary will be responsible person forthis utility.

a)b)c)

Proposed assistance from ACCU/UNESCO, ROEAP:

Financial assistance US$2,000.00Technical (expost service)Concerned materials

Time Frame: From Feb. July 1986

73

PAPUA NEW GUINEA

We thank the ACCU for giving the participants theprivilege to submit a draft plan for a follow-up nationalworkshop in our own countries.

Again we thank ACCU for the financial assistancelast year for the follow-up national workshop in PapuaNew Guinea. This year we have decided to run anotherfollow-up national workshop in Popondetta, Papua NewGuinea.

Objectives:

1. Translate the materials produced in the ACCUworkshop in Tokyo, Japan. The important part isto translate the material already produced ACCUTokyo, Japan

Number of participants:

The number of participants will be ten (10) traineesand two (2) instructors from the translation department.One (I) illustrator from the publication department, andtwo (2) resource persons Mr. Kove Waiko and Mr. SimonSavaiko. We have attended the ACCU workshop inTokyo and we confidently feel that we can run theworkshop by ourselves.

Venue

The workshop will be conducted at Itokama Com-munity Centre in the Oro Province for only 1 week.The participants will come from the Barai language areain Popondetta Oro Province. Only the resource personMr. K. Waiko will come from the Southern HighlandProvince.

Date

The workshop will be conducted at the Community

Production of AD Materials

1. Title of the MaterialsBaby's FoodGrow MushroomsPublic Pollution Inside a BusBalanced DietUse of Gas from Daily Waste

Centre for one (1) week. The first week of June theparticipants will translate the. materials produced byACCU in Tokyo. Then the second week of June theteachers from the literacy program will conduct anotherworkshop how to use the materials produced in thenational workshop. The funds will be provided by theB.M.E.A program.

Financid Assistance from ACCU

1. Transport Mr. K. Waiko 1702. Food accommodation 3703. Materials 2004. Allowance 755. Printing 185

Total amount of money requested fromthe ACCU for the national workshop US$1,000

We hope and trust that ACCU will help us kindly inmaking our suggested national follow-up programmepossible to organize.

Through our UNESCO National Commission wecould be reached at the following addresses :

Mr. Kove WaikoProject Office LiteracyExtension Service Support UnitDistrict ServiceBox 62Mendi S. H. P.

Simon SavaikoBarai Nonformal Education AssociationItokama, Via PopondettaOro ProvincePapua New Guinea

PHILIPPINES

BookletBookletPosterRotating Pie-GraphBooklet

2. Estimated Number of Each 2,000 copies

3. How the Materials will be Adapted and Adopted

Translation into Philippino and Major MuslimDialectsAdapting the Illustration to Local Situations

4. Responsible Agency and Responsible Persons

Bureau of Continuing EducationAgency: Ministry of Education, Culture and Sports

Persons:Dr. Pemigio P. Romulo Acting DirectorDr. Lourdes Sumagaysay Asst. DirectorMrs. Rufma Tan Asst. SuperintendentMrs. Gloria Bartientos Educational ResearcherMr. William Guittap Artist/Illustrator2 typists2 translators

I. Rationale:

S. Assistance Sought for ACCU/UNESCO ROEAP

FinancialMaterials

USS1,000Positive films of above listedmaterials

6. Time Frame of the Program

THAILAND

The terminal objective of Nonformal Educationsystem in any countries is to create lifelong educationatmosphere for every human-being. Nonformal educa-tion provision in Thailand emphasises three areas ofcontents and methodoligies. Firstly, the emphasis placeson essential or primary knowledge for basic minimumneed of life that is to say, reading and writing, andbasic skill in solving daily-life problems. Secondly,training experiences in vocational skills which empha-sizes on local vocational skill improvement and theselection of new career in accordance with one's needand appropriateness. Thirdly, the fmal one, the dissemi-nation of contemporary and desirable information isconsidered an important stage, hence, emphasizedsystem in Thailand.

