it

I I.

Restricted

Terminal Report AGFUND/522-MLW-I O MALAWI

Support to literacy, post-literacy and continuing education in rural areas

Project Findings and Recommendations

Ser i al No. FM R/E D/S P0/89/236 (AG FU N D)

United Nations Arab Gulf Programme Educational, for United Nations Scientific and Development Cultural Organization Organizations

Paris, 1989

M A L A W I

SUPPORT TO LITERACY, POST-LITERACY AND CONTINUING EDUCATION I N RURAL AREAS

Project Findings and Recommendations

Report prepared for the Government of the Republic of Malawi by the United Nations Educational, Scientific and Cultural Organization (Unesco) acting as Executing Agency for the Arab Gulf Programme for the United Nations Development Organizations

United Nations Educational, Scientific and Cultural Organiza ti on

Arab Gu1 f Programme for the United Nations Development Organizations

AGFUND/522-MLW-1 O Termi na1 Report FMR/ ED/ SP 0/89/ 23 6 ( AGFU ND ) 29 December 1989 O Unesco 1989

1 Printed in France

TABLE OF CONTENTS

Summary

I.

II.

III.

IV.

V.

VI 0

BACKGROUND

OBJECTIVES

ACTIVITIES AND OUTPUTS

IMPLEMENTATION OF THE PROJECT

PERSPECTIVES

RECOMMENDATION

APPENDIXES

APPENDIX A - Unesco Consultants APPENDIX B - Main Equipment Supplied APPENDIX C - Material printed from 1986 to date APPENDIX D - Teaching/Learning Materials

Paqe

(ii)

1

3

4

7

8

9

10

11

12

15

(ii)

SUMMARY

Total Government contribution: Total AGFUND contribution:

A. .Obi'ectives (intended and achieved)

472,000 Kwachas $ 200,000

The main objective of the project was to assist in the extension and consolidation of education programmes for rural populations by providing technical assistance to the Functional Literacy Programme.

This AGFUND project has largely contributed to the achievement of the objectives of the UNDP-funded projects (first phase: MLW/80/001, and second phase: MLW/83/Q01) , especially regarding its post-literacy component.

B. OUtDUtS

Development and production of a wide range of post-literacy reading materials in local languages. Delivery of equipment. Creation of rural library services and supply of rural newspaper.

C. Findinss and recommendations

Necessity to seek further financial assistance to provide the printing unit with the necessary equipment and meeting printing requirements for further implementation of the literacy programme in Malawi.

D. Lessons learnt

In the National Literacy Programme, the work related to the post-literacy phase is of major importance in the achievement of its objectives.

Elaboration, printing and distribution of appropriate literacy materials should be considered as the first condition of its success.

522-MLW-10: Support to Literacy, Post-Literacy and Continuing Education in Rural Areas in Malawi

TERMINAL REPORT

I. BACKGROUND

1. At independence it was estimated that about 90% of Malawi's population was illiterate. Increased primary education opportunities and small ad hoc literacy programmes have reduced this proportion so that the national census in 1966 recorded a level of 77.9% illiterates in the population of age group 15 and over. Although this percentage fell, the absolute number of illiterates increased from 1,755,287 to an estimated 2.46 million in 1980. This increase arises from the fact that the education system is not keeping up with population growth.

(More recent figures are not available. )

2. Although primary enrolments are increasing, the enrolment target of 942,539 in 1985 represents only 46% of the school age population. In addition, there are disparities in the enrolment among regions. The enrolment ratio of girls is significantly lower than that of boys in all regions. The problem is increased by high drop-out rates, especially among girls.

3. The next effect of population growth, the lack of school places and the high drop-out rate, is an estimated 95,000 persons being added annually to the number of adult illiterates in the country. The variations of illiteracy from one region to another appear to bear some relationship to the availability of primary schooling.

4. Another marked disparity is the generally higher level of illiteracy among women. This has implications on a number of factors aside from economic activities. Studies elsewhere show that increasing the levels of literacy and increasing the status of women lead to lowering levels of both fertility and infant mortality. Furthermore, developing literacy among women increases the likelihood of their children enrolling in school and remaining there until they are literate.

