DOCUMENT RESUME

ED 354 403 CE 063 146

TITLE National Workshop on the Development of LiteracyFollow-Up Materials in the Philippines (Quezon City,Philippines, December 9-19, 1991). Report.

INSTITUTION Asian Cultural Centre for UNESCO, Tokyo (Japan).;Department of Education, Culture and Sports, Manila(Philippines).; United Nations Educational,Scientific and Cultural Organization, Bangkok(Thailand). Principal Regional Office for Asia andthe Pacific.

PUB DATE 92NOTE 76p.; For related documents, see ED 332 001 and CE

063 144-145.PUB TYPE Collected Works Conference Proceedings (021)

Reports Descriptive (141)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS Adult Basic Education; *Adult Literacy; *Audiovisual

Aids; Community Development; Curriculum Development;*Disadvantaged; Economic Development; *Females;Foreign Countries; Functional Literacy; Illiteracy;Instructional Materials; *Literacy Education;*Material Development; Migrants; Minority Groups;Slum Environment; Videotape Recordings

IDENTIFIERS Asia Pacific Region; *Philippines; PostliteracyPrograms

ABSTRACTThis report contains materials from a workshop on the

production and use of audiovisual, printed, and folk media asliteracy follow-up materials. Chapter I contains the proceedings andconsists of an introduction, objective, and summaries of openingspeeches, technical/academic presentations, group work, and closingspeeches. Chapter II provides these resource papers: "Development ofAudio-Visual Literacy Follow-up Materials for Neo-Literates in RuralAreas" (Abbas); "Important Points in Developing Visual, Attractive,and Effective Literacy Materials" (Woo-Hyun); "ATLP [APPEAL (AsiaPacific Programme of Education for All) Training Materials forLiteracy Personnel] in Developing Literacy Materials and ContinuingEducation" (Garcia); and "ACCU's (Asian Cultural Centre for Unesco)Regional Cooperative Literacy Programmes in Asia and thePacific--Literacy Materials Development and Personnel Training."Chapter III provides details of the group work, in which participantsdivided into three groups did field work in three villages anddeveloped materials through this procedure: field survey, preparationof materials, field testing, and revision and finalization. Reportsof the three groups include a village profile, description ofmaterial development and field testing, and some illustrations ortext from the 13 kinds of materials developed by the groups (printmedia, electronic media/video, folk media). Appendixes include theworkshop schedule, participant list, and three welcoming addresses(by Pefianco, Inumaru, and Bautista). (YLB)

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1

Report

National Workshop on

the Development ofLiteracy Follow-up Materialsin the Philippines

Quezon City, Philippines9-19 December 1991

Bureau of Nonformal Education (BNFE),Department of Education, Culture and Sports (DECS), PhilippinesAsian Cultural Centre for UNESCO (ACCU)in co-operation withUNESCO Principal Regional Office for Asia and the Pacific (PROAP)

ACKNOWLEDGEMENT

This report is the outcome of the National Workshop on theDevelopment of Literacy Follow-up Materials in the Philippines jointlyorganized by the Bureau of Nonformal Education (BNFE), Department ofEducation, Culture and Sports (DECS) of the Philippines and the AsianCultural Centre for UNESCO (ACCU), in co-operation with UNESCOPrincipal Regional Office for Asia and the Pacific (PROAF) and NationalCommissions for Unesco of the Philippines and of Japan, in Quezon City,Philippines, from 9 to 19 December 1991.

Innovative literacy materials which combined both culturalresources and educational messages were created during the workshop. Itshowed that not only consideration for the cultural background of learnersbut also effective use of such culture is a useful strategy in preparinggood materials.

The success of the workshop was due to the joint efforts made,in an extremely co-operative spirit, by organizers of the Philippines, ACCUand UNESCO PROAP, consultants of the International Mobile Team, localresource persons, secretariat members and illustrators, and the participantsrepresenting 13 regions of the country.

It is hoped that this report will be a valuable addition to yourresources for developing literacy follow-up materials and that its findingswill be utilized extensively.

Deep appreciation and special thanks should go to all theparticipants for their active participation, to the consultants for theirable guidance, and to the secretariat members for their excellent work.Their shared input contributed much to the attainment of workshop goalsand objectives.

published bythe Asian Cultural Centre for UNESCO (ACCU)6, Fukuromachi, Shinjuku-ku, Tokyo, 162, Japan(phone: 81-3-3269-4435 fax: 81-3-3269-4510)

printed byTaito Printing Co. Ltd., Tokyo, Japan

March 1992

®Asian Cultural Centre for UNESCO (ACCU)

CONTENTS

I. Introduction & Proceedings

1. Introduction and General Information2. Proceedings

- opening programme- technical / academic presentations- community study / immersion

actual material developmentfield testing and revision of materialsclosing programme

- evaluation of the workshop

II. Resource Papers Presented by the Experts

1. Development of Audio-Visual Literacy Follow-up Materialsfor Neo-Literates in Rural Areas Merza Abbas (Malaysia)

2. Important Points in Developing Visual, Attractive andEffective Literacy Materials Kang Woo-Hyun (Rep. of Korea)

3. ATLP in Developing Literacy Materials and Continuing EducationEstela Ll. Garcia (Philippines)

4. ACCU's Regional Co-operative Literacy Programmes in Asia and the Pacific--- literacy materials development and personnel training

III. Group Reports : Field Survey, Preparation and Field-testing of Materials

1. Steps of Developing Materials2. Report of Group A (Print Media)3. Report of Group B (Electronic Media - Video)4. Report of Group C (Folk Media)

Annex & Appendix

Annex: * Schedule of Activities* List of Participants* List of Resource Persons, Organizers and Secretariat Members

Apliendix: * Opening Address by Honorable Erlinda C. Pefianco, Undersecretary,Department of Education, Culture and Sports, Philippines

* Address by Tadashi Inumaru, Director General, Asian Cultural Centrefor UNESCO (ACCU)

* A Synthesis of the Workshop by Lauro G. Bautista, Chief, StaffDevelopment Division, BNFE, DECS, Philippines

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67

CHAPTER I

Proceedings

6

Introduction and Proceedings

Introduction and General Information

Illiteracy is a world problem. ThePhilippines, which contributes almost 5 million tothe big number of world illiterates, recognizesthe problem of illiteracy as a factor forunderdevelopment and poverty. Indeed,illiteracy has been presented as a barrier to theachievement of quality of life of individuals,families and communities. So, nations of theworld came together and as one, focuses allefforts for literacy.

In response to the global programme ofEducation for All (EFA) and Unesco's Asia-Pacific Program of Education for All (APPEAL)which aim to eradicate illiteracy among theadult and out-of-school populations, thePhilippines committed itself with neededactivities. Working along PresidentialProclamation No. 480 signed by Her ExcellencyCorazon C. Aquino and other memoranda andpolicies, the country, through the Department ofEducation, Culture and Sports, as one of thegovernment agencies, embarked on nationalactivities which is focused on literacydevelopment.

In literacy development, materials for use inreading, writing and numeracy are of greatimportance. Materials in the form of books,pamphlets, cards, posters, puppets etc. have tobe developed, produced and distributed in orderto enhance effective delivery system to targetpopulation. In line with this urgent need,workshops are conducted at different levels tocome up with the needed aids for meaningfullearning.

One of the efforts along this line is theNational Workshop on the Development ofLiteracy Follow-up Materials organized by theBureau of Nonformal Education, DECS and theAsian Cultural Centre for Unesco (ACCU). Theactivity was held on December 9-19, 1991 atSEAMEO Innotech, Diliman, Quezon City,Philippines.

Participants to the workshop were writers innonformal education from the different regionsin the country, including selected governmentand non-government organization representatives.

The objectives of the ten-day (10), live-innational workshop were as follows:

a) Identify and analyze the needs and problemsof the rural people

b) Develop neo-literacy materials based on theneeds of the rural people using audio-visual,printed and folk media.

field-testing of developed materials (folk media)

Using needs assessment results, copies oflocally produced literacy and reference materialsand undertaking sharing of experiences, fieldvisitation or community immersion, actualdevelopment, field testing and revision, theworkshop came up with materials for use inliteracy development in the form of printed, folkand electronic media.

Proceedings

A. Opening Program

The start of the workshop had an impressiveand simple Opening Program. At 9:30 programstarted with a prayer followed by the singing ofLupang Hinirang the national anthem. In hisopening remarks, Mr. Lauro G. Bautista, Chief,SDD, mentioned the general objectives andrationale of the national workshop. Dr. MindaSutaria, Director, INNOTECH, extended herwarm welcome to the participants, guests andconsultants. Beautiful indeed was the start withthe choral rendition of songs by the DECSChoral Group. The keynote speech ofUndersecretary Erlinda C. Pefianco of theDECS, delivered by Dr. Remigio P. Romulo,local consultant, was an eye opener on literacymaterials development. Mr. Tadashi Inumaru,Director General of ACCU, gave a messagefocusing on the workshop theme and objectives.He underscored the need for urgent response toilliteracy through effective materialsdevelopment and production. The program wasclosed by a meaningful song entitled "If WeHold on Together". The song communicated amessage of oneness and teamship.

6

3

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opening of the workshop

B. Introduction of Participants

The participants, 33 in all were presented byregion by Mr. Lauro Bautista, Chief, StaffDevelopment Division and Project AssistantDirector. The following summarizes theparticipants to the workshop in terms ofdesignation/position:

Education Supervisor IIEducation Supervisor IChief/Asst. Chief/RegionalNonformal Education Division

Social Development CoordinatorNFE TeacherNFE Division/District CoordinatorEducation Media SpecialistSchool PresidentInformation OfficerAsst. S chools Div. SuperintendentDirector, Curriculum DevelopmentExtension Service

Professor

922

1

4

81

1

1

1

2

in total 33

( Please see Annex for the list of participants.)

C. Surfacing of Expectations

Dr. Magdalena E. Dugenia, Chief, LearningResource Development Division, facilitated thesurfacing of expectations. Five groups wereorganized to tackle discussions of expectationsfrom the following:

1. Workshop2. Organizers and Resource Persons3. Fellow Participants4. Oneself

Reporting of expectations was done by groupand the following presents the summary on thereports with percentages of response.

4

Enhancement/development ofknowledge, abilities and skillson materials development

95%

Awareness and perception ofproblems and needs of rural people

Development/production ofneo-literacy materials

75%

90%

Cooperation and teamship with 48%

co-participants

Community immersion

Kits and needed materials

Transfer of expertise fromconsultant

( Please see Appendix for participants'expectations.)

D. Team Building

55%

25%

48%

To build cooperation and a working togetheratmosphere between and among the managementstaff and participants, a team-building activitywas undertaken under the facilitation of Mrs.Aida P. Hinlo, Senior Education ProgramSpecialist of the BN FE. She divided the groupinto three and gave instructions on the activitygame. The group which worked as one and didplanning/coordination and exhibited leadership/fellowship in work details showed the bestperformance in the activity. This surfaced some'earnings that justified teamship which theparticipants realized and agreed upon forguidance in the ten-day workshop.

E. Organization

In order to maximize effective workingsystems, the group was organized into three (3)based on the kinds of literacy materials to bedeveloped, namely: Print Media, Folk Media andElectronic Media (Video). Each group had tento eleven members each. Each group elected achairman and a rapporteur. Among the threegroup chairmen elected, a general chairman waspicked out. The same thing was done with therapporteur. Selected/elected general chairmanand rapporteur were Ms. Solita H. Fangco, Asst.Chief, NFE Division, Region VI and Ms.Benedicta B. Gomez, M.T.I., Camalig, Albayrespectively.( Please see Section III for the Groupings.)

F. Activities to Achieve the Objectives

Mr. Shinji Tajima, Chief, Literacy and BookDevelopment Section of ACCU, gave directionand guidance on the ten-day activity. Using anillustration of the step-by-step procedure onworkshop activities, he underscored theimportance of sharing experiences and inputs bythe participants, consultants and resourcepersons. He mentioned the necessity of thecommunity survey or field visit, the analysis ofdata principles and the curriculum in differentforms, the field test, revision procedures andfollow-up.

G. Technical/Academic Presentations

presentation on video programme byMr. Mersa Abbas, ACCU consultant

Presenting the ACCU and AJP materials, Mr.Shinji Tajima, teaming-up with Ms. TaekoKurokawa also of ACCU, showed the processesby which the materials were developed. Theyexplained concepts behind each of the materialsincluding procedures or steps by which they areeffectively utilized.

Mr. Woo-Hyun Kang, consultant from Republicof Korea, through an interpreter, discussed thevital importance of visual communication inPlanning, Designing and Illustrating Materials.The colorful books, posters and pamphlets heshowed to the participants spoke of creativity,ingenuity and resourcefulness. He stressed thatvisual materials should be attractive,interesting, convenient to use and should fostereconomy and usefulness. He asked theparticipants to undergo various drawingactivities which he said were okay and verysatisfact,ry.

Mr. Verza Abbas, consultant from Malaysiademonstrated the proper manipulation of videoequipment. He stressed that constant practicemakes perfect but he cautioned that NFE shouldnot depend much on the electronic media butshould be creative enough in the production andutilization of indigenous materials.

Mr. Shinji Tajima of ACCU, talked on FolkMedia which included conversations of people,skit, stories, entertainment, songs, puppetry andlegends. He stressed that the nonformaleducation clientele enjoy these media becausethey are closest to their hearts. He enjoinedthe participants to consider needed principlesfor developing materials for adult clientele.

The APPEAL Training Materials for LiteracyPersonnel (ATLP), in the development of literacyfollow-up materials as discussed by Dr. Este laLl. Garcia, Director III, BNFE, DECS, OICproved to be a potent factor for a systematicprocedure of doing things. Needs and problemsare surfaced and content areas properly andeffectively tackled in congruence withmethodologies and procedures. Dr. Garcia in

addition, discussed the need for continuingeducation learning packages that will respond tothe thrust programs under implementation.(Please see Section II for the different papers.)

H. Preparation for Community Survey

In preparation for community survey, theparticipants in three groups, developedinstruments to guide them in their rounds andinterview of residents. Three kinds weredeveloped as there were three groups formed.The drafts of the instruments were critiqued andrefined with the guidance of the consultants,then reproduced for distribution and use in thesurvey.

Before the actual survey, the communityprofile was studied by the participants. Recordson population, facilities and values of the peoplewere open for study. The nonformal educationcoordinator in the school gave an orientation tothe visiting group and talked on on-goingprojects and activities in the target villages.The community leaders were introduced andvillagers were briefed on the visit and study bythe workshop group.(Please see Section III for the SurveyInstruments.)

I. Community Study/Immersion

Amid showers or light rain, the workshopparticipants together with the consultants andstaff went off to General Mariano Alvarez(GMA) municipality in Cavite province for thecommunity visit. Starting at 7:00 in themorning, they arrived in the elementary schoolwhere they were met by the field visitcoordinators after two hours ride. The groupwere oriented and in a visit to the nonformaleducation center, they got ideas on the life ofthe target community.

In the actual survey, three villages weretargeted, namely: Kua, Salud and Olaes. Thethree groups got one village each to go aroundin. Leaders were at hand to assist andinterviews, using the survey questionnairesdeveloped went on smoothly until afternoon.(Please bee Section III for the CommunityProfile.)

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J. Preparation for Literacy MaterialsDevelopment

The following activities were undertakenpreparatory to the development of the follow-upmaterials:

Lecture discussion on how to analyze the.results of the survey

Study of the steps /procedures on the use ofthe New Participantion (NP) Method (Pleasesee Section II.)

Preparation of the Content Curriculum

Planning the format for the literacymaterials

Mr. Tajima discussed the manner of analysisof results found in the community survey. lieunderscored the necessity of looking at thedetails of problems as voiced out by communitymembers. Ile said that most often, problems areseen only like a tip of an iceberg. Ileindicated that down under are bigger and moreserious ones that have to be seen deeply andurgently addressed.

The NP Method was discussed and theprocedural steps deliberated on. Strips of paperwere distributed and questions for clarificationwere aired.

After the needs/problems and solutions weresurfaced, the content curriculum was developed.Concepts and messages were specified, contentareas were listed after which the curriculumgrid was plotted.

A short orientation session on formatplanning for literacy materials was done withMs. Lourdes Arellano, Assistant Chief, I.RDD,BNFE as facilitator. She furthermore gavespecific directions on the development ofmessages and format through examples in theanalysis of problems and solutions.

H.

discussion among the print media group memberswith Mr. Kang Woo-llyun, ACC II consultant

../

6

K. Actual Materials Development

1 11

editing of video programme

Working in three groups, the participantsworked on their assignments religiously. Withthe guidance of the consultants and theleadership of the chairmen, the following groupsconducted the workshop for four solid days:

1) Print Media Group2) Electronic Media (video) Group3) Folk Media Group

Each group had one illustrator to help out inillustrations/drawings. Materials and suppliesneeded were distributed and discussions to clearout doubts were conducted. Democraticprocesses were used in arrival at decisions.

Revision and finalization of literacy materialswere done based on feedback from groupcritiquing in consultation with resourcepersons/consultants and artists/illustrators.

The group on electronic media went onlocation shooting for one whole day with thecompany of experts. Shooting venue was onevillage in the same municipality visited earlier.

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presentation of group outputs by the participants

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L. Field Testing and Revision of Materials

field-testing of video programme

With materials for use in literacydevelopment done, packaging them fordevelopmental testing followed. Print materialswere xeroxed and reproduced and electronicmedia materials were recorded/produced to beready for field or developmental testing.

Before field testing was done in a follow-upcommunity visit, instruments were developed andprepared. Guidelines were set as to time fordeparture, roles of members and preparation ofclientele. There was a final check on theneeded materials for easy handling and no-hassletest activity.

After actual field test, reports were given.Effective feedbacking was carried on and thematerials developed got the needed nod ofauthorities.

In addition to output presentation, plans forfollow-up activities were formulated. Themanagement and consultants/resource personswere informed of the plans and decisions weremade.

Plans included the printing of the materialsdeveloped by ACCU, their reproduction anddistribution, first of the clientele in GMAmunicipality and to other regions of the countryand Asia-Pacific.

M. Closing Program

On the tenth day of the workshop, before amerienda cena or early dinner party, the closingprogram was conducted. It was started by adoxology, followed by the singing of thenational anthem. Impressions by participantswere aired and songs were sung. Outputs interms of newly developed materials for literacywere properly presented by the general chairmanand accepted by the assistant project director.

The message given by Dr. Estela Garcia and Dr.Remigio P. Romulo expressed congratulatorynotes and thanks to all those involved in thenational workshop. Mr. Shinji Tajima of ACCI.lposed a great challenge for literacy developmentthrough materials production to which theparticipants pledged in a commitment. Theawarding of certificates and the exchange ofgifts proved to be a joyous experience for all.

N. Evaluation of the Workshop

Evaluating the national workshop in a finalreaction sheet majority of the participants ratedthe objectives, and organizational features asfollows:

I. Objectives:

a) Identify and analyze the needs and problemsof the rural poor achieved to a largeextent (7996)

b) Develop neo-literacy materials based on theneeds of the rural people using audio-visual,printed and folk media - achieved to a largeextent (96%).