In 1985, the Northern Regional Nonformal Educa-tion Centre, Lampang, conducted the pilot project onthe settlement of "Community Learning and Informa-tion Centre". The project based on the idea that ifraficient and effective learning sources provided thevillagers would be able to create their own learningatmosphere, therefore, educational experiences couldbe in existence. According to the follow-up study,learning and information center has become an evidenceand source of life-long education thought brought upone main project for those 16 Northern provincialnonformal education centers in 1986.

However, life-long education atmosphere could notbe effectively created totally by -.:utside agencies.Unless the community can manage by themselves, theoutside agencies could not provide such reading mate-rials. Cultural activities and other educational experi-ences continuously. Therefore, in order to createlife-long education atmosphere successfully, skill trainingon the production of reading materials and educationalleadership for the community leaders and resourcepersons is quite an indispensable one.

April to May, 1986.

H. Objective and contents of the training

Objective of the training project is to conduct thenational training workshop on the production of readingmaterials for the neo-literates and country people to thelibrarians, community leaders and provincial resourcepersons of material production.

The contents of training would be included.

2.1 Chapter by chapter content adapted from guide-book of ACCU's "Guidebook for Development andProduction of Materials for Neo-Literates"

72

2.2 Selection of topics in accordance with identifiedneeds.

2.3 Practicai training for materials production.

HI. Membets of participants and their back-ground

All of those participants and resource persons arefrom the Province of Lampang and the Department ofNonformal Education, the Ministry of Education,Thailand. With the total number of 30 participantsand resource persons, they can be classified as:

1. Translators 3 persons2. Librarians 10 persons3. Community educational resource

persons9 persons

4. Training resource persons 5 personsS. Artists 3 persons

Total 30 persons

IV Venue and Date

The venue will be Northern Region Nonformal Edu-cation Center in Lampang. The participants mostly will

75

be from those countries, normally called Amphur, in March 1986.Lampang. The wokshop will be run about 5 days in

First day

V. Tentative Programme of the workshop

10:15 12:00

8:30 9:00 Registration12:00 13:00

9:00 9:30 Opening of the workshop13:30 15:00

9:30 10:30 Special Address

10:30 10:45 Break 15:00 15:15

10:45 12:00 Importance and Characteristicsof Neo-literate Materials

15:15 17:00

12:00 13:30 Lunch 19:00 21:00

13:30 15:00 Theoretical Approach to theProduction of Materials for Fourth day

Second day

8:30 ic.e0

Ne o-Lite rate s

Selection of Theme and For-mat of Materials for Neo-Literates

10:00 10:15 Break

10:15 12:00 Procedure in Developing Mate-rials for Neo-Literates: PrintedBook Materials

13:30 15:00 Group work: Practice on bookproduction

15:00 15:15 Break

15:15 17:00 Group work: Practice on bookproduction

19:00 21:00 Group work: Practice on bookproduction

Third day

76

8:30 10:00 Procedure in Developing Mate-rials for Neo-Literates: Printednon-book materials

10:00 10:15 Break

8:30 10:00

Group work: Practice onposter production

Lunch

Group work: Practice onposter production (Cont.)

Break

Group work: Practice ongames and others

Group work: Practice ongames and others (Cont.)

Administration, Distributionand Utilization of Materials forNeo-Literates

10:00 10:15 Break

10:15 12:00 Evaluation of Materials forNeo-Literates

12:00 13:30 Lunch

13:30 15:00 Selection of Existing Materialsfor Neo-Literates

15:00 15:15 Break

15:15 17:00 General session: Report ongroup work

Fifth day

8:30 10:00 Adaptation of Final Draft/report

10:00 10:15

10:15 11:30

11:30 12:00

73

Break

General discussion

Closing of the Workshop

VI. Training Materials

1. "Guidebook for Development and Production ofMaterials for Neo-Literates" in Thai publishing

2. Materials and equipments for practicing the pro-duction of materials for neo-literates

VII. Assistance sought from ACCU/ UnescoROEAP

1. "Guidebook for development and Production ofmaterials for Neo-Literates" in English publishingfor 10 copies

2. The model materials for neo-literates in Asia andthe Pacific booklets, posters and games as muchas possible

3. Financial assistance for US$1,000

VIII. Expected outcome

1. "Guidebook - for development and Production ofMaterials for Neo-Literates of ACCU would havebeen translated and published in Thai for at least50 copies.