5. These considerations led the Government of Malawi to double the capital expenditure allocated to education during the five- year development plan 1981/82 to 1985/86, which is the period during which a Functional Literacy Pilot Proiect, assisted by the United Nations Development Programme (UNDP), was operational. In this way the Government stressed education's vital role in preparing the necessary manpower to meet the needs of the economy. National education objectives have been geared towards the formal sector at the primary and secondary levels. In recent years, there has been a marked increase in school enrolment and an expansion of teacher training programmes. However, compared with development in other areas of Malawi's nation building, literacy and adult education have tended to lag behind.

2

6. Malawi's population is just about eight million. Around 90% of the population live in the rural areas upon which the country's economy la'rgely depends. Although the overall illiteracy rate has been reduced since the 1977 census figures, it is higher in rural areas and is not likely to decline significantly without further national efforts.

7. Past adult literacy efforts were limited in scope and tended to be traditional in approach and ad hoc in nature. Teaching materials were of less practical value to the learners than had been anticipated. Furthermore, adult literacy was an isolated activity carried out only as. a departmental con'cern rather than as a part of wider development priorities.

8. Th'e basis for the Government's requests for assistance from various donors was to develop a coherent overall strategy for functional literacy closely linked to overall development plans.

9. The result of this was the establishment of a Literacv Pilot Prosramme implemented largely from 1981 to 1985 through the assistance of UNDP-funded and Unesco-executed projects (MLW/80/001 and MLW/83/001). Significant supplementary assistance was received from the United Nations Children's Fund (UNICEF), Unesco, AGFUND (through project 522-MLW-10), the Canadian Organization for Development through Education and the German Foundation for International Development (DSE).

10. In 1986 the Government launched a Nationab Adult Literacv Prosramme (NALP) for a period of ten years. The main features of this programme included:

- organizing on a part-time basis 80,000 literacy and post-literacy courses for organized learning in two sequences for a period of ten months or approximately 350 instructional hours;

- spreading the programme over all of the 22,020 villages in the 24 districts which cover 202 traditional authorities and 178 Extension Planning Areas of eight Agricultural Development Divisions, as well as in the urban areas covered by the Town and city Councils;

- covering two million illiterate adults, men and women, in the 15-60 age groups.

11. The nation-wide programme has proceeded rather slowly due to a nuder of constraints and inadequacies which, among other things, include insufficient financial allocation from its own central resources.

12. Consequently, the authorities have requested further assistance from UNDP, UNICEF, UNFPA (the United Nations Fund for Population Activites), AGUND and DSE.

3

13. As a result of this a project financed by the United Nations Capital Development Fund (UNCDF)/AGFUND (MLW/85/C02) started in 1987 providing funds forthe construction of premises for the Functional Literacy Centre in Lilongwe, which comprises administration, production and training facilities together with production and printing equipment, computer and vehicles.

14. A UNDP/Unesco project (MLW/86/011) launched in 1989 is providing an input of $563,090 to enhance the capability of the Ministry of Community Services to implement the National Adult Literacy Programme and to develop materials production capacity in the National Centre for Functional Literacy and Adult Education.

II. OBJECTIVES

15. The main objective of the project was to assist in the extension and consolidation of education programmes for rural populations by providing technical assistance to the Functional Literacy Programme.

- contribute to the preparation, evaluation, production and distribution of post-literacy materials related to agricultural rural life (as the majority of participants of functional literacy programmes are women many materials deal with matters such as nutrition, health, hygiene and family education);

In particular the project was meant to:

- train national staff in the various aspects of post- literacy material development.

16. The AGFUND project has largely contributed to the achievement of the objectives of the UNDP-funded projects (first phase: MLW/80/001, and second phase: MLW/83/001).

17. The first phase of the UNDP/Unesco project concentrated on laying the foundation and establishing an infrastructure for a broad-based attack on the problems of illiteracy, while the second phase was related to field operations and increasing management capacities within the infrastructure.

18. A National Advisory Council for Literacy and Adult Education was established to formulate literacy and adult education policies, with special- reference to the need for co- ordination and collaboration between relevant government organizations and non-governmental agencies of the national, regional and local levels in the provision of facilities and delivery of services for the promotion of functional literacy.