2. Organization:

a) Planning and preparationb) Provision for group workc) Duration of the workshopd) Arrangement of time

schedulee) Amount and usefulness of

- Fair (59%)Very Good (75%)

- Very Good (88%)

Good (68%)

f)the workshopInstructional materials

Very Good (90%)

and activitiesg) Presentation of lectures/

talk of consultants/

Good (70%)

resource persons Good (65%)11) Responsiveness of Manage-

ment and support staffto needs Good (58%)

i) Workshop venue - Very Good (86%)j)k)

Food arrangementTeamship and working

Fair (72%)

together system Good (62%)

The national workshop's over-all rating wasplaced at good or achieved to a large extent.Suggestions range from improvement of boardarrangements through additional funding to up-to-date provisions of needed workshop needs.General observations and comments were verypositive and congratulatory remarks went to theconsultants/resource persons and themanagement staff.

CHAPTER II

Resource Papers by the Experts

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Development of Audio-Visual Literacy Follow-upMaterials for Neo-Literates in Rural Areas

Merza AbbasDeputy Director, Centre for Educational Technology and Media

Universiti Sains Malaysia

Abstract: Audio-visual media are employed forillustrative and extension purposes to helpincrease the effectiveness of instructionaltechniques. They do not teach by themselvesbut are forms or vehicles by which instructionis formatted, stored and delivered to thelearner. The effectiveness of mediatedinstruction is due to the instructional methodsand techniques, and the learning principlesemployed and not the media.

INTRODUCTION

Schwen (1977) defines media as "thereplicable means, forms or vehicles by whichinstruction is formatted, stored and delivered tothe learner." The media, such as slides,photographs, posters, etc. are employed by theteacher/trainer for illustrative purposes tomake things clear and meaningful, and toprovide additional exposure to certain keypoints.

When similar explanations and pictures arepackaged into a recording device such as filmor videotape, they then fulfill the extensionpurpose to be replicable and able to reach awider audience.

Clark and Salomon (1986), after extensivelyreviewing currently available media research andstudies caution us:

1. Past research on media has shown quiteclearly that no medium enhances learningmore than any other medium regardless oflearning tasks, learner traits, symbolicelements, curriculum content or setting;

2. Any new technology is likely to teach betterthan its predecessor because it generallyprovides better prepared instructionalmaterials and its novelty engages thelearner; and

3. Future research on media should beconducted in the context of and withreference to the general cognitive sciences.

a.b.

What these mean are that:

No one medium is best for all purposes; andMore attention should be given to thelearning principles, and instructional methodsand techniques employed within the mediatedprogram.

DESIGN OF AUDIO-VISUAL MATERIALS

What happens during the viewing of a media

program? The viewer brings his experience,knowledge or feelings about the subject matterto interact with the audio and visual stimulifrom the program and come-, up with his/her(new?) conclusions or understanding of what isbeing shown.

The viewer gets involved and participates,offering opinions. He/she does not merelyreceive the content. But the way the viewerperceives the presentation is relative, selective,organized and based in part on the viewer'sexperience.

A model of communication is helpful here. Abasic communication model consists of 3elements: the speaker, a subject and anaudience. The relationship between the 3elements for public speaking can be representedthus:

Tone

AUDIENCE

SPEAKER

Attitude

SUBJECT

The speaker addresses an audience in acertain manner to convey the content of asubject; he uses a certain TONE. The speakercan be respectful, terse, caring, or cajoling,etc. At the same time, the speaker also revealshis ATTITUDE towards the subject: the audiencecan sense if the speaker is confident,knowledgeable, concerned, etc.

These aspects belong to the area ofnonverbal communication and has a role to playequal to or larger than the verbal and visualaspects.

The same model can be applied to mediatedmaterials but this time the speaker is nowunknown or unseen. In his place is not amedium but a "controlling consciousness" --something "alive" in the program that attractsattention, addresses the audience in a certainmanner and reveals an attitude towards asubject. And also, this time the subject matterreaches the audience through some form ofrepresentation through the medium.

ControllingConsciousness

Tone

I

liAudience

Representation

Attitude

Subject

11

What this means is, whether we face anaudience in person or through a mediatedprogram we should expect similar responses fromthem. In both cases, for maximum effect wemust choose an approach that is most pleasingto the audience.

Zettl (1976) calls the result of theinteraction between the viewer/percipient andthe audio-visual stimuli of the program the"process message".

Each program has its own intended messageor set of messages. Can all, or at least most,of the viewers produce process messages similaror identical to the intended message? Theprogram can be considered effective orsuccessful only if the intended message getsacross; i.e. process message = intended message.

This is where the design elements andtechniques come in. The design elementsprovide answers to only 3 questions, as posed byMager (1968):

1. "Where am I going?" the objectives2. "How will I get

there?" the intructionalstrategies andtechniques

3. "How will I knowwhen I've arrived?" the evaluation

Also, with or without the media, a number ofthings have to be attended to while teaching orinstruction is underway. Gagne (1970) suggestsa list of 9 items, though not necessarilyexecuted in this order, and calls them theEvents of Instruction:

1. Gain and control attention2. Inform learner what is expected (objectives)3. Review previous knowledge4. Present new materials5. Provide guidance and encouragement6. Ensure practice7. Tell the learner how he/she is doing8. Consolidate and evaluate9. Ensure retention and transfer

All teachers and trainers do all these items,but the need is more acute with mediatedinstruction where, as is the usual practice, nonotes are taken. Many people feel thatmediated materials are easily understood andmemorized, so they put in less mental effort.Subsequently, as always, within less than aweek, 80% of the materials cannot be recalled.The effectiveness can be greatly increased byhaving a discussion after every screening andproviding handouts that summarize orcomplement the program.

In presenting the materials and ensuring thatthe intended process message is formed by everyviewer, Marsh (1983) proposes a set of 21 stepsto design a message.

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The first 4 steps, in the Purpose Statementare:

1. Select the Strategy2. Profile the Receivers3. Determine the Central Idea, and4. Establish Performance Objectives.

The Strategy -- to inform, to stimulate, tointerpret, to instruct, to solve, to persuade, toargue, to entertain, or to solve -- defines thetask of the producer, while the objectives definethe behaviour of the receivers.

It is with choosing the strategy that theproducer employs the various methods,techniques and tactics to manipulate the verbal,non-verbal and visual components while keepingin view the established learning principles.

The producer has to clarify for himself theideas or problems before he can share them withothers. When the ideas are clear he should linkor crystallize them together towards a certainslant, angle or hook. This then forms thecentral idea.

A central idea is a single, complete,declarative sentence which summarizes theessence of the message. It is the wholemessage abstracted into one sentence. Acentral idea can be a formal definition, aprocess or belief.

The central idea should be fcrmed by theproducer and if the program is successful, itbecomes part of the process message. Thecentral idea may be stated or repeated in theprogram, or it may be left unsaid. But it mustbe clear to the producer because it is theguiding factor throughout the program: itdecides what program is actually to prove thecentral idea. The central idea reveals theproducer's ATTITUDE towards the subject.

Take for instance, dental hygiene. Adults andespecially children in rural areas and lowersocio-economic status do not practice good oralor dental hygiene, so they do not have acomplete set of healthy teeth. We canspeculate that in their opinion a good set ofteeth, good breath, or a good smile is notnecessary for a happy life, but we know that ifgiven a choice, a man would certainly choosefor a wife or a girl who has a sweet smile anda set of original, white and pretty teeth, andvice versa.

We know that they have a preference, buthave not defined it as a problem. The problemis actually ours, in our minds, not theirs. Sohow do we present the subject of dental hygieneto them? In the program we must tell themWHY they should have healthy teeth, HOW toget them and WHAT to do to keep them. Itmay already be too late for some of them, butit is not too late for their children. So wefocus on their children and what they can do tohelp. The Central Idea for this program can

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be: "A set of healthy teeth enhances looks,makes life fun, comes but once in a lifetime andsuffers from neglect." We can then work outthe content outline.

With a central idea and a content outline wecan now think about how to present our pointof view and ideas. We have to decide on astrategy and a TONE. Also, there are manyprogram formats to choose from: voice-overnarration, documentary, interview, paneldiscussion, magazine, demonstration ordramatization.

The aim of every production is not merely todeliver the content, but to get the viewerinvolved in a set of experience that leads himto draw conclusions similar to ours. Theprogram contains a series of claims that requireproof. The claims are stated verbally or shownin a series of visuals but the proof are usuallyin visual terms.

Before we decide on a strategy, let's look atsome sources of knowledge. These are:experience, authority, inductive reasoning,deductive reasoning, and the scientific approach.The easiest approach is to adopt the position ofauthority a lecture by an expert but thebest may be a combination of these and drawinga lot from the audience's experience.

PRODUCTION OF AUDIO-VISUAL PROGRAMMES

Having decided on a CENTRAL IDEA, anOUTLINE and STRATEGY we can now proceedto prepare a STORYBOARD to produce theprogram.

A storyboard is a device for planning visualand audiovisual presentations. It offers a wayto organize what we are going to SHOW ouraudience and what we are going to TELL them.

In both form and functions, it resembles itsparent, the comic strip. It is a sequence ofpicture panels with each panel or storyboardframe depicting a key point in the proposedvisual content. The pictures are usuallydrawings or sketches but can also bephotographic prints. The pictures can berevised, rearranged, or deleted until a strongvisual story comes across.

The finished storyboard becomes a masterpicture plan of the proposed audiovisual programand an evaluation tool for catching mistakesbefore the actual production.

The advantages of a storyboard approach are:

°it promotes visual thinking;°it allows for pre-production critiques andrevisions; and

°it minimizes post-production changes.

In preparing the storyboard, 3 factors shouldbe considered:

1. Simplicity / Legibility;2. Shot Continuity; and3. See / Hear Compatibility.

LEGIBILITY/SIMPLICITY apply especially toword slides or graphics. Good contrast betweenlettering and background and proper letter sizeale important for comfortable reading. A saferule of thumb for the minimum letter size is1 /15th the size of the screen.

The amount of words on the screen shouldalso be limited. Good sharpness and resolutioncan be obtained for slides but the same cannotbe obtained from the television screen. Also,the SCREEN TIME, i.e. the amount of time thevisual remains on the screen is a criticalfactor. In an audiovisual presentation aconcept is presented for a controlled length oftime and then taken away.

On the average a picture has a visual lengthof about 8 seconds; in practice it varies from 4

12 seconds depending on the amount ofinformation in the picture. With this timefactor the visuals must be simple and able tocommunicate with some directness.

The techniques used to simplify are:

° SUBDIVIDING the information and putting thecomponents onto separate slides/visuals;

°CONDENSING to key words only. The samekey words are then used at the beginning ofthe accompanying narration so that what isseen doesn't conflict with what is heard; and

° PROGRESSIVE DISCLOSURE. This is avariation of subdividing, the difference beingthat progressive disclosure is cumulative.Subdividing gives a sequence of visuals, eachpresenting a segment of the information. In aprogressive disclosure sequence, eachsuccessive visual adds a new segment ofinformation while retaining everything fromthe previous visual. Thus, the final visual inthe sequence contains the total piece ofinformation.

The second factor to consider is SHOTCONTINUITY. What it means simply is: givenan idea to storyboard, what selection orarrangement of visuals/shots should we use tounfold the idea? The primary goal is toeffectively show what we wish to show. Propershot continuity will establish a clear and logicalsequence.

The standard shots and their abbreviationsare:

Long Shot --- L.S.Medium Shot M.S.Close Up C.U.

The shots can be taken OBJECTIVELY, i.e.as seen by an observer or cameraman, orSUBJECTIVELY, i.e. from the point of view ofthe person in the picture.

13

Each shot can stand by itself, but whenshots of a subject are arranged in a particularmanner they form a sequence and can tell astory. From L.S., or establishing shot, to M.S.,to show the subject and it nearby landmarks, toC.U., to zero in on that portion of the subjectbeing discussed in the narration, is a provenprogression for maintaining shot continuity.Other combinations can be used as long asorientation and flow are maintained and theintended visual message comes across.

Another aspect of shot continuity is screendirection. If a subject is seen facing orwalking in a given direction in the first shot,then in all subsequent shots he must be facingor walking in the same direction. Thisorientation or line of action should be preservedto maintain continuity and logical flow.

The third and final factor is SEE/HEARCOMPATIBILITY. This simply means that whatwe see on the screen and what we hear fromthe narrator must not compete but complementeach other for a coherent total effect.Narration should be constructed so that therelevance of a given visual is obvious when itfirst appears. Also the picture should bemaintained only for the duration of thenarration that concerns it. How much to write?On the basis of the average period of 8 secondsper visual, and the fact that we talk threewords a second, an average of 24 words for avisual would be correct.

To summarize, the major steps for producingaudiovisual programs are:

Planning

1) Determine the topic2) Select the strategy3) Profile the receivers4) Determine the central idea5) Establish performance objectives6) Expand central idea into one outline7) Confirm strategy/program format8) Create a storyboard/write a script9) Prepare schedules: shooting, recording,

editing, etc.

Production

10) Shoot pictures, graphics11) Record narration, effects12) Synchronize/edit

Follow-up activities

13) Prepare user/teacher guide14) Evaluate the program

14

Evaluation and Summary

In the Design Approach, the evaluationaspect is always built in. To evaluate theprogram one simply translates the objectives intoevaluation devices. The evaluation is on thecontent and strategies employed in presentingthe program and should not be about mediaeffectiveness.

Another aspect that is also evaluated is thetechnical quality of the programs. In mediaproduction, technical quality is a function thequality of equipment and talent; expensiveequipment and talent produce qualityreproductions, and vice versa. So the Questionthat every teacher and trainer has to answer is,given what we have discussed earlier, "Doestechnical quality affect program effectiveness?"

REFERENCE

Clark, and Salomon (1986). Media in Teaching.In M.C. Wittrock (Ed.), Handbook of Researchon Teaching, 3rd. Edition. New York:Macmillan Publishing Co.

Gagne, R.M. (1970). The Conditions of Learning,2nd Edition. New York: Holt, Rinehart andWinston.

Kemp, J.E., and Smellie, D.C. (1989). Planning,Producing and Using Instructional Media, 6th.Edition. New York: Harper and RowPublishers.

Mager, R.F. (1968). Developing Attitude TowardsLearning. Belmont, Ca: Lear Siegler/ Fearon.

Marsh, P.O. (1983). Messages that Work.Englewood Cliffs, N.J.: Educational TechnologyPublications.

Schwen, T. (1977). Professional Scholarship inEducational Technology: Criteria for Inquiry.AV Communication Review, 25, 35-79.

Zettl, H. (1976). Television ProductionHandbook. Belmont, Ca: Wadsworth PublishingCo., Inc.

Harrington, J. (1973). The Rhetoric of Film.New York: Holt, Rinehart and Winston, Inc.

.0 "1

A. b

APPENDIX A

Understand

Appreciate

Dewlap faith

Believe

Conceptualize

Significateff

ELSE

(Entry behaviors

Physiological

Psychological

Sociological

Ego-search

Self-fulfillment

Avant-garde

Dramatic

Documentary

Expository

Skill /-Conceptual

Attitudinal

PROCESS OF MEDIA DESIGN

GOAL(S) Rationale

Knowledge

Comprehension

Cognitive ApplicationOBJECTIVES) AnalysisPsychomotor

Affective Synthesis

Overt verb Evalution

ConditionsIndicator

StandardsBehavior

I MOTIVATION

Extrinsic

Exhortative

Deductive

Inductive

Data

Support

Supplement

Content

Time

Print

MEDIUM (A) --

4:1Response

Practice

INVOLVEMENT

BIBLIOGRAPHY

1 VALIDATION h-

Graphic

Photographic

Electronic

Internal

External

Combined

Individual

Small Group

Mass

Fly Sheet

Folder

Brochure

Tabloid

Magazine

Book

ELSE)

Display

Projected

Still

Motion

Black/white

Color

Worksheets

Discussions

Performance

Equipment

Materials

Supplements

[IBlack/whits

Color

[From: Sleeman, Coioun' & Rockwell ( 1979) j

15

is

APPENDIX B

APPENDIX C

INITIALAWARENESS

OFSUBJECT

/0

THINKING PHOTOGRAPHICALLY

EVALUATIONOF IMAGE

CONSIDERSPECIFICSUBJECT

QUALITIES

VISUALMODIFIERS

Frcrn: E. Tsunagi ( 1990 )

//

FORMRESIDUALMESSAGE

BASICTECHNICALDECISIONS

FILMCHOICE

NLENS

SELECTION

COMPO- TONAL LIGHTIN DEPTH COLOURSITION

[RELATION- OF FIELD MANIPU-SHIPS LATIONS.

16

PERSPEC-TIVE

10

EXPOSUREMODIFI-CATIONS

INITIALEXPOSURE

SPECIALEFFECTS

Important Points in Developing Visual, Attractiveand Effective Literacy Materials

Kang Woo-HyunGraphic Designer/Illustrator (Rep. of Korea)

1. Characteristics of Literacy Materials

a. Difference between adult-learner. andchildren

b.

Adults have their life experience eventhough they do not have literacy skills.They hope to solve their problems intheir daily lives.

Children have neither experience noreducation. But they have strong curiosityand hope to wish to develop theirintellectual interests.

Common qualities in literacy materials

1) Visual communication plays vital role.2) Materials should be durable and easy to

use by instructors and learners.3) Good materials are based on the needs

and problems which learners are mostconcerned with.

c. Important points to keep in mind whenpreparing literacy materials

1) Materials should not be developed onlybased on the desk plan, but should bebased on the clear understanding ofactual needs and problems.

2) Make careful consideration in preparingcontent so that the materials are easilyunderstood and utilized by theinstructors.

3) Materials should be durable and beproduced at low cost. Make maximumeffect of onc-colour or two-colourreproduction so that it can even competewith four-colours.

4) Avoid simple imitation of other exampleswithout careful consideration to make itsuitable for local situation.

5) Good coordination and cooperation amongmaterial developers, instructors andlearners should exist in developing anykind of material.

6) Field testing should be conducted toImprove and make necessary revisionsbefore finalizing the materials for massproduction. It is important that youdecide the criteria for evaluation and getfeed-backs from time to time throughevaluation by instructors, learners, etc.

2. Methods of Developing Effective Materials

a. Planning

b.

What kind of materials do you intend toproduce?Make it easy to understand with clearconcept and appropriate presentationUseful for daily life with practicalinformation, knowledge and techniques.Interesting, enjoyable content withattractive illustration and design.

Media selection and their characteristics

1) Poster It can convey the importantmessage quickly and easily.

2) Games, cards - Everybody can learn whileenjoying the game together. It createsvery relaxed atmosphere for learning byeverybody's participation.

3) Pamphlets - Simple to make at low-cost.It can make in series also.

4) Booklets, picture books - Can be for widetarget audience from children to adults.

5) Pictograms

6) Others

c. Components of visual media

- Illustrations (pictures, diagrams, photos,maps)

- Text (including typography)

d. Production elements for visual media

Design layouttypesetting

EditingPlatemaking, Printing and Binding

3. For Creative Conceptualizing

1. Numbers2. Pictures3. Comparison

Among various kinds of methods ofpresentation, pictures/illustrations is one ofthem. Everybody has an ability to expressthrough pictures.

1. simple drawing2. interesting presentation3. introduction of various methods

17

ATLP in Developing Literacy Materialsand Continuing Education

Este la Ll. Garcia, Ph.D.Director III, Bureau of Nonformal Education, DECS, OIC

Introduction

Illiteracy continues to be a serious problemin the Asia-Pacific region. In spite of theefforts being undertaken by member countries, itseems that the problem remains. It could bebecause the literacy training programmesconducted are not producing the desired impacton the target population. Hence, some kind ofmajor intervention to improve or enhance thetraining programme is required.

