Literacy and lifelong learning for women

by Marian A. Halvorson

Originally published as:   Halvorson, Marian A. 1992.Literacy and lifelong learning for women. Part of UNESCO series on literacy in development. New York: Intermedia. © 1992 INTERMEDIA. Used by permission.

Complete Table of Contents

Summary

This book addresses the important role played by literacy and lifelong learning in the development of Third World communities. While the author proposes programs that focus on women's needs, she does not exclude men and young people. She gives practical suggestions on issues such as involving women in policy-making and program design, designing and making literacy materials, training personnel, and administering and evaluating programs. This is a practical as well as idealistic book, based on long experience, that can help you involve women in learning.

Front Matter

Foreword: Educating the other half of humankind

Chapter 1. Introduction

Potential and problems of programs

Chapter 2. Fact finding at community level--the first priority

Let the people speak

Participatory fact finding

Fact finding techniques used today

Using questionnaires

Collecting and interpreting survey data

Discussion

Chapter 3. Planning and organizing programs for women

The first requirement: National commitment

Participation and coordination

Planning and implementation teams

Participatory planning and learning

Discussion

Chapter 4. Curriculum and materials design for women and men

Curriculum materials for a discussion/discovery approach for participants

Curricula for group leaders and facilitators

Discussion

Charts

Chapter 5. Motivation: Management and materials

Realistic goals as motivation

Motivation of the entire community

Motivating busy women

How long will it take to learn to read?

Coping with the fear of failure

Motivating men

Use of all the media in motivation

Use of puppetry

Discussion

Chapter 6. Preparation of materials for discussions and demonstrations

Codes for initiating discussions

Selection of topics and techniques

Discussion

Chapter 7. Approaches to primer writing--methodology

Reading skills

Methodologies in primer writing

The language of literacy

The linguistic features of the language and primer writing

Linguistic checklist

Facilitators or group leaders

Is a primer really necessary?

Discussion

Chapter 8. Writing the literacy primer

Writing Primer I

Writing Primer II

Relating literacy to life: Numeracy

Discussion

Chapter 9. Training strategies for group leaders

Triple focus of training

Teachers from outside versus local volunteers

Who are to be trained?

Length of course

In-service training

Discussion

Chapter 10. Field organization for supporting activities

Class committees

Community education development committees

Literacy class organization

Discussion

Chapter 11. Follow-up activities for lifelong learning

Libraries

Women's magazines

Newspaper centers

The rural newspaper

New-reader inserts

Radio

Listening forums

Continuing education

Discussion

Chapter 12. Evaluation of impact

Evaluation of inputs

Evaluation of impact

Periodical reports as evaluation tools

Discussion

Back Matter

Appendixes

Appendix 1. Helps in planning a survey of learners' skills, needs, interests, concerns

Appendix 1B. Fact finding

Appendix 2. A sample primer lesson

Appendix 3. Discussion, illustrations, and keywords

Appendix 4. Attendance register and progress report

Suggested readings