1'9. The embryo of a National Centre for Literacy- and Adult Education was established to be the executive arm of the Council, which would also function as the technical resource base at the national level in matters of:

4

(a) curriculum design, selection of methods and preparation of teaching and learning materials;

(b) production of materials and delivery mechanisms;

(c) training of personnel involved in the programme;

(d) monitoring and evaluation programmes;

(e) documentation and information services;

(f) administrative support in running the programme.

20. In addition, printing, and transport facilities were made available to the Centre to'aid its execution of production and delivery of materials.

21. During the project period, 1,200 centres were opened, each with a trained instructor, 162 trainers identified as being competent to train group instructors and 31,750 illiterate adults either made literate or attending classes were reached,

22. The AGFUND/Unesco project funds were more specifically used to support the post-literacy component of the pilot programme, as part of its three integral operational phases: pre-literacy work, literacy and work related to post-literacy continuing education.

III. ACTIVITIES AND OUTPUTS

23. In 1984, a first workshop was organized to orient and train 13 writers for the preparation and production of easy-to-read materials of relevant interest to adults. It resulted in eight manuscripts of booklets for new readers. The second workshop was on a national scale with 35 participants who structured the learning experience for writers drawn from different development sectors, education, the media and Chichewa language specialists. In all, 25 booklets were produced as easy-to-read material. A similar workshop was organized in 1985 with the assistance of the Unesco Regional Office for Education (BREDA).

24. The messages woven into the literacy lessons relate to agriculture, home economics, community participation, child- care, health, religion, nutrition, personal accounts and day-to- day concerns of individuals living in rural settings, The supplementary reader used to this effect, TXGAWANE NZERU lvLetls share knowledgett, has not only a diversified content but incorporates different formats of reading materials with an emphasis to reinforce literacy and numeracy skills, and initiates neo-readers to the process of using written communication through print media which comes in a variety'of forms, for the purpose of acquiring knowledge and information. Thus the learner is initiated to become self-reliant. The materials were field-tested, first in draft form and subsequently, based on field experience and in consultation with

o

5

the Chic,,ewa Boar( , further modif ,cations were incorporated in revised editions.

25. In the process of preparation and production of these books, six writers' workshops in the nature of training and production were conducted by the project. A seventh, to produce additional books of relevant interest to the new readers, was organized.

26. It has to be noted that, in Malawi, the clientele of post- literacy and follow-up does not necessarily consist of persons

have dropped out of school after acquiring initial literacy, as well as those who completed courses in earlier I'Kwacha Schoolsl1. It is in this perspective that the follow-up programmes as measures of continuing education were developed and all potentials, non-utilized and under-utilized resources and services, need to be harnessed in full.

Ii who have completed adult literacy courses, but also vouth who

27. A related problem in developing this aspect of the literacy programme is that of sustaining motivation of new literacy adults by creating favourable conditions in the environment for making literacy skills necessary and useful. Positive steps in this direction have been taken through:

- the creation of a rural library service in the form of rotating tin trunk library boxes and reading centres in collaboration with the National Library Service;

- listeners' forums for MBC instructional radio programmes i

- promoting usage of Chichewa in communicating with rural people with support from the Chichewa Board;

- increasing the number of copies of BOMA LATHU, a rural newspaper published by the Information Department and making it accessible to neo-literates in villages;

- the National Centre for Literacy, which produces exemplary materials for new readers, assists different agencies in the production of easy-to-read material related to subject areas they are competent to deal with, through a series of writers' workshops or by getting manuscripts prepared by established writers

b and subject matter specialists;

- the those their

laying down of standards of equivalency for wishing tö enter formal education for upgrading level of education.

28. The development and production of a wide range of material in Chichewa lansuase must be seen as one of the most positive outputs in physical terms of the project. A total of 132,500

6

copies of a literacy primer, completed with teaching charts and flash cards, were produced during the project period. This was followed by the production of 115,000 copies of a post-literacy supplementary reader. There were also 2,500 copies of each of 25 follow-up books for new readers. In all, there were four successive printings of the primer and three of the supplementary post-literacy reader following the increased demand for this instructional material.

29. The project has obtained 100 radio sets for radio listening groups and 100 tin trunks for establishing rural libraries (with UNICEF assistance) which have been introduced into villages.