2. The participants understand the procedure of mate-rial production for neo-literates and be skillful inproducing such materials.

3. Each participant completes at least one readingmaterial as a follow-up activity.

I. Title of the Materials

IX. Evaluation process of the workshop

1. Comparative study on pre-test and post-test scoresof the participants.

2. Observation on attendance, interests and partici-pation of participants during the workshop events.

3. Evaluate from the products of participant's prac-tice.

4. Evaluate from the follow-up activity after the work-shop (the participant is supposed to produce at leastone material after the workshop).

5. Eva: -.Won tour to each county (Amphur) of Lam-pang )), Dr. Sawat Tichuen, since he is the directorof Lampang Provincial Nonformal EducationCenter. He normally has to work closely with thoselibrarians kind community resources persons.

X. Responsible organization and responsiblepersons

Responsible organization is the Department of Non-formal Education, Ministry of Education, Thailand.

Responsible persons are:1. Mr. Rong Thongdadas2. Dr. Sawat Tichuen

Proposal for the Production of AJP Materials

1) Guidebook for Development and .Production ofmaterials for Neo-Literates (Translated and Pub-lished in Thai Language for reference booklet)

2) Useful and Simple Knowledge for Everyday Living(folder)

3) A Clean Home is a Happy Home (poster)

II. Estimated Number of Copies of Each Type

1) Guidebook for Development andProduction of Materials forNeo-Literates 100 copies

2) Useful and Simple Knowledgefor Everyday Living 1,500 folders

'

3) A Clean Home is aHappy Home 1,500 posters

HI. How the Materials will be adapted andadopted

1) Guidebook for Development and Production ofMaterials for Neo-Literates:

1.1 It will be translated by a group of 4-5 transla-tors and get the draft of translated manuscriptin Thai Language

1.2 The draft then finished with the pictures by theartists and finally edited

1.3 Published by the printing house

1.4 It is used for any occasions of materials produc-tion and any kinds of workshop on materialsproduction for the neo4iterates

77

2) Folder and poster will be prepared by the workshopof 5-8 artists and resource persons. Hence fmished,it will be published and disseminated through thepublic libraries and village reading centres.

N. Responsible Agency & Responsible Persons

The Department of Nonformal Education, Ministryof Educatin, Thailand by:

1. Dr. Sawat Tichuen2. Mr. Rong Thongdadas

V. Asistance sought for ACCU/Unesco ROEAP

1) Financial assistance for US$1,000

2) Guidebook for Development andProduction of Materials forNeo-Literates

1. Objectives and contents of the training

10 copies

3) Folder model on "Useful andSimple Knowledge forEveryday Living" 10 folders

4) Poster model on "A Clean Homeis a Happy Home"

VI. Time Frame of the Programme

5 posters

The production of these materials will be completedby March 1986.

VII. Evaluation process for the materials

1. Formal evaluation will be conducted around theProvince of Lanipang within a counties (Amphur).

2. Informal observation and interview, then analysed,will be conducted around the 16 Northern Nonfor-mal Education Provincial Centres.

WET NAM

The objectives of the workshop will be to providetraining experiences, theories and practices concerningthe neo-literate materials relevant to the needs of therural people to participants in:

developing neo-literate materialsthe production of neo-literate materials, includingdesign and illustrationthe distribution and utilization of neo-literate mate-rials

2. Participation:The workshop will be organized by the Research

Centre for Complementary Education Reform in coope-ration with the Department of Complementary Educa-tion (Ministry of Education). 50 participants will beinvited from:

Research Centre for ComplementaryEducation Reform 23

Department of ComplementaryEducation 15

Education Publishing House 5

Education Services of Hanoi City,Harpl City, Thaibine province, Harpprovince, Ha Province, Harth province,Ha province (one for each) 7

Total SO

All the participants are college graduates and nowdirectly involved in the development, production, distri-bution and utilization of neo-literate materials in thecountry, particularly, for rural areas (writers, illustrators,designers, editors, planners . . . of neo-literate materials).

3. Venue and date

In 10 days in May in Hanoi (Viet Nam)

4. Training materials

Lectures, reports presented by resource persons,advisors

"Guidebook for Development and Production ofMaterials for Neo-literates" (ACCU) translatedversion.