Unesco's Asia Pacific Programme ofEducation for All (APPEAL) would help solve theproblem. APPEAL aims to ensure that no one inthe region is left illiterate or uneducated by theyear 2000 through its 3-pronged programme: a)universalization of primary education (UPE); b)eradication of illiteracy (EOI); and c) continuingeducation for development (CED).

More recently, our country is commi.:ted tothe global programme, Education for All EFA)which aims to provide basic education foi all bythe year 2000. Literacy is the tool to provideeducation for al!.

Rationale for the LTC and ATLP

One way in which APPEAL aims toaccelerate the eradication of illiteracy isthrough the improved training of literacypersonnel.

According to Unesco, literacy trainingactivities in the Asia-Pacific Region are oftencriticized for being short-term, ad hoc in natureand inadequately planned. One reason for this,Unesco said, is the lack of a common literacytraining curriculum acceptable to all literacytraining agencies in the country. Unescofurther stated that the deve'.upment of system-atic training manuals for literacy personnelcannot be effected without a well-structuredflexible curriculum framework designed to meetthe needs of various clientele group.

Unesco endeavoured to develop a set ofguidelines that would enable countries to designand implement a literacy training curriculumacceptable to all the agencies concerned withliteracy programs.

Literacy Personnel Needing Training

The Technical Workshop for DevelopingPersonnel Training Plans conducted by Unesco inThailand in September 1986 identified threelevels of literacy personnel who need training asshown in the following diagram:

18

Seniormanagement

Provincial/districtsupervisors (includingtrainers of trainers)

Instructors andTrainers

(Teachers)

Level A

Level II

Level C

The diagram shows that all levels from topto bottom or from bottom up will need trainingon literacy.

Materials for Literacy Training

Unesco PROAP organized a RegionalWorkshop on Development of Training Materialsto develop training materials for the threelevels of personnel identified to need trainingunder APPEAL. Phases I and II of theWorkshop were held in Bangkok and Kathmanduin 1987. Phase III was held in Harbin City,China in 1988.

The materials developed during the threephases are being published as a set of twelvevolumes known as the APPEAL TrainingMaterials for Literacy Personnel (ATLP). Thetitle and scope and training level of these booksare as follows:

VolumeNo. Title & Scope Level

1 Principles of Curriculum Designfor Literacy Training

All

2 Principles of Resource Designfor Literacy Training

All

3 Manual for Senior Administratorsof Literacy Training Programmes

A

4 Manual for SupervisorsResource Development andTraining Procedures

5 Exemplar Training ManualExtra Money for the Family

6 Exemplar Training ManualOur Forests

7 Exemplar Training Manual CVillage Co-operative

8 Exemplar Training Manual CHealth Services

9 Specifications for Additional C& BExemplar Training Manuals

10 Post-Literacy Activities and A& BContinuing Education

11 Evaluating a Literacy A& B

Training Programme

12 Implementing a Literacy Training AllProgramme

Since all the volumes in this series areinterrelated, it is important that all userscarefully read Volumes One and Two beforegoing to any other Volume in the series.

Unesco has printed the ATLP 12-volume set.Some countries have translated the volumes andused these in th.r national literacy trainingworkshops like Vietnam and China. ThePhilippines conducted national literacy trainingworkshop using the ATLP volumes in threevenues in 1990.

The relationships between the training levelsand the key elements in the set of materials aresummarized in the following figure. The figurealso details the links between the various levelsof training personnel.

level ASenior Administratorsand Poliey.maken

Level IIProvincial/DistrictSupervisors,.1:ainers of Inure"

Level CTrarners or 1'1.r-semen

( fear hen). _

People NeedingIlmic Literacy I raining

The main aim of the 12 volume set is tofacilitate the development of a totallyintegrated coherent literacy training systemwithin a given country.

Aims and General Objectives of an ExemplarLiteracy Training Curriculum

In developing the exemplar curriculum, theaims and objectives were derived from a surveyof the needs of the clientele in Asia and thePacific and other country rep( -ts regardingparticular needs and circumsta.,,:es.

The aims and objectives shown in Table 1.1ATLP Volume 1, p.15 follows:

Aims:To instill knowledge, skills and attitudes inreading, writing and numeracy based on theneeds and problems of the clientele. Toraise awareness concerning the causes andalternative solutions to the problem. To helplearners actively participate in their personaldevelopment and the development of thesociety and to improve their quality of life.

Objectives:

I. Speak their language clearly and easily;2. Read materials necessary for the

improvement of their daily life;3. Express their ideas in writing and be able to

share them with others;4. Solve simple numerical calculations;5. Demonstrate positive attitudes towards

acquiring knowledge and skills in reading,writing and numeracy;

General Traming Manualfor Supervisors andTrainers of Trainers

(One for each country)

Note: The relationships between the tra'ning materials for levels A, B and C use:a) Manual numbering system to be compared with the cells of the curriculum grid.

(Volume 1) These numbers are examples only.b) The base of the pyramid is the large population of people needing basic literacy

training. 19

6. Demonstrate an ability to identify theproblems faced by the individual and his orher community;

7. Demonstrate positive values towards personaldevelopment and the development of thesociety;

8. Actively participate in the socio-economicand cultural activities of the community;

9. Continue to learn on their own.

Steps in Curriculum Development

The steps in curriculum development used inthe ATLP approach are as follows:

1. Recognize the clearly stated national goalsfor development and policies for adulteducation;

2. Identify target groups in accordance with thenational goals;

3. Identify the communities where target groupsare located;

4. Survey these communities to:

a) study the physical, socio-cultural andeconomic aspects;

b) study the developmental needs;c) Identify the developmental input already

effected;d) discover the felt and real needs of the

community as a whole and the target groupin particular;

e) identify factors and problems inhibitingdevelopment;

f) identify the agencies and structuresresponsible for development;

g) identify material and human resources inthe community;

5. Analyse the survey data;

6. Formulate a curriculum to:

a) propose strategies, both educational anddevelopmental, to fulfill the needs of thecommunity in general and the target groupin particular;

b) translate needs and strategies into learningobjectives and methodologies;

c) formulate content areas;d ) delineate the literacy, awareness and

functionality tasks to be performed by thevarious developmental and educationalagencies;

el identify media to be utilized orcommissioned for each content and learningunit;

7. Write appropriate materials for each contentand learning unit;

8. Devise evaluation tools to evaluate thecurriculum through the teaching-learningprocess.

20

Functional Content

Four major categories of functionalknowledge were identified to be common areasof concern in the Asia Pacific region asfollows:

1. Family life2. Economics and income3. Health4. Civic consciousness

Within each of these categories six majorareas were identified which are perceived bymost countries in the region to be important.The functional content is shown in Table 2.2,Vol. 1, p.27.

A. Family Life

A.1 Family members their roles andresponsibilities

A.2 Supplementary family incomeA.3 The family as a social institutionA.4 Family needs and budgetingA.5 Family customs and traditionsA.6 Responsible parenthood

B. Economics and Income

B.1 Work and incomeB.2 Daily savingB.3 Improved agricultureB.4 Home gardeningB.5 Village co-operativeB.6 Entrepreneurship

C. Health

D.

C.1 Food, water and nutritionC.2 Healthy familyC.3 Common diseasesC.4 Health problemsC.5 Community healthC.6 Health services

Civic Consciousness

D.1 Rights and dutiesD.2 People's participation in development and

cleanlinessD.3 Our forestsD.4 Our cultureD.5 All people are equalD.6 My country

Essential Literacy Skills

Essential literacy skills as they apply todaily life can be grouped in several ways andinclude: links between speech and print, wordrecognition and comprehension, and recordingand communicating.

This list is shown in Table 3.1, Vol. 1, p.28.

1. Understand links between speech and print

- left to right or right to left or top tobottomwords make soundswords have meaning

2. Word recognition and comprehension

- context clue- phonic analysis

structure analysiscomprehension

3. Recording and communicating

writing down name, numbers, addresses- making simple notes/letters

filling out forms, receipts

4. Following instructions

read directions, road signs, posters- read labels on medicines and foodstuffs and

follow instructions

5. Finding the main ideas

find out about the weight, price,differences, similarities, facts, opinions,etc.

6. Numeracy

adding- subtracting

multiplying- dividing- higher skills (e.g., fractions, ratios, etc.)

Levels of Literacy Skills

Most countries in Asia and the Pacificattempts some definition of literacy skill levelsas follows:

1. Level I : Basic2. Level II : Middle3. Level III : Self-Learning

The consensus view on the three levels ofliteracy is shown in Table 3.2 Vol 1, p. 30-31.By the end of Level III learners should be ableto learn by themselves.

The instructional time apportioned over thelevels is in the approximate ratio of 3:2:1. Thereason for this is that beginners needconsiderable time to develop basic skills. Oncethese skills have been established, progress ismore rapid.

After studying a range of literacy trainingprogramms of representative countries, it seemsmost require about 200 contact hours to achievea level of literacy which enables adults tocontinue learning on their own. Therefore, theproposed LTC is based on 200 hours ofinstruction including time for practicing skills.

In the exemplar curriculum, each area offunctional content has been divided into modularunits/manuals spread across the three levels ofliteracy skill. This enables the learner to attaina steadily increasing understanding of theconcepts involved in each content area. Eachmanual should be taught for not more than six(6) hours.

The APPEAL Literacy Training Curriculum (LTC)

This exemplar curriculum attempts to linkliteracy skills and functional contenteffectively. It is planned concentricallyenabling learners to repeatedly re-examine themain areas of functional content at deeperlevels of learning and understanding using theirsteadily improving literacy skills.

The APPEAL Curriculum Grid

To illustrate the linkages between levels ofliteracy and functional content areas acurriculum grid has been prepared. In the grid,each cell links a literacy level with a particularfunctional content area.

Because there are four major areas offunctional content and three levels of literacyskill and because the time allocation is in theratio of 3:2:1 from level to level, it is possibleto arrange the sequence of 24 modularunits/manuals in a curriculum grid as shown inff. Figure 1:

Fig. I: The teaching sequence of 24 training manuals arranged imeordingto areas of functional content and levels of literacy shill representing the24 tells of the curriculum grid.

Scope of Training Manuals

Levels Level 1 (Basic Level) Level 11 (Middle Level) Level 111 (Self-

CantenLearning Level)

Areas 1.1 1.2 1.3 11.1 11.2 III

A. Family Life IA.1 IA.2 IA.3 IIA.1 IIA.2 IIIA1 5 9 13 17 21

B. Economics 18.1 18.2 113.3 I113.1 118.2 1011

and Income 2 6 10 14 18 22

C. Health IC.1 IC.2 IC.3 11C.1 IIC.2 IIIC3 7 11 15 . 19 23

D. Civic ID.1 10.2 ID.3 110.1 11D.2 HIDConsciousneu 4 8 12 16 20 24

21

0csJ

The scope and contents of each manual isgiven in more detail in Figure 2.

It is important to stress that while thegeneral approach of the curriculum is universallyapplicable, the detailed content is notnecessarily suitable for all situations. This mustbe developed by each country or locality tomeet its defined needs.

As mentioned earlier we have adapted theAPPEAL Curriculum Grid to suit Philippineclientele and situation. It is envisioned thatthe grid will systematize the preparation/development of literacy materials for the threelevels of Iteracy in our country minimizingduplication and overlapping thus maximizing theuse of scarce resources. Existing literacymaterials may be classified based on the grid sowe will know which topics have no materials or,not enough materials developed and which havealready abundant materials developed.

Continuing Education ATLP CE

The ATLP has helped member countries toimprove the quality of curriculum, learningmaterials and training programme of literacyprogrammes. Based on this experience, UnescoPROAP is attempting to develop APPEALTraining Materials for Continuing EducationPersonnel (ATLP-CE).

The Planning Meeting organized by UnescoPROAP on April 16-20, 1990 in Ilua Hin,Thailand, identified six types of ContinuingEducation under APPEAL. These are:

I. Post Literacy Programme2. Equivalency Programme3. Income Generating Programme4. Quality of Life Improvement Programme5. Individual Interest Promotion Programme6. Future Oriented Programme

Unesco PROAP will develop a Manual foreach programme to help member states topromote and develop the Continuing EducationProgramme according to their needs. To date,three volumes have been developed. What isContinuing Education?

Under APPEAL, continuing education indefined as a "broad concept which includes allof the learning opportunities all people want orneed outside of basic literacy education andprimary education". This definition implies thefollowing:

1) Continuing education is for literate adults2) It is responsive to needs and wants3) it can include experiences provided by the

formal, nonformal and informal educationalsubsectors.

4) It is defined in terms of "opportunity" toengage in learning after the conclusion ofprimary schooling or its equivalences.

Fig. 2: The Curriculum Grid The functional content of 24 literacy training manualsarranged as a teaching sequence in a curriculum grid.

Scope of Training Manuals

Levels

ContentAreas

Level I(Basic Ler,e1)

Level II(Middle Level)

Level III(SelfLearning

Level)

LI 1.2 1.3 1 1.1 11.2 III

A. Family Life

IA.II

Family Members,Their Roles &Responsibilities

EA.2

5

SupplementingFamily Income

IA.39

Extra Moneyfor theFamily

IIA.113

Family Needs& Budgeting

HA.217

Family Custom'and Traditions

ILIA

21

ResponsibkParenthood

B. Economicsand Income

IBA2

Work andIncome

IB.26

DailySavings

113.3

10Improved

Agriculture

115.1

14Home

Gardening

H13.2

18Village

Co-operatives

HIB22

Entrepreneurship

C. Health

IC.13

Food, Water& Nutrition

IG27

HealthFamily

IC.311

CommonDiseases

IIC.115

HealthProblems

11C.2

19Community

Health

nic23

HealthServices

D. GvicConsciousness

ID.14

Rights andDuties

10.28

People's Partidpa-lion in Develop-

ment Jr Cleanliness

10.312

Our Forests

IID.116

Our Culture

IID.220

All PeopleAre Equal

IIID24

My Country

22

Post-Literacy

Learners with competencies of ATLP Level 3are those who could enter the post-literacyprogramme of ATLP-CE.

The learning processes are organized in threelevels of competency:

Competency Level 1

Competency Level 2Competency Level 3

These levels of competency should not beconfused with grade levels as in formaleducation or within a structural programme ofadult literacy such as ATLP levels 1, 2, and 3.A post literacy programme can be thought of asan extension of the ATLP basic literacycurriculum and while it would not be so formallydefined could be designated as ATLP Level 4.

Post-Literacy Standards

Four categories of standards are provided.These are:

1. Reading skills2. Writing skills3. Numeracy skills4. General Mental skills

1. Reading Skills

- words - paragraph length- sentence length total words- number of pages

2. Writing Skills

- FormatStructure

- Function

3. Numeracy Skills

- Arithmetical skills- Graphs, tables and geometric figures

4. General Mental Skills

- Vocabulary building- Building general knowledge

Establishing mental schemes- Critical reasoning

the reading skills should be regarded pre-condition for the standards specified. That isthe competency levels required in writing,numeracy and general mental skill will dependupon the defined reading standards for eachcompetency level.

BEST t)

23

ACCU's Regional Cooperative Literacy Programmesin Asia and the Pacific

- Literacy Materials Development and Personnel Training -

Introduction

ACCU's literacy programmes are beingconducted, mainly in the following two fields,since 1980 in full co-operation with theparticipating countries in Asia and the Pacific,and with substantial co-operation of the UnescoHeadquarters and the Unesco Principal RegionalOffice for Asia and the Pacific (PROAP).

1) Training of experts on development ofmaterials for neo-literates

2) Development of materials for neo-literates

The participating c _mtries in theseprogrammes are as follows (17 countries):

Afghanistan, Bangladesh, Bhutan, China,India, Indonesia, Iran, Laos, Malaysia,Maldives, Mongolia, Nepal, Pakistan,Papua New Guinea, Philippines, Thailand andVietnam

1) Training of Experts on Development ofMaterials for Neo-Literates

ACCU has been carrying out the followingtwo programmes for training of experts ondevelopment of literacy materials in the region:

Organization of Regional Workshop onPreparation of Literacy Follow-up Materials

Sending an International Team of Experts ofDevelopment of Materials for Neo-Literatesto the National Workshop in the MemberStates

Organization of Regional Workshop on thePreparation of Literacy Follow-up Materials

To date 199 experts have been trained in theRegional Workshops.

1st RegionalWorkshop

2nd RegionalWorkshop

3rd RegionalWorkshop

4th RegionalWorkshop

24

1983, Japan & the Philippines12 countries, 24 participants

1984, Thailand11 countries, 24 participants

1985, Japan11 countries, 18 participants

1986, Indonesia7 countries, 16 participants

5th RegionalWorkshop

6th RegionalWorkshop

7th RegionalWorkshop

8th RegionalWorkshop

9th RegionalWorkshop

Total

1987, India10 countries, 18 participants

1988, Malaysia13 countries, 22 participants

1989, Nepal12 countries, 27 participants

1990, Thailand12 countries, 24 participants

1991, Pakistan16 countries, 26 participants

16 countries, 199 participants

Sending International Team of Ex erts for theNational Workship on the Development ofLiteracy Follow-up Materials in the MemberStates

To 1st

To 2nd

To 3rd

To 4th

To 5th

To 6th

To 7th

National Workshop

National Workshop

National Workshop

National Workshop

National Workshop

National Workshop

National Workshop

(1986) Nepal36 participants

(1986) Indonesia30 participants

(1987) China34 participants

(1988) Vietnam25 participants

Total

(1989) Pakistan33 participants

(1990) Malaysia28 participants

(1991) Philippines*33 participants

219 participants

2) Development of Materials for Neo-literates

Asian/Pacific Joint Production of PrototypeMaterials for Neo-literates (AJP)

AJP prototype materials are produced bycooperative effort of experts of theparticipating countries in the region, with thecontents closely related to improvement of

2

quality of life based on the needs and problemsgained through field survey in rural areas. AJPprototypes are completed through several fieldtests in villages in the region to make themeffective with easily understandable explanationand attractive expression.

The prototypes are produced in English anddistributed to the participating countries. Todate 41 kinds of prototypes have beenproduced. (See the attached list.)

National versions adapted from AJP prototypematerials

The participating countries produce theirnational versions from among the AJPprototypes, giving necessary modifications/improvements to illustrations and texts,according to the needs and situations of eachcountry, and utilize them.

More than 100 kinds of such nationalversions have so far been produced in 14countries in Asia and the Pacific.

In order to assist the member states inproducing the national versions of AJPprototypes in a large quantity, ACCU has beenproviding each participating country with a setof positive films for colour printing and thefinancial assistance at its request.

Other Programmes

Co-production of the picture book "GuessWhat I'm Doing!" with Unesco on theoccasion of the International Literacy Year

About 60 kinds of national versions in theworld have been and are being published.

* Co-production of "Guidebook forDevelopment and Production of Materialsfor Neo-literates"

Revised version is to be published in May1992.

* Publishing of "Selection from LiteracyMaterials in Asia and the Pacific"

Awarding of ACCU Prizes for FullyIllustrated Literacy Follow-up Materials

First 1987, Second 1989Third 1992(The jury meeting is to be held in May1992.)

Holding the Photo Contest in Asia and thePacific (1990) titled "Education for All"

The traveling photo exhibition of prizewinning works are being organized in themember states.