30. One of the positive measures being implemented was the supply of 50,000 copies of the monthly rural’ newspaDer, for which a co-operative arrangement has been worked out with the Information Department. Efforts have also been made to arrange for the supply of two Chichewa newspapers: ODIN1 (fortnightly) and the Malawi News (a weekend newspaper with a large Chichewa insert) to villages under the functional litekacy programme.

31. Malawi will need more assistance in funding indigenous publishing, and for the creation of appropriate infrastructures to ensure accessibility of materials to neo-literate readers in the rural areas. Production of print and non-print materials and media essential to the steady building of an environment for living literacy will have to be pursued.

Deliverv of materials

32. Development of a viable delivery system has been an important consideration of the project. To overcome local problems of communication, various alternatives for the delivery of material to the districts and to villages were tried out including:

- requesting the local suppliers/companies of printing presses to ensure delivery directly to project districts;

- co-ordinating use of vehicles of other development departments;

- entrusting the responsibilities of carrying the materials to the village FLP Committee;

- usingthe decentralized structure of the National Library Senrice to distribute post-literacy materials through. village libraries. 4

33. By creating storage capability for materials of the regional and district levels, a decentralized delivery system has been introduced. This system will enable -regional co- ordinators to deliver material directly to the learners and thereby eliminate the problem created by the centralized handling of material by the National Centres.

7

IV. IMPLEMENTATION OF THE PROJECT

34. According to the description of the project as foreseen in the plan of operation, the total budget of the AGFUND contribution was to be spent in the following way:

Equipment us $ 1. Transistor sets 2. Vehicles 3. Equipment and supplies

Technical services

Specialists/Consultants Programme support costs

31,000 48,000 21,000

77,000 23,000

Total 200,000

35. With the launching of the National Adult Literacy Programme in 1986, which entailed an expansion of literacy activities, there was need to print a large quantity of technical literacy and post-literacy materials. As no funds were identified for printing, the Government requested in July 1985 that funds foreseen for transistor sets and supplies (totalling $52,000) be used for material production and distribution.

Vehicles

36. On the procurement of vehicles, the Government made'-a request for the following:

- 24 motorcycles, one for each district; - 1 Isuzu four-wheel drive 5-seater; - 2 Toyota saloon cars. ither

was made to Unesco to review expenditure Ön vehicles 37. Due to rising costs on the local market, a fi yequest

and to authorize local purchase. AuthoGity to purchase the vehicles came late and finally in 1989 the following vehicles were procured by Unesco for the project:

- 12 Yamaha 100 motorcycles; - 9 Yamaha motorscooters; - 2 Toyota Hilux Pick-ups; - 1 Peugeot 505 saloon. 38. However, it should be noted that' the motorcyc.les and scooters supplied are not quite suitable for the conditions of rural areas in Malawi and the two Toyotas did not have the rewired canopies.

39. The vehicles will be used for the supervision of the

,

8

literacy programme in all regions by staff of the National Centre for Literacy and Adult Education, and to distribute literacy materials from the regions to the districts.

40. The mot!orcycles and motor scooters will be based at district project offices and used for .supervision of the project and distribution of literacy teaching-learning materials to literacy centres.

/

Constraints

41. Problems have been experienced in the execution of the project due to the disbursement procedure for AGFUND funds, such as:

(a) delay in authorizing local procurement of vehicles by Unesco ;

(b)

(c) problems in having payments made in time to Montfort

delay in delivering vehicles to the project;

press for printing learning materials.

V. PERSPECTIVES

42. Despite an ever increasing allocation of funds for printing teaching/learning materials by the Government, a number of problems are being experienced in having materkls printed. The cost of printing by commercial firaais as very high. As a result, the Government is not able to print all required materials. There are delays in getting materials from printers who do not meet set deadlines because of the large volume of materials required. Because of this huge workload some printers refuse $0 print for the National Adult Literacy Programme as they say they cannot cope.

43. To rectify the situation, Unesco is assisting the Government %o set up a Printing and Publishing Unit through the UNDP-financed project IlAssistance to the Implementation of the National Adult Literacy Programmet1 (MLW/86/011).