All the learning materials for neo-literates pro-duced by ACCU in cooperation with the countryin Asia and the Pacific (for introduction andreference).

5. Responsible persons and faculty members

* Responsible persons:Mr. Nguyen Van Luong, Direr.tor of the Re-search Centre for Complementary EducationReform (Ministry of Education)

Mr. Vu Ngoc Binh programme officer forACCU (secretary and co-ordinator of theworkshop)

* Faculty members:2 Vietnamese resource persons

2 international advisors (from ACCU)

6. Assistance from ACCU

It is requested that ACCU would grant its fmancialassistance (US$1,500) and technical assistance (2 inter-national advisors) to the workshop publish the FinalReport (in English) for distribution among other count-ries in the region.

proi ide the AJP neo-literate materials (5 for each) assamples for introduction and reference in the work-shop

Outline for Preparation of National Follow-up Activity Plans

ACCU is prepared to make, in co-operation withUnesco ROEAP, financial assistance to nationalfollow-up activities planned and to be e:secuted byparticipating countries. The projects to which fman-cial assistance may be provided will be selected inaccordance with the following guideline:

I. Eligible projects:Among the national follow-up activity plans to

be submitted by the country teams during the presentWorkshop, the projects which are planned and execu-ted under the following two lines are eligible:

(1) Mass production for local use of the Asian/Pacific Joint Production Programme (AJP) mate-rials so far developed, either with translation/modification or as they are.

(2) Organization of a national training workshop onthe 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 workingdocuments.

II. Amount of assistance:A maximum of US$1,000 per project and per

country. In addition, in the case of I. (1) above,ACCU will, upon request, lend out free of charge tpositive films of illustrations for printing.

III. Selection and endorsement:(1) After the present Workshop, ACCU will, in con-

sultation with Unesco ROEAP, make a selectionof the recipients.

(2) ACCU will then obtain endorsement from theNational Commissions for Unesco concerned andconclude contract with the Commissions for

execution of the Projects.

N. Schedule of Execution:Notification to the recipients:End of Januaiy 1986

Completion of selected projects:End of July 1986

Submission of report to ACCU-End of August 1986

Contents of national follow-up activity:Production of AJP Materials1. Title of the materials2. Estimated number of copies of each type3. How the materials will be adapted and adop-

ted4. Responsible agency and responsible person5. Assistance sought for ACCU/Unesco ROEAP

a) Financialb) Technical (Experts service)c) Materials (positive film etc., documents)

6. Time frame of the progranune

(2) National Training Workshop

1.

3.4.5.6.7.

Objectives and contents of the trainingNumber of participants and their back-groundVenue and dateTentative programme of the WorkshopFaculty memberTraining materialsAssistance sought from ACCU/UnescoROEAPa) Financialb) Technical (Experts service)c) Materials (documents)

APPENDIX

1. Opening Addressby

Mr. Toshiyuki HattoriActing President

Asian Cultural Centre for Unesco

Mr. T. M. Sakya, Representative s :iiesco,Mr. Nishizaki, Deputy DirectorGeneral, Minist,r's Secretariat,

Ministry of Education, Science and Culture of Japan,Distinguished guests, Distinguished participants, Ladies and gentlenien,

It is my great pleasure and honor, on behalf of theAsian Cultural Centre for Unesco, to say a few words atthis opening session of the Third Regional Workshop onthe Preparation of Literacy Follow-up Materials in Asiaand the Pacific.

First of all, I should like to extend my ccrcli-1 wel-come to the experts from abroad, who have come all theway to attend this workshop. Particularly my gratitudegoes to Mr. T. M. Sakya, Educational Advisor at theUnesco Regiaaal Office for Education in Asia and thePacific who is attending this workshop as an advisor tothe workshop in spite of his very tight schedule.

The Asian Cultural Centre for Unesco, since itsfoundation in 1971, has been carrying out various kindsof regional joint programmes in the fields of book deve-lopment and cultural promotion in cicae collaborationwith Unesco and the Unesco Member States in Asian andthe Pacific region. Especially, ACCU is *putting emphasison such regional joint programmes as co-publication ofbooks for children, promotion of international compa-ines for safe-guarding of cultural heritages in the region,and co-production of LP records/cassette tapes on Asian/Pacific music and of cultural kits, thereby contributingto the introduction of Asian culture as well as to thepromotion of mutual understanding among the partici-pating countries in this region.