Literacy follow-up materials no tar produced under Asian/Pacific Joint ProductionProgramme of Materials for Neo-Literates in Rural Areas (1981 -1990) (as of May 1991)

FormatI

Category Booklet Poster Game Electric media Total

1. Health-1Sanitation

- Sanitation- Everyone's Water- Charcoal Water Filter- Let's Wipe out Worms- Let's Make the Home

Clean

- Pit Latrines for aClean Villagepicture story-telling)

6

2. Health-2Nutrition

- Baby's Food- Mari & the Festival

- Let's Eat Vegetables -

- A Balanced Diet(rotating peigrap)

- Nutrition (card game)

4

3. Production - Grow Mushroom- Raising Chickens- Bamboo Handicraft- More Income by Tree

Planting

- Home Gardening- Tree Planting

- Let's Plant Trees(step by step game)

- Poultry for AdditionalIncome (slide kit)

8

4. Science - Use of Gas fromDaily Wastes

- Fish Needs a Lot of Oxyger

- Do you know Numbers?- Let's Safely Use

Electricity- How to Improve the

Well System

5

5. Culture - Around Asia and the Pacific(sugoroku)

- Animal Sugoroku- Proverb Card Came

3

6. Social andGeneral

- The Life of Water- Cooperative for Better

Life- Useful & Simple Knowledge

for Everyday Living- Why Literacy for Women

- Let's Read- The River and Us- Public Pollution

inside Bus

- Building up a Happy Community(sugoroku game)

- Let's Repair our VillageRoad (endless strip)

- Good Use of Water(Jigsaw)- Women Literacy(box puzzle)

- Water In Everyday Life 15(slide kin)

- Let's Form a Coopera-tive (cassettes drama/radio programme)

- Water in Everyday LifeSave the Village (Puppet)

Total 12 13 10 6 41

25

ESI Can ATIVIRIE

CHAPTER III

Field Survey, Preparation & Field-testing of Materials

24

Field Survey, Preparation & Field- testing of Materials

STEPS OF DEVELOPING MATERIALS

The participants formed three groups and

developed 13 kinds of materials for neo-literatesin the following steps.

1) FIELD SURVEY

preparation of community survey

community survey at the village

analysis of community survey(using NP-Method and others)

2) PREPARATION OF MATERIALS

3)

4)

selection of theme and topics of materialsto be developed

preparation and production of materials

FIELD TESTING

preparation for field testing

field testing

analysis of field testing

REVISION OF MATERIALS

GROUPING OF PARTICIPANTS

(A) Print Media

1. Solita H. Fangco (Chairperson)2. Eleanor G. Hilario (Rapporteur)3. Marciana T. Baratang4. Gudelia T. Tan5. Emerenciana P. Orgo6. Emilia B. Cruz7. Violeta A. Ledesma8. Oprecila F. Delantar9. Apelia A. Mazon

10. Alice Q. EngayConsultant: Kang Woo-Hyun (Rep.Illustrator: Roberto Escolastico

(B) Electronic Media (video)

of Korea)

1. Yusop A. Iribani (Chairman)2. Lani N. Zulueta (Rapporteur)3. Elizabeth M. Raquel4. Merly L. Jayagan5. Lynie G. Auman6. Rosalinda M. Mendoza7. Medy B. Jumamoy8. Jacinto R. Paco9. Adellaida G. Distor

10. Corazon Polohan11. Elizabeth C. Pico12. Preciosa SolivenConsultants: Merza Abbas (Malaysia)

Shigeru Aoyagi (ACCU)Illustrator: Minerva Q. Favila

(C) Folk Media

1. Percival C. Mabanta (Chairman)2. Benedicta B. Gomez (Rapporteur)3. Josephine A. Flores4. Felipe R. Chan5. Ma. Teresa F. Barba6. Rufina P. Villacorte7. Epifania D. Toledo8. Lumen V. Magundayao9. Teresita M. Malate

10. Mateo S. Macababbad11. Rosalinda P. SaquingConsultants: Shinji Tajima (ACCU)

Taeko Kurokawa (ACCU)Illustrator: Isidro Bellosos

2,29

MATERIALS DEVELOPED BY THREE GROUPS

title format

Group (A): Print Media

1. "Container Gardening Comics- Let's Plant in

Containers"

2. "Vegetable Growing in IllustratedRecycled Containers" Pamphlet with

Songs

3. "There is Hoe in the Calendar inNew Year" Greeting Card

4. "Nutritious Vegetables Postersfor Long Life"

5. "Let's Meet at the Garden" Riddles

6. "Nutritious Vegetables Pie-graphProlong Life"

7. "Play, Learn and Earn Gamefrom Container Gardening"

Group (B): Electronic Media (Video)

1. "Diarrhea and You Video Program(studio production) No.1

2. "Let's Build Linkages" Video Program(location shooting) No.2

. Poster

Group (C): Folk Media

1. "Letters" Letters withi) from Husband to Wife Posterii) from Daughter to Motheriii) from Father to Daughter

2. "Legal Installation Balagtasanor Octopus Connection" -Poetic Debate

Posters

3. "Pick, Eat and be Healthy!" Game-Pabitin

4. "Work More and Earn Mote" Movie Roll

30

Group Report: (A) Print Media

General Information of the CommunityBarangay Salud

Village Profile

Salud is one of the 27 villages of GeneralMariano Alvarez (GMA) in the province ofCavite. It is 3 kilometers away from the townproper with a land area of 20,000 square metersmore or less. The village was originally aresettlement community of the urban poor inManila. The terrain is hilly and the village isbounded on one side by a creek.

Population

There are 219 households and a totalpopulation of about 1,326. The males outnumberthe females. The average age of fathers is 50years and the mothers, 46 years. Sons aremostly 17-20 yews old and daughters 17-20years old. Families have an average of 6numbers.

Occupation

The villagers are mostly laborers. They workfull-time or part-time in private firms asdrivers, factory and construction workers,carpenters, farmers and farm ardes, cooks,waiters and laundrywomen. The average incomeamong those employed ranges from P1,300.00 toP2,300.00 per month.

Language & Ethnic Groups

Tagalog is the predominant language even ifthe villagers belong to different ethnic groups -Waray, Cuban, lbugao, Bicolano, and Ilocano.

Religion

Although there are 16 religious sects in thevillage, the people are predominantly RomanCatholic.

Resources

a) Human: POs: YMCA, CYAM, SampaguitaGOs: DILG, DSWD, NMYC, DOHNGOs: Jaycees

b) Natural: water: noneland: limited land area

c) Facilities:water supply: local water coop.school levels: nonelibrary/reading center: nonesports/recreational: basketball courtchurches: noneelectricity: available to those who can afford

Field Survey

Group A went to Cavite for a field surveyon December 11, 1991. The field surveyinstrument which was prepared beforehand Isfocused on observation and interview along theseareas:

resources, occupation and income- facilities

education- infrastructure

recreational activitieshealth conditions

- sanitation- nutritional status- social problems

values (attitudes) and aspirations- future plans for the family

training desired

Analysis of Field Data

The data gathered were analyzed using theNP - New Participation Approach.

1. Human resource is available in the village.Land is limited to residential lots; there isminimal space for background gardening. Themain occupations are generally labor service

driver, construction/factory worker, etc.,and income is low and inadequate for theneeds of the families.

2. Facilities available are electricity, runningwater managed by the local cooperative, ahealth center and an improvised basketballcourt. Recreational activities includewatching TV, basketball and listening to theradio.

3. The villagers' average educational attainmentis high school.

4. There are minor cases of malnutrition.Common illness among the residents arecolds, cough, influenza, fever and diarrhea.

5. The values (attitudes) and aspirationsobserved are:

- kissing the hands of parents and eldersgoing to churchusing courteous expressionsrespect for elders

- obedience to authority- using local products- Bayanihan spirit

6. The plans for the family include:

- children will finish their studies- get work in the country and/or abroad- establish a small business

own riceland/residential lotbuild a better home

7. Residents would like the training in:

- dressmaking- radio mechanics- handicraft- electronics- automotive mechanics- driving

fish culture skills- cooking

Problems and Needs Identified

1. Economics and Income

lack of employmentlow incomeusurious interests on loans

2. Family Life

over populationlack of livelihood skills

3. Health

poor garbage disposallack of recreational/sports facilitiesalcoholism

4. Environment

bad roads- poor transportation and communication

facilitiesno space for gardening and backgroundprojects

5. Values

- gambling among the OSY and unemployedadults

After further discussions, the group decidedto prepare materials on two areas, depicting thefollowing themes and using specific formats.

1. Economic and Income on the theme "Increasefamily income through Container Gardening".

Formats : comics, illustrated pamphlets,posters, games, riddles

Clientele : OSY and Unemployed adults

2. Health on the theme "Keeping healthythroughout the year".

Format: A poster in calendar form

Target Clientele: All age groups ofresidents

31

Development of Materials

After the preparation of the CurriculumContent, the Printed Media Group subdividedinto three smaller groups. Group A consistingof three members prepared the illustratedpamphlet and the Cale-card. Group B withthree members prepared the comics and poster.Group C with four members worked on theposters, leaflet, pie graph, riddles and rhymes.The concept on Container Gardening which waschosen as the practical solution to address theproblem of increasing the family income in thevillage, became the focus of the literacymaterials produced by each sub-group.

The following literacy materials were theproducts of the sweat and labor of the PrintedMedia Group:

Format Title (in English)

1. Comics "Container GardeningLet's Plant in Containers"

2. Illustrated "Vegetable Growing inPamphlet Recycled Containers"

3. Cale-card "There's Hope in the NewYear"

4. Posters "Nutritious VegetablesProlong Life"

5. Riddles "Mga Bugtong"6. Pie graph "Nutritious Vegetables

Prolong Life"7. Games "Save Money for Container

Gardening"

A Guide for the Utilization of each literacymaterial was likewise prepared.

Field Testing the Materials

Preliminary activities

The group prepared questionnaires for thedifferent materials produced, i.e. comics,illustrated pamphlet, leaflet, posters, piegraphs,games, riddles and rhymes, a guide in evaluatingtheir effectivity and appropriateness.

The literacy materials were presented to 35out-of-school youths and adults who convened inthe Barangay Hall at Barangay Salud, GeneralMariano Alvarez, Cavite. The evaluations andinterviews were conducted using questionnaires.

Assessment and Suggestions:

1) COMICS, ILLUSTRATED PAMPHLET ANDCALE-CARD

Assessment

1. Formats used are appropriate to themessages.

32

2. Title for each format is easily read. Thecovers arouse interest. The design and colorof the pamphlet and cale-card areattractive.

3. Drawings/Pictures are clear enough.Texts/Captions are readable, understandable,and appropriate.

4. The clientele easily get the messagesconveyed by the comics, pamphlet and cale-card.

Suggestions for Improvement

COMICS

1. The mother should look older. (P.3, Frame 2)

2. Include another frame which will illustratethe two children dreaming of clothes, shoes,finishing their studies from the moneyearned/saved. (P.4, Frame 4)

3. Change the word tinipon (saved) to inipon(P.1, Frame 2)

4. The sentence/text "Di nagtagal at nagtindana rin sila ng gulay sa karatig barangay."(Later, they also sell vegetables to thenearby villages.) should be printed under P.4,Frame 6.

5. Reproduce the comics in color.

CALE-CARD AND ILLUSTRATED PAMPHLET

1. May be reproduced as a big calendar

2. Reproduce in color.

2) POSTERS, LEAFLET AND PIE-GRAPH

Assessment

1. Title for each format is readable andunderstandable.

2. Words are legible and the size of the lettersare appropriate to the size and design of theposter and leaflet.

3. Color are attractive to the clientele.

Suggestions for Improvement

1. Color of vegetables in the posters should betrue-to-life.

2. It's better if the poster will have acorresponding leaflet, i.e. instruction onvegetable raising.

3. Enlarge the piegraph for easy manipulation(rotation).

(-3

3) GAMES, RIDDLES AND RHYMES

Assessment

1. The game is interesting and enjoyable toboth young and old alike.

2. Instructions for playing the game are clear.

3. The game affords opportunity for manypeople to play together.

4. The gameboard is easy to replicate.

5. Most of the riddles were easily answered bythe clientele.

6. Language is suited to the level of theclientele.

7. Illustrations are clear and colorful.

Suggestions for Improvement

1. The message should be emphasized. (Theclientele tend to overlook the messagebecause they are carried away by the thrillof winning the game.)

2. The riddles on tomatoes, eggplants andaluybati should provide more clues for easieridentification.

3. It will be better if the rhymes will haveillustrations for easier understanding.

Some Heartwarming Remarks from the Clientele

COMICS

"Maganda yan!" (That's nice!)"Bibigyan ba kami niyan?"(Shall we be given a copy of the comics?)

CALE-CARD

"Magandang panregalo!" (It's an ideal gift tofriends)"The message There is hope in the newyear - inspires us.

TWO SONGS INCLUDED IN THE ILLUSTRATEDPAMPHLET

"Parang masarap gayahing lagi and kanta!"(As if I like to sing the songs over andover!)

GAME

"Magandang libangan." (A good recreation.)"Nakawiwili ang magandang kulay." (Enjoyableand colorful.)"Kahit walang text." (Pictures suggest thetext.)

Analysis and Conclusion

From the foregoing assessment and remarksof the target clientele, it could be deducedthat:

1. After the presentation of the printed literacymaterials, most of the villagers weremotivated to try container gardening in theirhomes;

2. Most of the villagers would like to read thematerials and play the game again; and

3. The materials were suited to the literacylevel of the garget clientele.

To conclude, the literacy materials preparedby the Printed Media Group were very effectivein bringing across the messages on increasingfamily income through container gardening tothe target clientele. The experience had beenvery fruitful and rewarding to both the groupmembers and the target clientele.

Materials Developed by the Print Media Group

(1) Comics:"Container Gardening Let's Plant inContainers'

cover page of the comics

33

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(1) This is a village with crowded houses,scattered tin cans, plastic bags, clay pots,bursted car tires, etc.

(2) & (3)Young girl, Celia to her mother:"Look, mother, here's plenty of ripe tomatoes?34

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Did you plant them here?"Mother: "No, I didn't. Perhaps those grew fromthe spilled tomatoes I threw away."To herself: "Wait, I got an idea."

(4) Family gathering all discarded containersold drums, tin cans, plastic and burl bags.Young son, Dante to Mother:"Will these discarded bed pans and basins beuseful, too?"Mother: "Gather all usable materials, son."

(5) Father: "Here's the soil I dug from thecompost pit. Let's now fill the containers."

(6) Father punching holes on the bottom of tencans.Dante: "What are the holes for, Father?"Father: "For drainage, son."

(7) Some days after...The plants were well taken care of bywatering, cultivating the soil and applyingfertilizer.

(8) The vegetables are ready for harvest now.Mother: "How fast these have grown up!"

(9) Mother to her daughter Celia:"We can't eat all the vegetables now.Tomorrow is a Saturday (no classes). You maysell our extra vegetables."Celia: "Yes, Mother, but may I keep the moneyfor my savings bank?"Mother: "Yes, but share it with your brother."

(10) Celia: "Vegetables, buy my freshvegetables!"

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(11) Housewife to Celia: "Oh, Celia, where didyou get those vegetables?"Celia: "From our container garden, Maim. Wecan't eat them all."

(12) That night Dante and Celia placed theirmoney in the homemade savings bank.Dante: "Did you divide the money fairly, Celia?"Celia: "Of course, I did. Give me a part of themoney also when you sell vegetables."

(13) And they dream of buying a new dress, apair of shoes and a new bag. Dante thought ofa new pair of pants, shoes and T-shirt.

(14) Mother's dream How 1 wish I can starta sarisari store!Father's dream - If only I can get a tricycle oninstallment, then I can earn a little more!

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(15) Word spread in the neighborhood about thesuccessful container gardening.Housewife: "Luding, May I have some discardedcontainers?"Luding: "Oh but, my children have used them allin container gardening."

(16) The families brought extra vegetables toneighboring villages.Housewife 1: "Come, let's sell our vegetables tothe other village."Housewife 2: "Yes, I'm coming."

A happy, clean community self-sufficient invegetables, clean surroundings and added familyincome.

35

Guide for Utilization of the Comics

Title: "Magtanim Tayo Sa Mga Sisidlan"

Objective: To enable the Out-of-School Youthand Adults to acquire knowledge,skills and attitudes to:

I) increase family income through containergardening;

2) utilize discarded materials for containergardening; and

3) demonstrate the scientific way ofgardening.

Target Audience:Level II (neo-literate OSY and Adults)

Material : Comics

How to Use:1. Teacher motivates the learners to read the

comics.2. Teacher distributes copies of comics to the

learners/target audience.3. Learners read the comics.4. Teacher leads the discussion on the

content of the comics and related topics:a) use of discarded materials/containers for

planting vegetables, i.e.. plastic bags, tincans, coconut husks, olC tires, pails, etc.

b) proper care and selection of plants;c) benefits from container gardening5. Teacher encourages learners to:a) try container gardening in their own

homes; andb) read other materials, i.e. pamphlets,

posters and booklets on vegetableraising/food production and preservationfor additional income.

Criteria for Evaluating the ComicsQuestionnaire for the Comics

Instructions° Evaluator asks target clientele to go over the

comics.

° Then the evaluator interviews theclientele/reader to evaluate each page of thecomics.

(1) Title - "Magtanim Tayo Sa Mga Sisidlan"

a. Does it make you want to learn moreabout the topic:

YesIf No, why?

b. Can you read the title?YesIf No, why?

(2) Cover

a. Does the cover make you want to read thecomics?

36

YesIf No, why?

b. Is the cover appropriate for the comics?YesIf No, why?

(3) Pictures

a, Are the pictures clear enough?YesIf No, which one?

Page Picture No.

b. Are the colors attractive?

(4) Text

YesIf No, why?

a. Is the vocabulary simple?YesIf No, which page?

b. Are the sentences easy to read?YesIf No, which one?

Page Picture No.

(5) Content

a. What message can you get from thecomics?

b. Could the story happen in your village?YesIf No, why?

c. Do you want to read the comics again?Yes, why?If No, why?

d. Do you want to read more comics likethis?

Yes, why?If No, why?

(2) Illustrated Pamphlet:'Vegetable Growing in RecycledContainers'

Target Clientele:Out-of-School Youth (OSY) andUnemployed Adults (Level II)

Container Gardening

ANO ANG MAAARING GAWINSA MGA WMA AT &RANG:sisimAN

3 : What could be done with old andbroken containers?

MAKAPAGTATANIM NG SVLAY SA PAMA-MAGITAN NG MAGULANS NA BUTO:CUTTINGS' AT IBA PANG 8ANAGI NIT°.

(4)

6 : Vegetables may be propagated byusing matured seeds, cuttings, bulb,etc.

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I : This is 'Masipag" CommunityWhat is noticeable about it?

MAPAGTATANI MAN NG MGA(10

4 : These can be used for raisingvegetables

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13ILHIN ?(7)

7 : What recycled fertilizers may beapplied to vegetable plants?

$^1

MARUMI AT NAGKALATANB MGALUMA AT SIRANG BIS:PLAN.

(a.)

2 The community is littered with oldand broken containers.

SA PAANONG PARAANMAAARING ITANIM ANS MGAGULAyr

(.5")

5 : In what ways can we propagatevegetables?