44. However, at present the Printing Unit does not have all the required .printing and allied equipment to function as an independent and functional entity. The funds provided by the UNDP project are not sufficient to provide the following indispensable adequate extra printing equipment:

4

us $

- Heidelberg MOZP Offset Press with stream 185,000 feeder and powder spray

- Polar Hi Speed Paper Cutter 76 SD-P 18,000

- STAHL T50/4KB Folding Machine 25,750

9

- AGFA CR 430 Processor - Collating/Gathering Equipment - Thermobind Spine Binder - Wire Stitcher Sadde/Side

Total

VI. RECOMMENDATION

2 250

25,000

1,500

3 500

$3261 O00

45. In view of the above, it appears necessary to seek further financial assistance to provide the printing unit with the necessary equipment and meet printing requirements for the implementation of the literacy programme in Malawi.

10

APPENDIX A

Y

Unesco Consultants

-.arie of Coun-ry o

Consultant Origin

Mc BRAVAY Canada

Mr. SULE=.- UK ADAM

Field of D u r a t i o n o f Contract

Specialization From To

Curriculum & 3.6 m/m Training March-June 1986

Curriculum 4.0 m/m June-October 1986

11

APPENDIX B

Main Equipment Sumlied

- 12 Yamaha 100 motorcycles - 9 Yamaha motorscooters - 2 Toyota Hilux Pick-ups - 1 Peugeot 505 Saloon

. i

12

o

APPENDIX C

Material printed from 1986 to date

1986

UNICEF

Tigawane Nzeru Teaching Charts Flash Cards

UNESCO/AGFUND Tigawane Nzeru Chuma ndi Moyo GOVERNMENT

46874 9,000 sets 13,485 sets

76,000 86,000

Certificates 80,000

WORLD UNIVERSITY SERVICES OF CANADA

Ubwino Wakumwa ndi Kusamala Mankhwala ) Phindu la Munda Wazipatso za Malalanje )

Sukulu Za Ulimi ndi Chitukuko Cha M'banja)

Wosunga Chakudya Chokwanira Salowa Njala) Kodi Amuna anu Mwawaphikira chiyani lero)

Zakudya Zabwino Za Mayi Wapakati 1 Kulimira Ng'ombe Nkolpindulitsa 1

Nkhuku ndi Chuma 1

Landirani Alendo 1

K 27,715,17 K 8,084,OO K 3,200,OO

K 46,303,97 K 44,696,55

K 3,730,OO

1987

UNESCO/UNDP

Chuma ndi. Moyo Instructor's Guide 4,990

UNICEF

K 17,800,OO.

K 2,212,Ol

Registers 3,000 K 4,200,OO Tigawane Nzeru 6,000 Printed in Kenya Chuma ndi Moyo 6,000 Printed in Kenya

GERMAN FOUNDATION FOR INTERNATIONAL DEVELOPMENT

Limani Khofi Wambiri 5,000 Kuopsa Kolumidwa ndi Nojoka

Zosiyana-siyana 5,000

K 3,521,13

K 3,521,13

13

APPENDIX C (Contid)

Pindulani ndi Ulimi Wathonje 5,000 Kangachepe 5,000 Ndaonazino 5,000 Tiwerenge Nyuzipepala 5 I O00 Sukulu Nj athu 5,000

GOVERNMENT

Tigawane Nzeru Chuma ndi Moyo Registers Assessment Test Sets

70,000 130,000

130,000 9 , O00

K 40,840,OO K 79,240,OO K 8,452,26 K 7,151,41

1989

UNESCO/AGFUND

Tigawame Nzerua 3 I 927

1989

GOVERNMENT

Flash Cards 5,000 Chuma ndi Moyo 28 I O00 Learner Assessment 125,000 Teaching Charts 5,000

K 22,300,OO KI34 I 420 I O0 K 72,320,OO K 26,840,OO

.

WORLD UNIVERSITY SERVICE OF CANADA

Uchiledzerere I 10 , O00 K 17,000,OO

-DAVID WHITEHEAD AND SONS

Pindulani ndi Ulimi wa Thonje 5,000 K 10,000,OO

Tichezepo Kuwamba Nsomba Mu Uvuni Zatheka Bwanj i Kusatumbiza Pafupipafupi Inu ndi Dera Lanu Walakwanji Mwana Wanga Zonse ndinu Tate Wanga Tinkanena Adathi-ra Msiizi Magulu a ntchito Zachitukuko Sukulu Za ana Anglononglono Apolisi ndi Abale Athu Mutu Umodzi Susenza Denga Moyo Sakusungira ndi Mzaka Vuto la Sukulu Latha