Based on these experiences, ACCU started in 1979the new programme of Asian/Pacific Joint Production ofMaterials for Neo-Literates in Rural Areas (AJP Pro-gramme). It is needless to say that literacy education ispresenting an extremely important problem in thisregion, and the production of appropriate, useful andattractive materials is playing such a great role in literacyeducation .

It is our great pleasure that ACCU has been able,with the encouragement and support from Unesco andthrough the active participation and co-operation of theMember States, to implement this programme of produ-cing materials for nealiterates, based on our experiencesgained through various joint-production progranunes.

As mentioned .in the General Information, theobjective of the workshop is to contribute to the eleva-tion of expertise of the participants through practicaltraining in the production of neo-literate materialsduring the course of the workshop.

The First Regional Workshop was organized inJapan and in Laguna, Philippines in 1983, and theSecond Workshop in Chiangmai, Thailand in 1984, withthe co-operation of the Ministry of Education of eachcountry, both bringing forth many fruitful outcomes.As follow-up activities by ACCU to these workshops,three draft materials from the First Workshop and fourdraft materials from the Second Workshop both deve-loped by the participants were revised and produced asprototype materials which were included and adopted inAJP Materials for wide distribution to the concernedcircles in this region.

In the first and the second workshops, ACCUreceived many suggestive and constructive recommenda-tions from the participants for further development ofthis programme, and ACCU has since been studying thepossibilities of realizing these recommendations.

I am very happy to inform you that, on this occa-sion of the third regional workshop, ACCU could realizethree recommendations from among so many of them.They are; the publication of "Guidebook on the Deve-lopment and Production of Materials for Neo-Literates",the launching of the scheme of "ACCU Prizes for FullyIllustrated Literacy Follow-up Materials" and the send-ing of "International Mobile Team of Experts on theDevelopment of Materials for Neo-Literates".

As the workshop is held in Japan this time, I hopethat the participants could exchange views and experien-ces among each other and, in particular with Japaneseexperts about contents and formats of effective mate-rials and also get some new ideas from the visit to aJapanese agricultural co-operatives and other ruraldevelopment concerned organizations in Japan.

Although we are now in the coldest season ofwinter here in Japan, I sincerely hope all the partici-

pants, are safe from the coldness of weather and I expectvery much you enthusiastic participation in the work-ib(l'p in warm and friendly atmosphere.

We are $4111114 to Iwo a small trip to Hakoneresort area towards the end of this week, and I hopethat, the participants would enjoy natural beauty andwarm heartedness of people in rural areas of Japan.

In the end, may I take this opportunity to expressmy heartfelt gratitude to the Unesco Regional Office forEducation in Asia and the Pacific and the JapaneseNational Commission for Unesco for their kind en-couragement 'ethnical and financial assistance andco-operaticI in carrying out this workshop.

Thank you Very much.

2. Welcome Addressby

Mr. Nobuo NishizakiDeputy Director-General, Minister's Secretariat

Ministry of Education, Science and Culture

Ladies and gentlemen,

It is my great pleasure and honour to say a fewwords of greeting on behalf of the Japanese NationalCommission for Unesco at the opening of the ThirdRegional Workshop on the Preparation of LiteracyFollow-up Materials in Asia and the Pacific.

Also, I should like to extend my hearty welcome toMr. T. M. Sakya, representative of Unesco and the parti-cipating experts from eleven countries in Asian andPacific region.

In the light of the vital importance of literacy inthe region, the Asian Cultural Centre for Unesco isexerting its considerable efforts for the Asian/PacificJoint Production Programme of Materials for Neo-Literates in Rural Areas in recent years. I am verypleased to say that the Japanese National Commissionfor Unesco is rendering its support and co-operation toACCU for the development of this programme.

ACCU has been highly appreciated in the regionfor engaging in the development of various types ofliteracy materials which aimed at contributing to theimprovement of the quality of life of rural neo-literates.