PINAGHUGASAN NG ISVA, PINAGBAl.ATANNG PRUTAs AT GVLAYAr otiM I NG HA YOp.

8 : Fish washing, fruits and vegetablepeelings can be used as fertilizers.

37

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(10)

9 : What is an advantage of raising 10: The family would have supply ofvegetables in old/broken containers? fresh vegetables for their meals.

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(0.)

ASO ANG NANBYARI NANG MAMTANGMATAGUM pAy ANO pAa HA HAIAMANSA MGA LUMANG SISIPLAN

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(II)

11: In what way can vegetables raising 'nold containers increase family income?

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OM)

2: The surplus harvest which the family 13: In "Masipag" what happened when 14: All the other hour -holds also planteddoes not need may be sold for some households succeeded in raising vegetables in recycled containers.additional income. vegetables in old and brokencontainers?

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PAGTATANIM NG GULAVSA NI6A I.UMANGSISICKAN.

15: What noticeable change took place in 16: "Masipar became a clean andMasipag" after everyone practiced progressive community after everyonecontainer gardening? engaged in Container Gardening.

38

Our Vegetable Garden (Song)

Oh, come look at our gardenVegetables, yarded and nutritiousOkura (Fruit vegetable)Hannay (Flowers vegetable)Sitaw and pechay (Beans and Leafyvegetable)Gebt, sill and malunggay (Root Crop, pepperand green leafy tree)

Container Gardening

Come, look and see our gardenIn containers we planted themVegetable, varied and green .

Good for our health and surrounding.

Old tin cans, plastic bagsWorn out basins, kerosene cansWash tubs, vursted car tiresBaskets, clay pots even bed pans

Look at our healthy plantsAdded Income, nutritious foodSave and store your seedsPlant them so you don't get hungry.

(3) Calendar in the form of Greeting Card(Cale-card)'There's Hope in the New Year'

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4: Prepare with care delicious and 5: Maintain our desirable practices, 6: Preserve our unique andnutritious food for the family. customs and traits. beautiful traditions.

BEST CZ

39

Guide for Utilization of the Cale-card

Objectives:

General: Acquire health habits and attitudesto keep oneself fit throughout theyear.

Specific:1. Dispose garbage properly for a clean and

healthy environment.2. Construct canals to improve drainage.3. Submit for immunization, exercise

regularly and engage in sports and games.4. Select, prepare and eat balanced diet.5. Show healthy attitudes and values.6. Practice desirable family traditions.

Target Clientele:Level II (Neo-literate OSY and adults)

Material: Calendar in the form of a greetingcard

How to Use:

1. Distribute the calecard to the clientele.2. Let clientele examine the materials.3. Go over the calecard page by page to

interpret the illustrations and messages.4. Discuss the message of each illustration

to draw reactions and insights.5. Encourage clentele to practice desirable

suggestions on health habits.6. Surface possible problems the clientele

might meet in doing the suggestedactivities.

7. Group the participants/clientele and leteach group come up with possiblesolutions to 'elicited problems.

Evaluation Instrument forIllustrated PamphletCalecard (Please check.)

A. Format NotYes No Sure

1. appropriate to themessage

2. interesting to clientele3. easy to handle

B. Cover

4. Title is easily read5. Cover arouses interest6. Design and color are

attractive7. Design suits the title

C. Content

8. Drawings depict message9. Caption are readable10. Captions are

understandable11. Drawings and captions

blend well40

P171114 I*6117:Vc'fFt;

D. Overall Impact

12. Easy to reproduce13. Effective as literacy

material

Suggestions for improvement:

(4) Posters:'Nutritious Vegetables for Long Life'

Guide for Utilization of the Poster

Title : "Masustansiyang Gulay, PampahabangBuhay" (Nutritious Vegetables forLong Life)

Objective : To enable the out-of-school youthand adults to acquire knowledge onthe different nutrients derived fromvegetables

Target Audience:Level II (Neo-literate Out of School Youth

and Adults)

Material : Poster

How to Use:

1. Teacher motivates the learners on theimportance of eating vegetables.

2. Teacher shows the poster.

3. Teacher leads the discussion on the nutrientsderived from vegetables.

4. Teacher encourages the learners to includevegetables in their daily diet.

4'J

Posters developed by Group (A)

r

AlF177*^K

BEST CU" Y41

41.

Instrument for Field Testing

1) Can you read the title?( )Yes ( )No ( )Clear ( )Not clear

2) Do you understand the title of the poster?( )Yes ( )No ( )Clear ( )Not clear

3) Do you understand the meaning of theposter?( )Yes ( )No ( )Clear ( )Not clear

4)

5)

6)

7)

Are the words in the poster legible?( )Yes ( )No ( )Clear ( )Not clear

Is the size appropriate?( )Yes ( )No ( )Clear ( )Not clear

Are the colors in the poster attractive?( )Yes ( )No ( )Clear ( )Not clear

Does this poster being anything useful toyou?( )Yes ( )No ( )Clear ( )Not clear

8) Can you understand all the words, phrases,sentences given in the poster?( )Yes ( )No ( )Clear ( )Not clear

9) If not all of them, please' indicate thosewhich you can.

10) What message can you get from the poster?

(5) Riddles: 'Mga Bugtong"

Guide for Utilization of the Riddles

Objectives:

1. Encourage out-of-school youth and adults toengage in container gardening.

2. Augment income through vegetable gardening.3. Awaken interest in vegetable gardening.

Target Clientele: Neo-literates (Level II)

Guide for Utilization:

1. Ask who among the clientele are engaged ingardening, be it big or small scale;

2. Discuss the benefits derived from vegetablegardening;

3. Identify other means or system of gardeningif space is limited, example containergardening;

4. Teacher shows the chart and introduce theriddle;

5. Ask a clientele to read the prepared riddleand answer the same;

6. If she/he gets the correct answer, he/shemay give a riddle or ask others to givesome.

42

RIDDLES - I

(original in Filipino)

Roots of a plantGrounded enoughWhen cutWill make you teary.

Sound of respectIs named after a vegetableThe skin is greenAnd the inside is white

White insideWhite outsideIngredient for "Sinigang"A delicious vegetable

My head is a leafA crispy vegetableBoiled and 'chopsuey'Rolled dumpling and Noodles

Thin and longRich in proteinBody of vineAnd life everlasting

Unused umbrellaMay be large, may be smallTasty and nutritiousCives delight to the body

RIDDLES - 2(original in Filipino)

Heart that does not beatIs offered to the food

My fish in MarivelesInside them are the fins

Round or long vegetablesRich in vitamin A

Long vegetableWith a wrinkled faceBitter TasteFull of nutrition

Whether vegetable or fruitRound and JuicyWhen ripe is like an apple

Crawling leafy vegetableAdds taste to "Sinigang"When reaches the throatIs slippery and delicious

Fried or boiledRound or longWhite, green, and lightpinkish colorDellcous and tastyWhich they are searchingfor

(6) Pie-graph:'Nutritious Vegetables Prolong Life'

Guide for Utilization of the Pie-graph

Objectives:

1. To introduce the idea of classifying foods weeat into three groups as Vit. A, B, & Ccontained in vegetables.

2. To understand the relation between somediseases and lack of certain nutrients.

3. To increase family income through oldcontainer gardening.

4. To understand the importance of havingnutritious vegetables for healthy living toprolong life.

Target Audience:Neo-literate (especially women and girlswho prepare meals for the family.)

Material: A pie-graph

Applications:

1. Show the pie-graph to learners.Demonstrator explains the relation betweenone disease and lack of one nutrient actuallyrotating the pie-graph in front of learners.

2. As the pictures of food on the pie-graph areshown as examples, demonstrator shouldexplain and promote discussion amonglearners how to have balanced diet byavailable vegetables from old containers.

3. This pie-graph can be displayed on the wallor dining room, and can be used as guide tocheck the family's nutrition needs whenpreparing meals.

(7) Game: 'Play, Learn and Earn fromContainer Gardening"

Guide for Utilization of the Game

objectives:

1. Encourage the planting of vegetables in oldcontainers.

2. List vegetables which can be planted incontainers.

3. Show that vegetables grow from seeds andcuttings.

4. Encourage out-of-school youth and adults toplay useful games during leisure time.

Target Clientele: Neo-literates

Materials:

4 players cf eaci: group, 4 sticks, gameboard and pieces of candies or small wrappedcookies

How to Play the Game:

1. Get 4 pieces of candies, 4 for each playerof playing group. To determine who willplay first, the group will toss the sticks.The group with the most number of inner orback sticks plays first.

2. The first playa( throws the 4 sticks into theair.

3. If there is a stick with the inner side, movethe candy 1 time forward, if 2, 2x, if 3, 3xand if 4, 4 more times.

4. If one player's candy reaches the opponent'scircle, the opponent's stick is moved out andhe starts the game again.

5. If a player reaches the turning circle, hecan make a short cut towards the finishcircle.

6. The player who reaches the finish circleahead of his opponent, wins the game. Thegame continues until one group loses all thecandies or cookies.

7. If all the inner or outside part of the sticksfall to the ground, then he has a chance toplay again.

8. If the stick with the minus (back) signappears, he can't go forward but movesbackward 1 time.

Questionnaire for the Game

1. Is the message of the game understood?

YesNo, why?

2. Are the instructions for playing the gameclear?

YesNo, why?

3. Does the game afford opportunity for manypeople to play the game?

YesNo, why?

43

4. Is it interesting? How to prepare and use sticks for the game

YesNo, why?

5. Are the illustrations clear and colorful?

YesNo, why?

6. Is the gameboard easy to replicate?

YesNo, why?

7. Is the title appropriate for the game?

YesNo, why?

8. Is the language suited to the level of theclientele?

YesNo, why?

9. What literacy concepts are conveyed?

"

f o clo

0

4e,+2

Game: Play, Learn and Earn from Container Gardening

START

44

4;

Group Report: (B) Electronic Media (video)

Community: Barangay Kua

I. Objectives attained:

After the 10-day National Workshop on theDevelopment of Literacy Follow-up Materials,the group have:

1. Identified and analyzed the needs andproblems of barangay Kapitan Kua at GeneralMariano Alvarez, Cavite.

2. Develop neo-literacy materials based on theneeds and problems of barangay Kua usingaudio-visual medium.

II. Activities undertaken:

The Video Group was assigned to barangayKapitan Kua to study problems and to preparevideo programs based on the problems/needsfaced by the barangay. With the use of theNew Participatory (NP) Method, the group wasable to collect, analyze and identify theproblems and needs of the barangay. The groupwas further divided into two sub-groups to workon program 1 and 2, respectively.

Due to limited time, the group worked on atight schedule as follows:

Dec. 10 After dinner, the video groupformulated the questionnaire for thecommunity survey.

Dec. 11 Video group members visited thecommunity to study the area and itsproblems, and applied the communitysurvey through interview of selectedresidents of barangay Kua, GMA,Cavite.Interviewees were composed of thebarangay captain, purok leaders,sanggunian leaders and other residents.

Dec. 12 The community survey was then thebasis in applying the new-participatorymethod (NP Method) introduced by Mr.Tajima. All the members of the groupexperienced the process of the NPMethod.

Dec. 13 Group outputs were presented in theplenary session. Video group was ableto determine three priority problems ofbarangay Kua such as:

a) Health and Sanitationb) Economics and Incomec) Civic and Culture

Likewise, the group formulated itscurriculum grid.

The group planned for and wrote thedraft scripts for the Program-1"Diarrhea and You" and Program-2"Let's Build Linkage".

Dec. 14 The group finalized the guide in makingthe video-program.

Dec. 16 Off to barangay Kua for the videoshooting. Four video shootingconducted to the prepared material.

a) With the barangay captainb) With the purol leaderc) With the residentsd) With the Vice-Mayor

Dec. 17 1) Post production editing for Program-2 (narration, sound effects, backgroundmusic and video footages)2) Studio shooting for Program-1 andadudio dubbing3) Presentation of video package forcritiquing4) Preparation for field testing

guidelinesquestionnaire

The audio-visual media programs whichwere developed were namely:

a) Preventing Diarrhea "Diarrhea and You"b) Community paricipation enhances effective

and efficient delivery of services - "Let'sBuild Linkage"

Dec. 18 The group went back to barangay Kuafor field-testing at location.

III. Insights:

Video as a medium in the Literacy Educationhas been proven as one of the most effectivemeans in conveying needs/problems/issues/concerns. Its effectiveness has been tested andvalidated by the residents of barangay Kua.

Before going to the field, the group preparedguidelines for the field-testing and came up witha questionnaire for the video programs and theposter produced. The areas of evaluation forthe field testing were:

1. Interest of the learners/villagers in thematerial

2. Relevance of the contents3. Attractiveness of the poster and booklet in

terms of the information given4. Technical quality of the materials

While preparing the questionnaire, the pointsfor evaluation were always kept in mind. Itwas decided that the testers should first briefthe residents on the questionnaire. Theobjectives and purpose of the try-out wasexplained to them. The first video program wasshown once to the villagers and they wereencouraged to talk freely about it and give

4 tr;

45

their comments. Later the second video andposter were shown, after which their commentsand reactions were elicited by a member of thegroup who acted as facilitators.

The post-viewing discussions were lively forboth programs. Then, the questionnaires weredistributed to the residents to accomplish.There were about 40 present, however, only 75%was able to answer the questionnaire. All thequestions were answered "yes" for bothprograms.

The group noted down the remarks andcomments of the villagers after the videopresentations and when the poster was shown tothem.

IV. Results and Recommendations:

The feedbacks from the field test came asfollows:

1. The themes are very relevant to theresidents' present concerns.

2. The themes are very clear and they areinterested to know more about them.

3. The contents of the materials wereappropriate to their need. They found ituseful to their life.

4. The scenes in the video and the narrativewere congruent with information in it.

5. The video programs were found to be veryinteresting and educational.

6. The technical quality of the video was foundto be good. The images as well as thesound were good and clear. The residentsagreed that it was well synchronized andattractive.

7. The residents found it easier to learnthrough video because they could seepictures and hear explanations or narrationsat the same time.

8. The residents, found the poster beautiful andvery informative. The illustrations ordrawings were found to be congruent withthe information and message given was clearto all.

The video programs were applauded by theworkshop participants and consultants for theirvisual effects and excellent sound and clarity.

However, cost-benefit concerns wereexpressed regarding the production and use ofvideo for depressed areas. Others were, ofcourse, of the opinion that even if for themvideo belongs to the future, the time to preparefor it is NOW!

The video group fully agrees with this andfeels very happy to have ventured intosomething new and different.

46

Questionnaire for Community Survey

Barangay Kua

Respondent's name: Isabel Sayo,Barangay Captain

Date Interviewed: December 11, 1991

I) Family Composition: Average No. of Children4

Name AgeEduc.Attain. Occupation

MonthlyIncome Remarks

2) Problems: (Please check.)

A. Water Supply

( ) faucet(x) deep well( ) open well( ) others specify electric pump

B. Toilet

( ) flush( ) water sealed(x) pit( ) others specify Antipolo sysmtem

C. Housing

( ) permanent(x) semi-permanent(x) temporary

D. Furniture/Appliances

( ) rented(x) owned( ) others-specify

(x) TV( ) Betamax(x) Refrigerator( ) Stove: electric (x) gas (x)(x) Sala set( ) Other - specify radio

E. Health

Common Diseases: cold(Enumerate) cough

diarrhea

F. Sanitation

a. Drainage

( ) open-canal( ) blind drainage(x) none

b. Garbage Disposal

(x) garbage pit(x) compost pit

4v

( ) garbage collected by municipal health unitpersonnel

(x) garbage burned(x) thrown into the river/stream

c. Economic Source of Income

( ) salary( ) business

- type:

3) Attitudes:

carpentrysari-sari storepeddler - bottlesfactory workerlaborer

A. Towards Family Planning

( ) method: ( ) Natural(x) Artificial pills

B. Towards Child Labor

( ) In favor(x) Not in favor

C. Towards Delivery of Services

Agency

ServiceNot

Rendered Rendered SatisfiedNot

Satisfied Reasons

DOH x xDSWD x x

DECS x x

DOSTDADTIDILGPNPNHA

othersspecify

xxxxx

x

x

(NGO ) x x

D. Towards Education

a.

b.

Adults

(x) interested - What area: literacy( ) not interested

Children

interested:Levels: ( )

(x)(x)

*Support ( )

( )

(x)( )

elementary*high schoolcollege

ablewillingwilling but not ableable but not willing

BEST CCPV

E. Towards Participation in Community Projects:

( ) participating: ( ) Active (x) Passive( ) not participating:

Reasons: dole-outs Communityinvolvement is not maximized becauseof favoritism and lack of info.dissemination

4) Aspirations:

A. Augment Income

(x) Yes( ) No

How: livestock

B. Level of Education

( ) Elementary( ) High School(x) College( ) Post-graduate

5) Learning Programs

(x) Literacy(x) Livelihood( ) Values

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poster for the video programme No.2

47

(1) Video Program No.1:'Diarrhea and You - An ounce of prevention is better than a pound of cure'

Images Narration

i'IV.1 Mi).1

SA

Wan

Title How to Prevent Diarrhea

lt.iy.)

.

Picture of achild suffer-ing fromstomachtrouble

"Mother! I can't stand it! I'm really inpain. Please Mother, help me! Oh! Oh!"

t7

74%,

ili.

Childdefecating

That's the moaning of child suffering fromdiarrhea. Diarrhea starts from severe stomach-ache, frequent defecating on moving one's bowel.Sometimes a victim defecates 3 or more times aday. Excrement is either watery or soft. Achild afflicted with diarrhea is weak, with deepset eyes, dried lips and wrinkled skin. The victimusually loses weight. Diarrhea may be fatal ifnot attended to immediately.

Nili ,'i

'A,'.

Ar

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Go

Bacteria/microbes

The microbes which cause diarrhea cannot beseen by the naked eye.

.

4C01,..._-......

rm.,.wil food with aUncovered

lot of flieson top

(Pile of garbage)

These microbes abound in dirty places likethe pile of garbage and open pit toilets.This is because flies love to stay in theseplaces.

-; 7.4Nt4)

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Open-pittoilets

Microbes cling to their feet. Flies leave themicrobes on the food they step on. And if thecooked food are left uncovered then surelymicrobes will grow on them. Do you know thatthe greatest friends of microbes are people whodo not have good health?

t.s4;-..-

- ,

_.- , ,.jr AII '

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4,1P, :11

Man gettingdrinkingwater froman uncoveredcontainer

If the containers of drinking water do nothave faucets, then the tendency is to dipglasses or cups to get water.

,-_-

1 ' at.

-,-----4 :

Child defecatingin the yard orin an open field

Poor toilet habits of children is anotherculprit. This is because children defecateanywhere. When unchecked then flies will havetheir heyday.

I.4, Stagnantl4 PrINIP water

A 14,..._.-A,..afi--,.....s...._.--=,,, -...1-

---illiti4. .

Microbes also live in stagnant water. Stagnantwater is often found in the yard under thekitchen or near the bathroom. Often times theyare found near the pig pen.

Microbes are enemies. But like all otherenemies, we can fight them off. A blind drainageor an over-flowing canal can be built near thekitchen/bathroom. That way there will be a freeflow of used water.

Blinddrainage

ft,,-141.

Ig.

tr. Woman orilp child wash-

ing fruits

111and vegetables

J=Clijs

Why not wash the fruits that we eat? And thevegetables we eat raw. Washing them willclear them of microbes.