1,500 2 , 500 2 I 500 2 I 500 2 I 500 2 , 500 2 I 500 2 I 500 5,000 5,000 2 I 500 5 I O00 2 I 500 2,500

X 4,490,OO K 2,758,OO i

K 2,758,OO K 3,584,20 K 3,584,20 K 3,584,20 K 3,584,20 K 3,584,20 K 5,433,OO K 5,433,OO - K 3,584,20 K 4,600,OO K 3,584,20 K 3,276,20

c

14

APPENDIX C (Contid)

Kusadizwa Nkufa Komwe Phunzirani Ndingawapeze kuti Malangizo Ake Kusamala Nsomba Manyowa Nchuma Chimanga Nchuma Anthu ndi Sukulu Yao A Mlauzi Apeza K450 Mudimba Mwana Adyenji Kuti Akule Masewero Osiyanasiyana Wandinyanyula Aphiri tiri kudikira Inu Kalanga Ine Kubzal-a Mbewu Zosiyanasiyana Mwana Wa Masiye Wapulumuka Bwanji Mtunduwatha Thandizani Kutukula Khonsolo Yanu Kusamala Chuma Cha M'banja Tiphunziranji Kusukula Za Pabanja

2 , 500 1 , 500 2 , 500 2 , 500 1,500 1,500 1,235 2 , 500 1,500 1,500 1,500 1,500 2,500 2 , 500 2 , 500 1,500 .

2 , 500 2 , 500 2 , 500

MATERIAL TO BE PRINTED IN 1989

-Kadi Nyimbo Izi Mumazidziwa Nthano

1,000 1,000

K. 3,276,20 K 3,928,OO K 4,483,OO K 2,758,OO K 4,492,OO K 6,511,50 X 3,584,20 K 3,584,20 K 3,013,80 K 3,606,80 K 3,013,80 K 3,013,80 K 3,584,20 K 3,584,20 K 3,276,20 K 4,229,20 K 2.,758,80 K 3,276,20 K 3,584,20

K 4,000,OO K 4,000,OO

- .. GOVERNMENT

Chuma ndi Moyo Chuma ndi Moyo Guide Tigawane Nzeru Flash Cards Teaching Charts Registers English for Adults Learner Assessment sets Reporting Forms

24 , 800 1,500

10,000 1,500 . 1,300 5,000

500 750 , O00 ~200,000

K 74,550,OO K 6,750,OO K 25,000,OO K 24,000,OO K 22,500,OO K 15,000,OO K 10,000,OO

? ?

- The materials yet to be printed in 1989 cater for only about one third of the planned coverage for 1989.

- The Unit cost of printing most of the materials has risen. sharply, e.g. in 1986 Chuma ndi Moyo was 59t each but now it is about K3,00 each (with paper supplied by us). This is leading to low coverage by the programme.

15

APPENDIX D

Teachins/Learnins Materials

1.

2.

3.

4.

Chuma ndi Moyo (Wealth and Health) This is the basic primer used in the first six months of the learning sequence. It contains topics on agriculture, health, community development, nutrition, child care, home craft, religion and civics, among many others.

Tiqawane Nzeru (Let I s Share Knowledqe) This is a supplementary reader used in the last four months of the teaching/learning sequence. It is used to reinforce what was contained in the primer. This book covers topics at a more advanced level and introduces learners to poetry, reading the clock, and multiplication and division.

Teachins Charts There are charts covering the first 13 chapters of Chuma ndi Moyo. This is used in these 13 lessons.

Flash Cards There are letters and words used in teaching Chuma ndi Moyo. They help learners identify letters and words and form sentences.

POST LITERACY BOOKLETS

In conjunction with the National Library Service the Programme is running rural libraries. These are aimed at providing literature to new literates so that they retain their literacy skills and at the same time get functional information. About 80 titles have been written but CO far only 51 have been printed. These are :

. . 1. ,

2. -

't

3.

4.

5.

proper care medicines and

Phindu la Munda Wazipatso Oranges).

Zakudya Zabwino Za Mayi expectant mothers).

Ubwino wa Kumwa ndi Kusamala Mankhwala (Importance of taking right dosages).