In the Fifth Regional Conference of Ministers ofEducation and Those Responsible for Economic Plan-ning in Asia and the Pacific recently organized in Bang-kok, the AJP programme was also very highly evaluated,and I believe with pleasure that this is because of theincreasing awareness among the countries in the regionon the importance of producing good quality materialsin literacy education.

Literacy is one of the fundamental props of anation's development and the achievement of literacy isthe common goal for every country in the region. Forthe achievement of this goal, I think, production ofconcrete learning and teaching materials incorporatingvarious experiences and knowledge of the participatingcountries has a very significant meaning.

A series of regional workshop organized by ACCUfor providing training experiences for the experts onliteracy materials development, i.e. its first workshoporganized in Laguna, Philippines and the second one inChiangmai, Thailand, has brought forth a lot of fruitfuloutcomes.

This third regional workshop aims at, based on theresults of the follow-up activities by the participantcountries of the first and second workshops, developingnew materials for neo-literates with the study visits toa Japanese agricultural co-operatives and a publishinghouse of magazines for rural areas of Japan.

May I add that both the Ministry of Education,Science and Culture and the Japanese National Com-mission for Unesco are expecting fruitful outcomes ofthe workshop and are prepared to continue to givesupport to ACCU's program-Ines of this kind. I sincerelyshould like to wish succe v:. cf the workshop by theactive participation of all thi, perticIpants.

Although your stay in 2.cpui is very short, I hopeyou will enjoy the small trip to ci:iside Tokyo scheduledin this week-end, and spend useful and pleasant timeduring the workshop.

Thank you very much.

3. Addressby

Mr. T. M. Sakya, Educational AthisorUnesco ROEAP

Mr. Hattori, Mr. Nishizaki, Mr. Sasaoka,Distinguished participants from different countriesin Asia and the Pacific

It is a matter of great pleasure to have this opportu-nity once again to be present in the opening ceremon...tNof the Third Regional Workshop on the Preparation ofLiteracy Follow-up Materials in Asia and the Pacificorganized by ACCU in cooperadon with Unesco.

First of all, I am glad to convey a message of greet-ings and best wishes for the success of the workshopfrom the Director-General of Unesco, Mr. A.M. M'Bowand from Mr. A. Chiba, Acting Director of the UnescoRegional Office in Asia and the Pacific. Mr. Chibawanted to attend this opening session himself very muchbut due to his urgent works in the office, he could notdo so.

As you all know, Asia and the Pacific has 63 percentof the world population, of which 36.3 percent are stillilliterate in 1985. In terms of absolute number, it is avery staggering figure, i.e. 618 million. The developingcountries of the region row are realizing that they haveto make their people literate and make them able tolearn better, ways for living and producing more bythemselves. That is why all the countries are makingprimary education available for all children and literacyand post literacy programme for all the youths andadults.

The Regional Minister of Education Meeting held inBangkok -in March 1985 had 3trongly recommended toUnesco to launch a Regional Project to eradicate illite-racy and to provide continuing education by the year2000. This proposal was already approved by theUnesco Ct,era' Conference held recently (i.e. Oct/Nov

1985) in Sofia. The Regional Project will be launchedfrom 1986.

Tri order to eradicate illiteracy and to provide con-tinuing education, learning materials are the backbone.Therefore this kshop on the "Preparation of LiteracyFollow-up V '-" is a very important activity underthe Regional

Unesco is very thankful to the Government of Japanand ACCU for cooperating with Unesco to organize theRegional Workshop series on Literacy follow-up Mate-rials Development which started in 1983.

The national follow-up programme organized byeach participating countries after the Regional Workshophave helped to disseminate the effect of the RegionalWorkshop all over in Asia and the Pacific region.

From the available information, it is quite obviousthat this activity of Literacy Follow-up Materials Deve-lopment has been a quite successful programme. Thereis need for more programme in the years to some toeradicate illiteracy and to provide continuing educationfor development of the region.

From the Unesco side we hope Unesco and ACCUcould continue to cooperate in organizing the Regionaland National Workshops in future.

Once again I would like to thank ACCU and allthe participants for making the workshop a reality.