"Zee

OP-%-..... _

Mother boilingIf water in

open fire

,.

Boil your drinking water. But be sure thekettle you are using to boil the water isclean. And the water comes from a safe source---say a spring or an artesian well. Not fromthe river or open deep well.

Boy Clean the toilets. The toilets bowl shouldbe left uncovered. Disinfect the toiletregularly.

_.-_---....----- cleaning

I

OWN In l'

the toilet

MI gA In

Children Washing our hands should be an enjoyableactivity. Then wash our hands before eatingand after coming from the toilet or afterworking in the yard, in the house. See thatyour hands are always clean. If diarrhea could' tbe avoided or prevented then how do we copewith the emergency?

IlligHEMII!washingtheirhands

Mother boilingrice in a pot

Let your child take the soup out of boilingrice.

49

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....

iti

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IN

Village healthworker demonst-rating how toprepare cresol.

The health worker in the village can teachyou how to prepare cresol.

Man gatheringherbsWoman boilingthe herbs

There are herbal medicine that cure diarrhea.Boiled guava leaves, boiled bark of the blackcherry or duhat, boiled leaves of abocado,star apple.Contact the foot doctor for advise. They canbest tell how to prepare herbal medicine.1r 11

sir4t4LitttrAllb-11

Father andmother atthe HealthCenter

Of course you got to get professionaladvise. Don't wait for the child to bedehydrated. Take the child to the nearesthealth center, community hospital or the doctor.

....._.664.

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,...

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3 i1 . 0

..

,

--

Cleansurrounding

Let's then take a look at the pictures..`

/)k'.

1

Mother boil-ing water

How do we prevent diarrhea?

----)_,

ily22,,g

Child throw-ing garbageinto a coveredpit/can

(Blind drainage)

Are you sure you know the way?

Childrenwashinghands

Remember, an ounce of prevention is betterthan a pound of cure.

,.\1, g: ,;

...

.11, I

Picture ofa dehydratedchild oradult

Prevent diarrhea. You might be the nextvictim or your child. Sometimes diarrhea isfatal.

Picture of afamily lookingup to a pictureof a healthychild, mother,father

Remember, the health of your family lies inyour hands.You as a parentYou as a daughter or a sonYou as F. grandparent

1

.711

50

(2) Video Program No.2:"Let's Build Linkage*

Barangay Kua is a rural village that wasformally organized only five years ago. It is arelocation area for farmers, workers in the city,etc, and the help of the local and nationalgovernment as well as non-governments havetaken place in the village to improve the qualityof life of the people. However, many problemsstill remain to be addressed.

In the video, the residents articulate theseproblems and relate how they try to approachgovernment and non-government agencies. Theyalso demonstrate the value of cooperation andself-reliance.

Visuals and Narration (original in Filipino)

No. Image Content

1 A scenery of a Title: TOY() NA...rural village MAKI PAG-UGNAY

2 Children going This is ourto school barangay

3 Philippine Here is where ourFlag children grow to

4 School be a good and heal-citizen, so we

have go give themthe best we can.

5 Jeepney passing However, we havein a bumpy and many problems todusty road. face.

6 People on the Our roads arestreet covering dusty, and bumpytheir nose because during dry seasonsof the dust. and muddy during

rainy seasons.7 Car passing on the

bumpy road8 Coaster passing on

the bumpy road9 Garbage beside Scattered garbage

the road combined with dustyroads have had

10 Garbage on the effects on ourslope of a stream health.

11 Women washing Everyday we buy andclothes with fetch water fromlimited water after. We can get

free water but it12 Man buying water is far so we just

from a neighbor buy. Our childrenwith faucet fetch water instead

of studying their13 Boy buying water lessons, playing or

sold by the doing their house-container hold chores.

14 Water provided How can we solvefree by the these? What shallmunicipalgovernment

we do?

15 Water tanks pro-viding water forthe whole town

16 Boy pushing cartto fetch water

17 Interview with aman asking whatthey have done tohelp solve theirproblem in thecommunity

Man - I helped ourbarangay captain infollowing up ourbarangay resolutionto the mayor. Webrought it toMalacanang and toDPWH but were re-ferred back to thegovernor

18 Interview with aresident workingas a healthworker

Woman - We weretold to weight thechildren to knowwho are themalnouri;:hed one.

19 Interview withthe woman withumbrella

Woman - My problemis that I have nodocuments. I want-ed our water faci-lities system to beturned over to LOWA.

20 Interview withthe purok leader

Purok leader - Weheld raffles, dis-cos to raise fundsfor our community.

21 Barangay Captainin consultationwith the barangayleaders andresidents

Woman We shouldnot lose hope.Someday our pro-blems will besolved.

22 Chickens in thebackyard

Are these all wecan do?

23 Interview withthe barangaycaptain on howshe go abouttheir problemsin the barangay.

Barangay Captain-The people in thisbarangay are work-ing together insolving our problems.All

24 A woman typing abarangayresolution.

25 Town hall of Gen.Mariano Alvarez,Cavite

If we will uniteand work together,we can make aletter askingassistance from thepresident.These are electedofficials in thebarangay. They arethere to serve thepeople. We shouldwork together withthem to improve ourcommunity and en-sure a better life.

26 Barangay officialsand barangay resi-dents going upthe stairs of thetown hall

27 Interview withthe vice-mayor

Vice-mayor - In thenew local code thebarangay will bethe one to identifytheir problems andplan how to solvethem.

51

28 Vice-mayor shakinghands with thebarangay officialsand residents

In the old localcode the mayordecides what isbest for thebarangay. Now itis the barangay whowill be the ones todo it. The newlocal code isadvantageous to thebarangay.

Guide for Utilization of Video Program No.2

Objective:

Establisii linkages with GOs and NGOs

a. Identify the agencies that provide theservices needed by the community

b. Describe how to avail of the services ofthe different agencies

Target:

Middle level and Self Learning Neo-literates

Application:

1. Instructor shows the video to the learners.

2. After viewing, the instructor asks questionsabout what the learners have viewed.

3. Using a poster, the instructor then leadsthe learners in a discussion on how thecommunity can avail of the various servicesof the different agencies.

4. Discussions should be focused on theimportance of community participation insolving problem in the community.

field testing of the video prvgromme

52

Group Report: (C) Folk Media

BEST COPY A illatIgif

Community: Barangay Olaes

The Folk Media Group was assigned to visitBarangay Olaes of General Mariano Alvarez,Cavite to identify its problems or needs througha free observations, interviews and structuredquestionnaire.

The original plan of the group was to divideit into three sub-groups each of which was tointerview ten (10) households but because ofbad weather, the management suggested that theinterview was to be done in the barangay hallwith the barangay officials and women group asinterviewees.

Introductory to the interview proper relativeto problems and needs of the barangay, thegroup took turns in inquiring the barangayofficials and residents about the barangayprofile.

Village Profile:

Name of Village: Olaes, GMA, CaviteDistance from poblacion: 1.5 kmPopulation: 1,483 (703 males, 780 females)No. of Households: 257No. of School: (Grade 1-6)Major occupation : Construction WorkersSeasonal occupation: Farmers, Construction

workersUnemployed: 543Area of: 5.7 hectares

Education State:

1. 27 are illiterates2. persons finished Grades 1-63. persons finished first year high school.4. persons finished 3rd to 4th year H.S.5. 101 persons finished college and are gainfully

employed.

State of Economy: Poor

Reasons: Most of them are not employed.

A. Field Survey

* Target Audience:Level II Neo-Literate Women

* Method used in Researching: N.P. Method

* Materials prepared before going out for acommunity survey: Community Survey forms

Suggested areas for observations:a) Economics and Incomeb) Environment

b-1 Resourcesb-2 Electricityb-3 Water

c) Transporation facilitiesd) Health and Sanitation

t1 4

B. Problems Identified

After the field survey, the Folk Media Groupwas divided into 2 sub-groups. Then, eachmember listed about eleven major problems ofthe village on separate slips. The slips werethen categorized. Listed below are the priorityproblems identified by the group.

1. Unemployment

a. Lack of capital and skills forentrepreneurship

2. Environment

a. Illegal electric installation or octopusconnection

b. Inadequate water supplyc. Lack of transportation facilitiesd. Poor roadse. Inadequate health facilities

3. Health and Sanitation

a. Lack of knowledge on nutritionb. Lack of Health Educationc. Inadequate health activitiesd. Lack of information about improved

personal and environmental sanitatione. Lack of information on Family Planning

4. Education

a. Need for values education for thedevelopment of values such as patience,industry, self-reliance, resourcefulness,cooperation, dignity of labor, creditconsciousness

b. Lack of adequate skills trainingc. Lack of cooperative education

C. Mapping of Problems (N.P. Method)

When the group convened at the conferenceroom, the following procedures were observed:

1) The group was re-grouped into 2 sub-groups.2) Each member of the suo-group was given a

slip of paper for writing in short sentencesthe problems/needs observed in the barangay.

3) The problems written were classified andcategorized as to the areas they belong.

4) The categorized problems were pasted on alarge Manila paper mapped into small islands.

5) A short summary statement and the numbersof slips of paper was written under eachisland.

6) The consolidation of findings in both sub-groups was again posted in another bigManila paper and was further summarized tocome up with the following outline alreadycategorized and prioritized based on thenumber of slips counted under each area.

D. Preparation of Curriculum Grid

Curriculum grids relative to the problemsidentified and suggested solutions wereprepared.

E. Literacy Follow-up Materials Prepared

The table below presents the LiteracyFollow-up Materials prepared by Folk MediaGroup in relation with the priority problemidentified at Barangay Olaes, GMA, Cavite.

Problem FormatNo. of Matilipulo/English

For MothEng. /lilt. Theme /Tole

Unemployment a) Movie Roll work MoreII Lack 01 capital Script and Earn

and skills for h) Movie Roll 22 MoreEntrepreneurship Frame (pictures

ci Movie Roll i

2) Lack of entrepreneurship skillsand income gene-rating projects

(Bony Polytron)dl Evaluational Letter from

husband towife

b) Letter fromdaughter tomother

C) Letter fromfather Indaughter

di Postersel Evaluation

2

Sheets

Dangerous electrical a) Poetic debate t 1 2 'Octopus con-installation (script) nection or

IN Posters Legal In-c) Tape I I 3 stallation?'

Lack of knowledge

(recordedscripts)for rehearsals)

a) Gameof proper nutrition - Trellis I *Pabitin`

- Cut-outsof food

30

- Tray 3

F. Field Testing

Appropriate evaluative instruments wereprepared to the field test of the LiteracyFollow-up Materials prepared. Each materialhas its own corresponding evaluation forms.

On December 18, 1991, field testing ofmaterials was done to the 35 Level II Neo-literate clientele who were interviewed duringthe community survey held in Barangay Olaes,GMA, Cavite on December 11, 1991.

The results of the field test revealed thatthe materials prepared by the folk Media Groupwere all relevant to the needs of the clienteleand community as a whole.

G. Evaluation and Comments

Movie Roll

The pictures used in the movie roll depictedsome gainful occupations that crossed theinterest of clientele to engage in businessentrepreneurship. The script narrated as eachpicture was shown was supportive of thematerial. It enabled the viewer to understandthe content of the materials and the message itconveys.

Poetic Debate --- Balagtasan

The poetic debate entitled "OctopusConnection or Legal Installation," was very muchacceptable to the clientele. After the liveperformance of members in the discussion panel,they requested the former to repeat their

53

1

performance. The message was easilyunderstood.

The clentele want to have some copies ofsaid Balagtasan or poetic debate for use duringtheir community program on February 1992, forwider dissemination. They hope that moretopics would be prepared by the Folk MediaGroup so as to discuss freely relevant social andeconomic issues in a poetic way and withouthurting others. The suggested topics are thefollowing:

a. To have capital for business, which isbetter, "Bank or Usurer."

b. Which is better, Agricultural Land orIndustrial Land?

Letters

The letters were very practical. Theclientele liked the messages conveyed becausethey dealt on proper health habits and plans tostart business or get involved in livelihoodactivities that would augment their income.

Came "PABITIN"The game was not only interesting but also

educational. It enabled the clientele to identifythe 3 food groups namely: Go, Glow and GrowFoods, thus it promoted literacy.

H. Concluding Statements

Based upon the results of the field test ofthe Literacy Follow-up Materials prepared bythe Folk Media Group, it could be said that:

The materials were acceptable andunderstandable to the clientele.

The materials were valid so their immediatereproduction and distribution should be doneto give suggested solutions to priorityproblems if not only the pilot Barangays butalso other Barangays in the Philippines as awhole.

54

Materials Developed by the Folk Media Group

(1) Letters

Letter No.1 'Letter to Pining'

BackgroundA father working abroad on a 2-year

contract. He writes his wife, Pining regularly.One of his letters is printed. Mang Pedring, is45 years of age, and a contract worker inBahrain. He left behind his wife, Pining andthree children. His 2-year contract is about toexpire. He's coming home. He bares his planto his family through a letter.

No. 1 - Letter to Pining

BahrainDecember 14, 1991

My Dear Pining,

Greetings from Bahrain! How are you mydear?

My contract expires in two months, then willbe home. The days seem endless because I

want to be with you and the children.

Your letters tell me that we have savedsome amount, enough to put up a small business.How about putting up a small carinderia? ThenI'll not come back here. We will always betogether.

We can plan the children's future, together.I can understand how hard it was to cope witheveryday's problem alone. How I wish I wasthere when June got sick, during Nene's firstday in school and when you gave birth toNinoy. Those were very trying days for you.

Don't worry I'll make up for all those tryingdays. We'll plan our future and solve ourproblems together.

See you then. Give my blessings to thechildren. My best and love to you all.

Yours,

Peter

Guide for Utilization of Letter No.1

Title: Letter for Pining(Major Problem - Economic/Income)

Objective:1. Show how enterpreneurship improve the

quality of life of the individual, familyand community.

2. Practice thrift and economy.3. Demonstrate self reliance for community

improvement.4. Interpret the messages/ concepts read.5. Demonstrate responsible parenthood.

Target: Rural Mother Level II and III Neo-illiterate in the Rural Barangays

Materials: Letter and Poster

Application:1. Read the introductory information about

the letter.2. Ask the clientele to read the whole letter3. Ask the clientele to read the letter by

parts4. Analyze each part of letter with the aid

of comprehensive questions

No. 2 Letter to Mother

BackgroundRosing, 20 years old, is the eldest daughter

to Mang Serapio and Aling Mina. After highschool, she worked as a housemaid to a well-to-do family in the poblacion. She was veryefficient so that afts:r three years of working,the family helped her find a job as a domestichelper in Hongkong. She stayed there for oneyear. She writes home regularly.

HongkongDecember 14, 1991

Ever dearest Mother,

Greeting from Hongkong! My best and loveto all of you.

Christmas is just around the corner so I

thought of sending a package with a littlesomething for each of you. I hope they are thethings you want for Christmas.

And Mother, you'll soon receive two hundreddollars ($200) via door to door service. Let'suse it as seed capital for a project in 1992.

I remember Kuya Onso's dream of putting upa chicken coop for 45 days chickens. AndTatay wants to raise a sow. But before theygo into the project, they must consult with anagriculturist or a veterinarian. Also, they'vegot to know the marketing process.

Probably, it would be wise to join the villagecooperative. That way, you can get chickenand pig feeds on loan. Please ask them to getdetails of these.

I'll increase the seed capital soon. I will

join the family venture when I come back. I'mconfident that our neighbors will follow it andultimately help Barangay Olaes become aprogressive model community.

Till then and may God bless us all.

Your loving daughter,

Rosing

Guide for Utilization of Letter No.2

Objectives:1. Plan and income generating project.2. Foster close family ties.3. Appreciate the value of labor and

understanding by:sharing work load to other members ofthe familyWorking harmoniously with others;Planning a work schedule to balancework and leisure.

Target: Level 11 Neo-literate mothers in therural Barangay

Materials: Letter and Pictures with Captions

Application:I. Read the introductory information.2. Ask one of the clientele to read the

letter.3. Ask the clientele to read the letter by

parts silently.4. Analyze the parts of letter by using

illustrated pictures and comprehensionquestions.

No. 3 Letter to Neneng

BackgroundMang Berting is 35 years old, married and

has a daughter named Neneng. He works inRiyadh, Saudi Arabia as a contract worker.Concerned about her daughter who is sick, hesent a letter to Neneng.

Riyadh, Saudi ArabiaDecember 14, 1991

Dear Neneng,

How is my darling? Your mother said you'vebeen ill. Wish I was there to take care ofyou. But anyway your mama and your grandpawere there to look after you.

I understand you've still recuperating.Neneng, when you're on that stage you are

55

susceptible to simple colds. Remember, if theailment is not attended to then it might lead tocomplications. So be careful, darling.

We must do something about our immediateenvironment. It's too unhealthful, unsanitary.It's high time that we learn to take care ofour garbage. Unattended garbage serves ascome on to communicable diseases.

Haven't you notice that diarrhea anddysentery are very common in our community.This ailments weaken our resistance to diseases.When our body resistance is weakened,respiratory illness develops.

Unhealthful surrounding is not the onlyseedbed of diseases. The food we eat are oftentimes the culprit. Sometimes we fail to eat ordo not like nutritious food. We prefer junkfood. Darling, you are one of those who isvery choosy about the food you eat. Darling,eating the right kind of food at the right timeis one of the direct routes to health. Thisroute branches out to others like consultinghealth professional, the doctor the nurse, thedentist.

I will be proudest and happiest Papa if I cancome home to a brood of super healthychildren.

God bless you! Kiss your mother for me.

Your loving father,

Berting

Guide for Utilization of Letter No.3

Objectives:1. Discuss ways of preventing common

respiratory diseases.2. Practice good health habits.3. Describe a responsible parent.

Target Clientele:Level II Neo-literates, EspeciallyMother

Evaluation Instrument for LettersNo

Criteria Yes No Comment

Format

1. Is it pratical?2. Is it relevant?3. Is it interesting?

Content

1. Does it consider theneed of theclientele?

2. Does it considerknowledge learnedpreviously?

3. Does it appeal tothe interest ofthe clientele?

4. Does it convey amessage?

5. Does it conveysimple and clearmessage?

6. Does it developliteracy skill?

7. Does it providevalues development?

8. Does it providecontinuity?

Application

Very Satis-Satis- factory Fairfactory

1. Are the instructions statedsimply & clearly?

2. Does it providevaried activities?

3. Does it provideactive participation?individual parti-cipation?group participa-tion?

4. Does it developpsychomotor skill?

5. Does it solve theidentified problem?

Evaluation

1. Are the objective ofMaterials: Letters & Pictures with captions the lessons achieved?

2. Does it provideApplication: mechanics for evalua-

1. Read the introductory information about tion?the letter. 3. Does it have feed-

2. Read the whole letter. back mechanism?3. Read the letter by parts.4. Analyze each part of the letter with the General Impression

aid of pictures and comprehensionquestions. 1. What have you discovered in the learning

situation?2. How did you feel about the learning

situation?3. What do you plan to do now?

56

5u

(2) Poetic Debate (Balagtasan):'Octopus Connection or LegalInstallation?"