Zamalalanje (Benefits of Growing

Wapakati (Recommended Diet. for

Kulimira Ng'ombe nkopindulitsa (How to use oxen in farming.

Sukulu Za Uiimi ndi Chitukuko Cha M'banja (Importance of attending courses at Agricultural Training Centres). These Centres serve as training places for people in rural areas -

16

APPENDIX D (Contidl

and are used by all Ministries and NGOs to reach the rural community.

6. Nkhuku Ndichuma (How .to rear chicken).

7. Wosunga Chakudya chokwanira salowa njala (Importance of keeping food well after harvest).

8. Kodi Amuna anu Mwawaphikira Chiyani Lero? (What have you This is a recipe book. prepared for your husband today?).

9. Landirani Alendo (How to make guests feel at home).

10. Limani Khofi wambiri (How to grow coffee).

11. Kuopsa Kolumidwa ndi Njoka Zosiyanasiyana (What to do when bitten by snakes and other poisonous animals and insects).

12. Pinduiani ndi Ulimi wa Thonje (How to grow cotton).

13. Kangachepe (A collection of folk tales).

14. Ndaonazino (The adventures of Mr. Ndaonazino the illiterate).

15. Tiwerenge Nyüzipepala (Let's read newspapexs).

16. Sukulu Njathu (The communityls responsibility to its local school).

17. Tichezepo (How to speak and write good Chichewa).

18. Kuwamba Nsomba Mu Uvuni (Drying fish in a kiln).

19. Zatheka Bwanj i (History of the Literacy Programmes) . 20. Kusatumbiza Pafupipafupi (Child spacing methods).

21. Inu ndi Dera Lanu (How to carry out self help projects).

22. Walakwanji Mwana Wanga? (What wrong has my son done?). This parents should work together

I,

as a book on how teachers and ~ in educating children.

23. Zonse ndinu Tate Wanga (It's your fault Father). This is a story of the evils of forcing children to marry early and leave school. ,

24. Tinkanena'adathira M'siizi (AIDS is a killer).

25. Magulu A ntchito zachitukuko (How to organize groups for self help).

17

APPENDIX D (Contldl

26. Sukulu Za Ana Ang'onoanglono (How to run pre-school. play groups).

27. Apolisi ndiable athu (The role of the police).

i> 28. Mutu Umodzi Susenza Denga (How to organize income generating groups for women).

29. Moyo Sakusungira ndi Mzako (Improve your living condition). h

30. Vuto la Sukulu Latha (The need to have children enrol in school).

31. Kusadziwa Nkufa Komwe (The price of ignorance).

32. Phunzirani (Improve your general knowledge).

33.. Ndingawapeze kuti malangizo ake (Where to get agricultural advice and how).

34. Kusamala Nsomba (Caring for fish).

35. Manyowa Nchuma (How to make and apply manure).

36. Chimanga Nchuma (How to grow maize).

37. Anthu ndi Sukulu Yao (People and their school).

38. A Mlauzi apeza K450 Mdimba (How to grow vegetables).

39. Mwana Adyenji kuti Akule (Good food for Children).

40. Masewem Osiyanasiyana (Traditional games of Malawi).

41. Wandinyanyula (The adventures of Wandinyanyula the

42. Aphiri Tikudikira Inu (Mr. Phiri we are waiting for you).

illiterate girl).

This book is an attempt to have men encourage their friends to attend literacy classes.

43. Kalanga Ine (The importance of rurai libraries).

44. Kubzala Mbewu Zosiyanasiyana (Importance of growing a variety of crops).

45. .Mwana Wa Masiye (The Orphan).

46. Wapulrimuka Bwanji Mtunduwatha (Importance of Under-five clinics).

47. Thandizani Khonsolo Yanu (The role of local councils).

48.

49.

50.

51.

the

18

APPENDIX D (Contidl

Kusamala Chuma Cha Ml banj a (Managing family finances) . Tiphunziranj i Ku Sukulu Zapabanja (The homecsaft programme).

Kusamala Sornba Zpita Nazo Kumsika (Caring for fish at the market).

Uchiledzere (Problems of alcoholism and drug abuse).

It should be noted that ideally 20,000 copies of each of 80 post literacy booklets are to be printed, but due to

financial problems only between 1,000 and 10,000 copies have so far been printed.

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