Background Information about Balagtasan

The Poetic Debate is an interestingPhilippine folklore. It is loved by the Filipinos.In this form of literature, relevant social, moraland spiritual issues are being debated in apoetic and dramatic way. These issues includetopics about love, politics and valuesdevelopment, which made them very interestingto the listeners. The intelligent and dramaticexchange of ideas or views make the Balagtasanor Poetic Debate very thought-provoking andchallenging, not only to participating poets butalso to the listening audience. The 3 importantparticipants in the Poetic Debate are Judge orArbiter and two defenders, protagonist andantagonist.

Poetic Debate has been done, long, long timeago in the Philippines. However, it has beenpopularized by Francisco Balagtas, a native ofBigaa, Bulacan, so it has been namedBalagtasan, in honor of him. He became sopopular that even his home town, Bigaa, wasalso changed to Balagtas.

Viewpoint: Octopus Connection or LegalInstallation?

Arbiter:

* With all my heart, my beloved countrymen,I'm greeting you to the best I can.Today we're proud to discuss and presentAn issue that is timely for our livesimprovement.

* Electric installation is an importantinvention. Which type would you choose, theright or the wrong? Legal installation or theOctopus connection.

Which of the two would bring progress andpeace to future generation?

Legal installation will be defended skillfully,By an intelligent lady, Pining Villacorte,From Region Eleven of this beautifulcountry,Witness as she defends her side veryfluently.

* Octopus connection will be defended at herbest,By a participant from Region Two of thisbeautiful country, Mat MacababbadAnd as he proves his side, listen pleaseTry to analyze everything he says.

* Now, the veteran poets are ready to fight,And defend their sides to prove each one isright.Now they're coming, coming up the stagewith might,Let's give them first a big, big hand!

p

"Not This" - poster for Balagtasan - "But This"

Octopus Connection:

Octopus connection is helpful to the peopleEspecially to us, the poorest of the poor.It solves the problem about high cost of powerSo it should be adopted forever and ever.

Legal Connection:

What's the use of being economical if it's toodetrimental,Not only to property but also to man, it isfatal?Legal installation is still the best connection ofallI encourage you to use it, please heed mycall!

Octopus Connection:

I'm sorry, my friend, but you are mistaken;Octopus connection has been used and safelyproven;If it is illegal, why is it tolerated now andthen,By the Electric Cooperative in this peacefulhaven?

Legal Installation:

Use your head, don't lose it, my bravepartner.Don't be an idiot, do research and discover.Find out how Octopus connection poses dangerTo property and life that we treasure and holddear.

Octopus Connection:

How could I enjoy life when I am so poor?Like the rich, I also want life that iscomfortable!If Octopus connection would be prohibited forsureYou're so selfish, you don't like the poor toenjoy!

57

Legal Installation:

It only shows how poor your mentality is!You only think of enjoyment, not consideringits consequences!Don't you know that a Big Fire results whenoverloading occurs,And causes destruction to life and property ofcourse!

So, if you want to enjoy life, progressive andgood,Legal connection should be strictly done andfollowed,Evil Octopus connection should never beallowed,It's not only illegal but also dangerous.

Octopus Connection:

Octopus connection is not at all dangerousTo consumers who are careful and civic-conscious!You are very careless, so you hate Octopusconnection which is cheap and frivolous.

Legal Installation:

Weak defender! You're a liar, an enormousliar!Don't deceive the masses, especially the poordwellers!The best thing to do now is to kill you, thedestroyer.To end up your selfish motives in this land ofbeauty and wonder.

Octopus Connection:

No....no long live, long live OctopusConnection!!Dead or alive, in this beautiful creation!

Legal Installation:

Dead or alive? You are now confused!Octopus Connection, you are now lost!You're losing your track, why do you stillboast?Legal installation is the winner, the real boss!

Octopus Connection:

Octopus Connection is the winner! Thechampion!

Legal Installation:

Legal Installation is the winner!Not you ... you Grabber!

Arbiter:

* Order! Order! Stop now your argument!Both of you think you are right so you'llnever arrive at a common agreement.Give Pining and Mat a loud applause mycountrymen,And to you I leave the decision and finaljudgment.

58

* May I also invite your attention, dearfriendsTo the posters posted at the back of thestage.Analyze them carefully and find out themessageConveyed and depicted for much betterjudgment.

Guide for Utilization for Balagtasan

Name of materials: Poetic Debate with Posters

Objectives:

1. To develop awareness on the hazards posedby Octopus Connection, an illegal electricinstallation.

2. To express ideas freely thru a poetic debate.

3. To enhance the development of relevantvalues such as love, honesty, thrift andeconomy, nationalism and wise use ofelectricity.

Target : Level II Neo Literates(Rural/Sub-Urban OSY/OSA)

Materials : Poetic Debate with Posters

Application:

1. Read the introductory information.

2. Post the posters on the stage before thepresentation.

3. Present the Poetic Debate. Three poets areinvolved. They are:

Poet 1

Poet 2

Poet 3

Arbiter or JudgeDefender of Right ElectricInstallationDefender of Octopus Connection

4. User should conduct a post-poetic debatediscussion.

5. Let clientele analyze the message andcontent of the poetic debate. Let them givetheir judgment or decision.

6. Let clientele describe and analyze the thingsdepicted in the posters. Then, have theminfer on the hazards posed by OctopusConnection or faulty electric installation.

Consolidated Evaluation Sheet for Balagtasan(with Posters)

No. of Clientele Field Tested: 35

Criteria for Evaluation Yes No

Balagtasan (Poetic Debate)

A) Format:

Is the poetic debate suitableto convey the message?

35

B) Theme/Content:

1. Is the message clear to you? 352. Is it interesting/convincing? 353. Is it relevant to the needs of

your community?35

4. Are positive and negative viewsdiscussed fully?

35

C.) Delivery:

1. Was the delivery clear andconvincing?

34

D) Selling Point:

1. Is the Poetic Debate acceptableto you?

35

2. If your answer to question No.1is yes, what other topics wouldyou like to be discussed inanother poetic debate?

* Usurer or banker, who is better?* Agricultural or industrial land,

which do you prefer?

E) Values Development:

1. Are you willing to accept theright way of installingelectricity?

Right payment of electricconsumption.

(a) Why? It prevents disaster.33

(b) Why not? We can't afford toinstall electricity.

F) Suggestions:

1. What suggestions can you give toimprove the material/poeticdebate presented to you?

For wider dissemination,provide the brangay withcopies of the poetic debate.

Posters

A) Format:

1. Are the posters used helpfulin elucidating further themessage of the poetic debate?

35

BEST COPY

B) Theme/Content:

1. Are the posters interesting? 352. Do the illustrations in the

posters depict the messageconveyed in the poetic debate?

35

C) Selling Point:

1. Is it appropriate to use postersto accompany the poeticdebate?

35

Why? It makes the poetic debatemore understandable.

D. Values Development:

1. Did you learn a moral lesson 35from the posters used? Give examp es:honesty, disaster prevention,prepared ness, concern for others,rsourcefullness

E. Suggestions:

1. What suggestions can you giveto improve the posters preparedto support the poetic debate?

Posters can be used as backdropduring balagtasan presentation.

Note: Numbers answer Yes, No column representthe number of respondents.

(3) Folk Game (Pabitin):"Pick, Eat and Be Healthy*

Background Information about Pabitin

"Pabitin" is a Philippine folk game playedduring celebration. Traditional goodies are hungon a suspended interwoven bamboo strips.During the game, the interwoven bamboo iseither lowered or pulled up for the jumpingchildren to grab the goodies they like.

59

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Guide for Utilization of Pabitin

Objectives:

1. To develop awareness on the significance ofproper nutrition.

2. To identify foods for a balanced diet.

3. To develop the habit of eating nutritiousfoods.

Target: Level II neo-literates

Materials: Interwoven cardboardColored Food CutoutsCardboard Food Trays

Applications:

(I) Hang each colored food cutout in the suspendedinterwoven cardboard strips.(2) Let each learner pick the food cutouts he/shelikes and places them on the food tray No.l.(Tray No.1 has three circles with only the captionsfor the kinds of nutrients.)

(3) The teacher observes the food preference ofeach learner and how he grouped the foods.(4) Let the learner place the food cutouts on FoodTray No.2. (The shapes of cutouts are indicated.)(5) Comprehension question and discussion follow.

60

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Food Tray No.2

Evaluation Sheet for *Pabitin

Objective:

Were the objectives realized?Yes No Uncertain

Format:

Is the format interesting?Yes No Uncertain

Is it relevant to the needs ofthe community?

Yes No Uncertain

Is it easy to make?Yes No Uncertain

Color:

Is/are the color(s) used attractive?Yes No Uncertain

Are there varied color used?Yes No Uncertain

Message:

Is the message clear and easilyunderstood?

Yes No Uncertain

Does it reflect the needs of the clientele?Yes No Uncertain

Focus:

What literacy skill is being developed?

Word recognizationMatching printed word with object form

General Reaction of the Clientele:

BEST COY G

(4) Movie Roth "Work More and Earn More'

Background Information on the Movie Roll

The number one problem in Barangay Olaes,General Mariano Alvarez, (GMA) Cavite,Philippines is on economics and income,particularly on unemployment of women.

The Folk Media group decided to make aninstructional material entitled "Work More, EarnMore" through movie roll. This movie rollsuggests some ways of earning a living in orderto improve the quality of life of the people inBarangay Olaes.

The movie roll is an adaptation of thetelevision. Since most of the hinter barangaysin the Philippines do not have electricity yet,the movie roll is an appropriate innovation tothe rural folks.

Costwise anybody such as the teacher and/orthe barangay leader can make the best use ofthe movie roll in presenting other topics/subjectmatter with least cost.

The materials needed in the movie rollinclude a cardboard box (a wooden box) 18inches long and 16 inches wide more or less

with 2 wider sides opened (1 for the face ofthe movie roll, 2 plastic tubes or 2 woodensticks and manila paper pasted lengthwiseinstead of film. The manila paper is used wherethe illustrations are drawn. Both ends of themanila paper are pasted over the 2 plastic tubesto facilitate presentation of all frames. As theupper tube is rolled the frames are presented inseries with the corresponding narration.

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Aling Maring and Mang Bibo had nine children.They used to live in Ortigas Avenu, MetroManila. Five years ago, they were relocated atBagong Silang, Novaliches, Quezon City.

Unfortunately, Mang Bibo died in a vehicularaccident. Aling Maring was helpless. Four ofher children got married, yet they dependedupon her for their daily needs. How then couldshe provide for their basic needs of her family?

---I, fi 4. ii .0 - 1 1..."While there is life, there is hope! Only then,Aling Maring remembered the skills training indressmaking and gardening she gained in one ofthe NFE classes she attended. She used herinitiative in putting up a small business athome.

She had scraps of cloth (tinabas). She madethese into pot-holders, doormats, floormops,

pillowcases and bed covers.

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She sold these finished products during marketdays in the town (poblacion). Little by little,Aling Maring earned money for family. But shewas not contented with this. She wanted tomake wise use of her leisure hours.

61

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She collected used plastic food wrappers,plastic containers and empty cans and filledthem with soil.

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She sold these growing plants also and shedeposited some of her earnings in the bank.

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One day, Lina, one of Aling Marings marriedchildren, visited her.

Lina was surprised to see the growing businessof her mother. When Lina went home, shedecided to put up a small business of her own,having attended entrepreneurship courseorganized by the Department of Labor andEmplyment.

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She put up a stand of magazines, comics andother reading materials for rent. She had agood start! Now, she is already selling avariety of reading materials including books andother educational supplies.

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Ricky, the eldest son of Aling Maring had threechildren. One of his children got sick of acutebronchitis. He did not know what to do. Hehad no money at all. So, he ran to his motherfor help.

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Immediately after she heard about hergrandson's problem, Aling Maring withdrewP5,000 from DBP and gave the money to herson. Ricky was very thankful. He rushed hisdying son to the hospital.

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When her son got well, Ricky and his familyvisited Aling Maring.

Ricky : "Thank you very much. Mother, foryour help. I am returning the extraamount of P2,000"

Mother: "How I pity you, son. I am giving youback this money. Use this to start anew business.

WRicky : Yes! Yes! e are very much grateful.

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Ricky was a second year college dropout inagriculture. His family decided to buy abreeder sow.

The mother pig gave birth to eight piglets buttwo piglets died.

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Ricky sought the help of the municipalveterinarian. Inspite of Ricky's problem ongetting enough feeds for the pigs, slowly, thisproject became a success. This is now a bigpiggery project at home.

Ricky was not contented with the piggeryproject.

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He put up also a small poultry house.This time, he sought the help of his joblessbrother. Jose, in managing the project.

63

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:This poultry project is still having problems suchas lack of feeds and death of 10 chicks. ButRicky is sure that the number of deaths of thechicks can be decreased with the help of theveterinarian.

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This time, all the married children of AlingMaring had income-generating projects.v.-

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This encouraged Elisa, her disabled daughter toattend an NFE skills training on stuffed-toy-making. She made stuffed puppies, dolls, teddybears, rabbits and birds.

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itHow lovely they are! People buy them fortheir children.

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1 . . .-. -IV 1;t1 ::11.11-tILILI:t'llzr-

C''' rfr::: 7 ! ,,i0. .----LS.' ' 1.'''..

As a result of self-reliance, industry andresourcefulness of Aling Maring and herextended families, life for them becamecomfortable and secured.

64

DBP(

4>

DOST

NFEC NTER

SEEDCAPITAL-

RAINING?cL.- DSWD1..,._,...,-4....-,

How about you? What are your plans toimprove the quality of your life? Which ofthese livelihood activities would you like to tryaside from the income-generating projects AlingMaring and her family members engaged in?

(Note: Show pictures/frames)

A. Left Preserving food, preparing pickles andcandies

Top Putting up fast food stallRight Vending Vegetables

Bottom - Selling banana cue

B. Upper left buying empty bottles and junksUpper right tending a fruit stallLower left recycling grass, coconut husks,

shells, old stockings into figuresand decorative materials

Lower right vending cooked food in theoffice

When you have selected one income-generatingproject, you can seek help from any of thefollowing offices or persons:

(last frame)

NFE CenterMunicipal MayorTahanan FoundationGovernment offices in the town:

DA: Department of AgricultureDSWD: Dept. of Social Welfare DevelopmentDDLE: Department of Labor & EmploymentNMYC: National Manpower and Youth CouncilDBP: Development Bank of the PhilippinesDST: Department of Science and TechnologyDTI: Department of Trade and Industry

Work more, earn more! There are resourcesaround you! Start a small business now! Inyour hands lay the progress and happiness ofyour family and barangay! Do it now!

65

65

Guide for Utilization of Movie Roll

Objectives:

1. To get acquainted with the various ways ofearning a living through small scale business.

2. To realize the importance of engaging insmall scale business as means of augmentingincome.

3. To recognize words, phrases and sentence incaptions/labels of pictures

4. To comprehend/understand stories heard/told.

5. To solve one-two step problems involvingmoney up to P20,000.00

Target:

Levels II and III neo-literate particularly women

Application:

1. The narrator shows the movie roll to thelearners. She starts with the backgroundstory of Aling Maring with nine children whobecame a widow at an early age depicted inPicture No.l.

2. As she goes on to the succeeding picturesshe continues her narration describing eachframe with interest and filled with emotion.

3. She ends the story with the challengingremarks of whether or not the learners shallbe able to put up one or more of the waysof earning a living as presented.

4. Questions are asked to get reactions and toknow if the clientele understood the storyand the illustrations.

5. Feedbacks are welcomed regarding steps onhow to secure assistance from lendinginstitutions.

6. If time permits, the clientele may be askedto read caption of each frame and discussthe possibility/practicality of applying themessage in each frame in the locality.

66

Evaluation Sheet for the Moive Roll

Name:

Occupation:

Age: Sex:

Educational Background: Level III2nd year H.S.

1. Theme/Titlea) Relevant to your situation?

( )Yes( )No ( )not sureb) Is message clear to you?

( )Yes( ( )No ( )not surec) Do you want to learn more about income

generating activities?( )Yes( )No ( )not sure

2. Content/Subject Mattera) Useful to your life?

( )Yes( ( )No ( )not sureb) Moral lessons learned?

( )Yes( ( )No ( )not surec) Relevant to present situation?

( )Yes( ( )No ( )not sured) Information congruent to objective?

( )Yes( ( )No ( )not sure

3. Languagea) Vocabulary( )easy ( )difficult ( )not so difficultb) Statement( )short ( )removable ( )not so difficult

4. Manner of presentationa) Format ( )suitable ( )not suitableb) Illustrations

Attractive? ( )Yes ( )No ( )not sure- Images clear? ( )Yes ( )No ( )not sure- Congruent to information?

( )Yes ( )No ( )not sure- Acceptable to you?

( )Yes ( )No ( )not surec) Are the scenes and narrations:

congruent? ( )Yes ( )No- clear? ( )Yes ( )No

have enough information on the

( )not sure( )not sure

theme?( )Yes ( )No ( )not sure

d) Are the letters/labels readable?( )Yes ( )No ( )not sure

5. Is the information useful and practical valueto you and to your community?

( )Yes ( )No ( )not sure

6. Do you intend to follow the information ofthe movie roll?

( ) willingly ( ) unwillingly

7. If you are willing, give reasons why?

8. Do you want to see another movie roll?( ) Yes ( ) No

On what topic/theme?

Cu

Annex & Appendix

9 December, 1991, Monday

8:00- 9:009:00-10:00

10:00-10:3010:30-10:45

11:30-12:00

12:00-13:3013:30-13:45

13:45-14:0014:00-15:00

15:00-15:3015:30-18:30

SCHEDULE OF ACTIVITIES

RegistrationOpening Programme

SnackPresentation of Participants

(Mr. Lauro G. Bautista)Activities to Achieve theObjectives

(Mr. Shinji Tajima)- LunchTeam Building

(Ms. Aida P. Hinlo)Organizing OurselvesThe ACCU and AJP Materials

(Mr. Shinji Tajima)Snack

Sharing of Experiences/Problems Related to LiteracyMaterials Development

10 December, Tuesday

8:00- 8:108:10-10:30

10:30-12:00

12:00-13:3013:30-14:00

14:00-14:15

14:15-15:30

15:30-16:0016:00-17:30

17:30-20:3020:30-21:00

Starting The Day RightPlanning, Designing andIllustrating Materials

(Mr. Kang Woo-Hyun)Open ForumAudio Visual Media and VideoProduction

(Mr. Merza Abbas)Open Forum

LunchFolk Media and How to Use It

(Mr. Shinji Tajima)Orientation on CommunitySurvey

(Ms. Adah Villaflor)Preparation of SurveyInstruments

(Dr. Magdalena E. Dugenia)Snack

Group Work Preparation ofSurvey InstrumentsSocialization and DinnerGrouping Ourselves for theCommunity Survey

11 December, Wednesday

6:30-17:00

17:00-19:00

19:00-21:00

Off to Cavite for theCommunity SurveyGetting Ready for theAcquaintance DinnerDinner and Entertainment hostedby ACCU

12 December, Thursday

8:00- 8:108:10- 9:30

Starting The Day RightATLP in Developing LiteracyMaterials and ContinuingEducation

(Dr. Este la LI. Garcia)

9:30-10:30

10:30-10:4510:45-12:0012:00-13:3013:30-15:00

15:00-15:3015:30-16:3016:30-18:00

13 December,

8:00- 8:108:10-10:30

10:30-10:4510:45-12:00

12:00-13:3013:30-15:00

13:00-15:3013:30-18:0018:00-19:0017:00-21:00

14 December,

8:00- 8:108:10-10:00

10:00-10:3010:30-12:0012:00-13:3013:30-15:0015:00-15:3015:30-18:0018:00-19:00

Analyzing the Results of theCommunity Survey Method (NPMethod)

(Mr. Shinji Tajima)- SnacksGroup Work- LunchContinuation of Group Work andPreparation of the ContentCurriculum- SnacksGroup WorkPlenary Session: Presentation ofGroup Output

Friday

Starting The Day RightPlanning the Format for theLiteracy Materials

(Ms. Lourdes A. Arellano)Snacks

Group Work on the Developmentof Materials

LunchWorking with Resource Personson the Development of Follow-up Literacy Materials

SnacksContinuation of Group Work

DinnerContinuation of Group Work

Saturday

Starting The Day RightWorking with ResourcePersons/Consultants andIllustrator

SnacksContinue Group Work

LunchContinue Group Work

SnacksGroup Work

Dinner

15 December, Sunday

FREE DAY

16 December, Monday

8:00- 8:108:10-10:00

10:00-10:3010:30-12:00

Starting The Day RightRevision/Finalization of LiteracyMaterials-Based on Feedbackfrom Group Critiquing inConsultation with ResourcePersons/Consultants andIllustrators- SnacksContinue working on theFinalization

69

12:00-13:0013:00-18:0018:00-19:0019:00-21:00

Note:

LunchContinue Group Work

DinnerContinue Group Work

Group on Electronic Media went onLocation Shooting from 8:00-19:00.

17 December,

8:00- 8:108:10-10:00

10:00-10:3010:30-12:00

12:00-13:0013:00-14:00

14:00-16:00

16:00-16:3016:30-17:00

17:00-18:00

Tuesday

Starting The Day RightContinue Group Work

SnacksPackaging The Output forDevelopmental Testing*Xerox - Print Materials*Recording/Production ofElectronic Media Materials

LunchPreparation of Instruments forDevelopmental Testing

(Mr. Shinji Tajima)Group Work Development andPrinting of Instruments forField-testing of Follow-upLiteracy Materials- SnacksGuidelines for DevelopmentalTesting

(Mr. Lauro G. Bautista)Time for Departure

*Role of each group member*Preparing the clientele forfield-testing the materialsGroup Work Final Check ofLiteracy Materials forDevelopmental Testing

I. Perci,,Ii C. MabantaEduc. Supv., IIDECS-CAR,Teachers Camp, Baguio City

2. Josephine A. FloresEduc. Superv. II, DECS-CAR,Teachers Camp, Baguio City

18:00-19:0019:00-21:00

18 December,

DinnerPlenary Session -Presentation of developedmaterials

Wednesday

6:00-15:00 Field Testing of Follow-upLiteracy Material

12:00-13:30 Lunch16:00-18:00 Analysis of results of field-

testing and revision of maerials18:00-19:00 Dinner19:00-20:00 Reports on the results of field-

testing20:00-21:00 Planning for Follow-up

Activities(Mr. Lauro G. Bautista)

19 December, Thursday

8:00- 8:10 Starting The Day Right8:10-10:00 Plenary Sessions

Presentation of Plans forFollow-up Activities

10:00-10:30 Snacks10:30-12:00 Evaluation of the Workshop12:00-13:30 Lunch13:30-15:00 Wrapping Up

(Mr. Lauro G. Bautista)(Mr. Shinji Tajima)

15:00-15:30 Getting Ready for the ClosingProgram

15:30-17:00 Closing Program

LIST OF PARTICIPANTS

3. Lani N. ZuluetaSoc. Dev. Coord. JVOF, Baguio City

4. Adelaide G. DistorNFE Teacher, TeachersSn. Miguel, Pasig, Metro Manila

5. Emilia B. CruzNFE Dist. CoordinatorNavotas, Elem. School,762 M. Naval St., Navotas, M.M.

70

6. Elizabeth C. PicoEduc. Media SpecialistSEAMEO-INNOTECH, Diliman,Quezon City

7. Preciosa So livenSchool PresidentO.B. Montessori-Center,No.3 Eisenhower, Greenhills, M.M.

8. Elizabeth M. RaquelDistrict NFE CoordinatorDECS-Pinili DistrictDiv. of Ilocos Norte

9. Mateo S. MacababbadE.S. II, DECSRO II, Carig, Tuguegarao,Cagayan

6 1.

10. Rosalinda P. SaquingInfo. Officer I, Cagayan State Univ.Carig, Tuguegarao, Cagayan

11.

12.

Marciana T. BaratangASDS, DECS, Tarlac

Apelia A. MazonES II, DECS Regional Office IIISan Fernando, Pamp.

13. Eleanor G. HilarioDirector, Curr. Dev't., SCLL, (TarlacCol leg of Agriculture), Camiling, Tarlac

14. Rosalinda M. MendozaES I, DECS-Division Office,Lipa City

15. Felipe R. ChanDepartment Head (Social Studies) Sch.NFE CoordinatorLeido Mem. High SchoolCalapan, Oriental Mindoro

16. Benedicta B. GomezMaster Teacher IPalanog, Camalig, Albay

17. Alice Q. EngayPSDS, In-Charge of NFE in theDivision, Del Pilar, Gubat, Sorsogon

18. Lumen V. MagundayaoDirector, Extension ServiceCamarines Sur Polytechnic CollegesNabua, Camarines Sur

19. Solita H. FangcoAssistant Chief, NFE Division,DECS, Region VI Western VisayasDuran Street, Iloilo City

20. Corazon PolohanDistrict NFE CoordinatorMina, Iloilo

21. Ma. Teresa BarbaDist. NFE Coordinator, DECS, ZapateraElem. Sch., Cebu City

22. Lynie 0 AumanDist. NFE Coordinator, DECS,Talisay Central Sch.Tailisay, Cebu

23. Violeta A. LedesmaAsso. Prof. Functional LiteracyTrainer for Student VolunteersChief -N FED, Leyte State CollegeTacloban City

24. Dr. Oprecila F. DelantarChief-NFED, DECS-RO 8Candahug, Polo, Leyte

25. Teresita M. Ma lateES II, NFED, DECS-RO 8,Candahug, Polo, Leyte

26. Yusop A. IribaniEduc. Supervisor II, DECSRO 9,Zamboanga City

27. Cudelia T. TanNFE Coordinator, DECS,Isabela East Dist., Basilan

28. Epifania D. ToledoES II, DECSRO X,Cagayan de Oro City

29. Medy B. JumamoyES II, DECSRO X,Cagayan de Oro City

30. Rufina P. VillacorteDist. NFE CoordinatorDECSRO XI, Maco North Dist.,Davao Province

31. Merly L. JayaganDist. NFE CoordinatorDECS, Banga South Cotabato

32. Emerenciana P. OrgoEduc. Supervisor I-N FECotabato City

33. Jacinto R. PacoES II, DECSRO XII, Cotabato City

U

71

LIST OF RESOURCE PERSONS, ORGANIZERS & SECRETARIAT

Consultants: List of Secretariat Members:

Mr. Kang Woo-HyunSpecialist on Graphic Designing & Illustration(Republic of Korea)

(address): Cross Cultural Centre for Asia,No.301, Gangnam Publishing CulturalCenter, 5a6, Shisa-dong, Gangnam-ku,Seoul, Republic of Korea

Mr. Merza AbbasSpecialist on Audio-visual MediaUniversiti Sains Malaysia (Malaysia)

(address): Deputy Director, Centre forEducational Technology and Media,Universiti Sains Malaysia, 11800,Minden, Penang, Malaysia

Mr. Lyu Hong-JunMusician, Audio Specialist (China)

(address): No.508, 5-15-7, Minami-Hanahata,Adachi-ku, Tokyo, 121, Japan

Dr. Clarita B. GamezAsst. Chief, SDD, BNFE

Dr. Rosalinda G. CapinpinOIC, PDD, BNFE

Ms. Erlinda M. SantosSEPS, BNFE

Ms. Aida P. HinloSEPS, BNFE

Ms. Gloria P. BarrientosSEPS, BNFE

Ms. Bienvenida B. OcularEPS II, BNFE

Ms. Erlinda C. TeodoroEPS II

Mr. Arnulfo L. JacobeClerk I

Ms. Maribel R. MiradorOrganizers and Resource Persons: Clerk II

BNFE, DECS, Philippines Ms. Minerva Q. FavilaIllustrator II

Dr. Remigio P. RomuloPhilippines Mr. Bert Escolastico

IllustratorDr. Este la LI. Garcia

Director III, OIC, BNFE, DECS Mr. Isidro BellososIllustrator

Mr. Lauro G. BautistaBNFE, DECS

INNOTECH:Dr. Magdalena E. Dugenia

BNFE, DECS Dr. Minds C. SutariaDirector, INNOTECH

Ms. Lourdes A. ArellanoBNFE, DECS Ms. Corazon D. Legaspi

Admin. Officer, SEAMEO-INNOTECHACCU

Mr. Tadashi InumaruDirector General, ACCU

Mr. Shinji TajimaChief, Literacy & Book Development Section

Mr. Shigeru AoyagiLiteracy & Book Development Section

Ms. Taeko KurokawaLiteracy & Book Development Section

Interpreter

Mr. Choi Lee Dong (Republic of Korea)

72

Mr. Bert DadorA-V specialist

Ms. Marlyn SantosSecretary, SEAMEO-INNOTECH

Mr. Rogelio HilarioStaff, SEAMEO-INNOTECH

OPENING ADDRESS

Honorable Erlinda C. PefiancoUndersecretary, Department of Education, Culture & Sports, Philippines

It pleases me to be with you on thisoccasion on the National Workshop on theDevelopment of Literacy Follow-up Materials inthe Philippines. May I extend mycongratulations to each of you for having comein this educational endeavor to share yourexpertise and further enrich your experiencesthrough collaborative effort in the pursuance ofour goal in nonformal education. This is aworthwhile undertaking designed to help ourtarget clientele, the out-of-school youth andadults become literate, productive and effectiv(citizens through the varied media ofcommunication that we will prepare for them.

We acknowledge with appreciation theinvolvement of international consultants of theAsian Cultural Centre for Unesco based inTokyo, Japan headed by the following officials:Mr. Tadashi Inumaru, Director-General, ACCU;Mr. T.M. Sakya, Educational Adviser, UnescoPROAP; Mr. Shinji Tajima, Chief, Literacy andBook Development Division, ACCU; Ms. TaekoKurokawa, ACCU; Mr. Shigeru Aoyagi, ACCU;Mr. Merza Abbas, Malaysia; Mr. Kang Woo-Hyun, Republic of Korea; and Mr. Lyu Hong-Jun,China. They work with our localconsultants headed by Dr. Remigio P. Romulo,Dr. Este la Ll. Garcia and Mr. Lauro G.Bautista. Dr. Minda C. Sutaria, the INNOTECHDirector, is also here to help us in providingthe needed facilities for the workshop.

The government led by the Department ofEducation, Culture and Sports together withother government and non-government agenciesare intensifying efforts towards the eradicationof illiteracy by the year 2000. This is in linewith Unesco's Project APPEAL, the symbolicacronym for Asia-Pacific Program of Educationfor All which has the following components:eradication of illiteracy, universalization ofprimary education, provision of continuingeducation for development and early childhooddevelopment program.

The target clientele are not only theilliterates who do not know how to read andwrite but also the neo-literates who haveacquired basic literacy skills but may revert toilliteracy if they will not continue using theskills they have learned. According to someresearch studies, 33% of grade 4 graduates whodropped out from school revert to illiteracyafter 3 years if there were no reading materialsto read.

Neo-literates do not read and write if they donot recognize the benefit from reading and

writing. To address this need, we shouldprovide them the opportunity to practice theirliteracy skills wherein they also learn usefulknowledge and skills needed to improve qualitylife. This is through provision of an integratednonformal/continuing education program gearedto the needs of out-of-school youth and adultsincluding illiterates, neo-literates and literates.

It is imperative that the literacy materialsthat will be developed should be suited to theinterest and needs of our target population. Itis through the observance of this principletogether with a functional content that we canbe assured of the usefulness of learningmaterials.

Values development should be integrated inthe development of literacy materials. Desirablevalues like faith in God, love of country andfellowmen, unity and peace, industry, economy,responsible parenthood, honesty, social concern,self-discipline, and the dignity of the humanperson as a whole should be given due focus.

Environmental education should also find aplace in the literacy materials that you willdevelop. The thinning of the ozone layer of theatmosphere which may cause catastrophe in thefuture and the recent calamities happeningaround are traceable to the destruction of ourforest resources. Ecological balance isindispensable for our survival.

It is believed that through your expertise aswriters and NFE implementors, you can do thisthrough the literacy materials designed for thedisadvantaged sector.

It is hoped that through your commitment anddedication for work, we will be able to attainthe objectives of this workshop as contained inDECS Memorandum No. 220, s. 1991.

Thank you very much and we look forward fora successful and productive training program.

* Delivered by Dr. Remigio P. Romulo at theOpening Program of the National Workshop onthe Development of Literacy Follow-upMaterials in the Philippines, December, 1991,SEAMEO-INNOTECH, Quezon City.

73

ADDRESS

Tadashi InumaruDirector General

Asian Cultural Centre for UNESCO (ACCU)

Honourable consultants,Distinguished participants,Ladies and gentlemen,

It is indeed a great pleasure for me to say afew words of greeting, on behalf of the AsianCultural Centre for Unesco, on the occasion ofthe opening of the National Workshop on theDevelopment of Literacy Follow-up Mateirals inthe Philippines.

First of all, I should like to express myhearty appreciation to the members of theBureau of Nonformal Education, Department ofEducation, Culture and Sports, for theirexcellent cooperation in jointly organizing thisimportant workshop to develop effective literacymaterials.

As you know well, last year was designatedas the International Literacy Year by the UnitedNations. Through various literacy programsconducted in relation to ILY and Asia-PacificProgramme of Education for All (APPEAL) inrespective countries, social concern for literacyeducation has increased greatly. But this isonly the beginning of our goal to achieveuniversal literacy in the world by the year2000. Unfortunately literacy education is notthe top concern in many societies and there areso many people who are deprived of theiropportunities to education in rural and urbanareas.

Literacy skills, or education is indispensablefor every person in the present society. It isimportant not only to the life of the individualbut also for the social, cultural and economicdevelopment of a country. Furthermore, Ishould say that these practical needs are notthe only reason for the importance of literacy.It also stems from the philosophy of "equalopportunity of education." In this regard, I

highly appreciate the significance of thisworkshop.

The Asian Cultural Centre for Unesco, knownas ACCU, has been contributing to thedevelopment of literacy, book development andculture in Asia and the Pacific in line withUnesco's principles. In the field of literacy,ACCU started in 1981 a new program whichaims at developing materials for neo-literatesand training of personnel to do that, since manypeople who have acquired basic knowledge inreading and writing may easily relapse intoilliteracy due to lack of reading materials.

The literacy program consists of three majorprojects. The first one is joint production of

74

prototype materials for neo-literates incooperation with experts from participatingcountries in the region and Unesco PROAPwhich is called AJP materials. The prototypematerials are adapted with necessarymodification to suit local needs and situationand translated into local languages. Thesenational versions are effectively utilized in theparticipating countries. I am happy to learnthat some of these AJP materials, including fivebooklets, four posters and one game, havealready been produced in Filipino and otherlocal languages in the Philippines.

The second project is the regional workshopon the preparation of literacy follow-upmaterials in Asia and the Pacific which aims atproviding participants from the Member Statesin the region with training and experience indeveloping new materials for neo-literates.ACCU has organized the workshop annually since1983 and already nine workshops in eightcountries have been organized.

The third project is related to the currentworkshop which starts today. In order toprovide training experience for more literacypersonnel in respective countries, ACCU startedin 1986 a program of sending an internationallyrecruited mobile team of experts to supportnational workshops organized by respectivecountries to meet local needs.

I understand that all of you are engaged inliteracy programs in various places in all overthe Philippines and are actively working for lessprivileged population. In this workshop, youwill learn how to develop neo-literacy materialsbased on the needs of the rural people and alsothe curriculums for that by identifying andanalyzing their needs and problems. Materialsyou are going to develop in this workshop areexpected to be most innovative and creativewith a lot of new ideas. Your experience andthe materials developed will be important notonly for the promotion of literacy education inthe Philippines but also will give much impacton the material development of other countriesespecially in Asia/Pacific region. I hope thisworkshop will be most successful through activeparticipation of the participants with excellentguidance of consultants.

My profound gratitude must go to consultantsMr. Merza Abbas of University of Science,Malaysia, Mr. Kang Woo-Hyun from CrossCultural Centre for Asia, Republic of Korea andMr. Lyu Hong-Jun, eminent musician from Chinafor their kind co-operation as resource persons.

It is our great pleasure and honor to workfor this National Workshop in the Philippines incooperation with the Bureau of NonformalEducation, Department of Education, Culture andSports, Philippines, under the leadership of Dr.Este la Ll. Garcia. On behalf of ACCU, Mr.Tajima, Chief of Book and Literacy DevelopmentSection of ACCU, Ms. Kurokawa and Mr. Aoyagiwill stay here to make every possible effort to

ensure the success of this workshop. They arealways at your service.

It would be a great pleasure for us if wecould get acquainted with many people in thePhilippines so that our friendship would befurther strengthened on the occasion of thisprecious opportunity.

Thank you very much and Salamat Po.

A Synthesis of the National Workshop on theDevelopment of Literacy Follow-up Materials in the Philippines

Lauro G. BautistaChief, SDD, BNFE, DECS, Philippines

The world, the Asia Pacific Region, thePhilippines and all of us gathered here,recognize illiteracy as a global problem. And insupport to the literacy programmes of EFA andAPPEAL, we, as a group, put all efforts to helpminimize if not totally eradicate illiteracyamong the adults and out-of-school populations.

One great effort we undertake is thedevelopment of TIE o-literacy materials for theclientele. This 10-day national workshoppartially responds to the need for things to usefor effective and productive learning.

The national workshop we have justundertaken spells success, success in terms ofattainment of objectives, the quality ofconsultants/resource persons and the camaraderieof the participants and management staff inwork.

The planning phase of the activity, throughladen with constraints of time and financialresources, was carried out satisfactorily throughparticipatory undertakings. The implementationphase was in -_ systematic way, starting withorientation, team-building, surfacing ofexpectations, organization and the sharing ofexperiences and problems. Other activities hasbeen flexibly carried through in the succeedingsessions.

BEST COPY AVAILITIE

Academic and technical presentations on theACCU and AJP materials, Planning and Designingmaterials, audio visual and folk media and theATLP provided inputs and guiding principles forthe participants from the different regions ofthe country to come up with expected outputs.

The materials development process followed asystem tried out and adopted by the educationcommunity. Starting with a needs assessmentthrough a community visit, the participants withthe aid of the resource persons/consultantsembarked on the next steps which are asfollows: preparation for the development offollow-up teaching materials with sub-activities,actual materials development, field testing andrevision.

Amidst the big phases of materialsdevelopment, discussions, presentations andcritiquing kept all things in focus. And in theprocess, the democratic way prevailed.

We are about to close, and I would like towrap in line with Christmas season all thebeautiful happenings here to serve as a lastinggift for you all to be remembered. Rest assuredthat you will be given the printed reports byACCU complete with annexes and pictorials.

19 December 1991

75

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