Number 59 (July 1989)

Originally published as:   Notes on Literacy. Number 59 (July 1989). Dallas: Summer Institute of Linguistics. © 1989 Summer Institute of Linguistics, Inc.

Complete Table of Contents

The development, production, and distribution of reading materials, by John L. Duerksen, Cheryl Fluckiger, Roberta S. Hampton, Constance Kutsch Lojenga, and Richard E. Loving

1. Introduction

1.1. Assumptions

1.2. Goals

1.3. Strategies

2. Material development

3. Production

3.1. Goals

3.2. Strategy

3.3. Financing

4. Distribution

5. Application for the Kuo people of Chad and Cameroon

5.1. Introduction

5.2. Goals

5.3. Strategy

5.4. Materials development

5.5. Production

5.6. Distribution

6. Summary

Back Matter

References

Supervision, control, and evaluation, by Verena Hofer, Aicha Ben-Barka Lalla, Gabriel Mba, Salifu Mogre, Martha G. Murai, and G. Adebe Tsadik

1. Introduction

2. Project manager

3. Supervisor

4. Teachers

5. Materials and equipment

6. Proposed project

Limited community involvement in the Baka literacy project in southern Sudan, by Ray Bateki, Edward M. Bukulu, Pat Herbert, George Maalug, and Susie Murzynski

1. Background and assumptions

1.1. Historical

1.2. Geographical

1.3. Demographical

1.4. Economic factors

1.5. The society and culture

1.6. External relationships and political factors

1.7. Linguistics

1.8. Education, literacy, and literature

1.9. Religion

1.10. Assumptions

2. Why the problem exists

2.1. Government language policy and the language question

2.2. Motives for literacy

2.3. Local leadership

2.4. Insufficient funds

2.5. Approach and procedures

3. Goals and objectives

4. Recommended plans of action

5. General observations

Funding, by Tai Afrik, Patrick Ladu, Joan Rennie, Sedou Sall, Bruce Wilkinson, and Binabiba Winston

1. Statement and definition of the problem

2. Goals

3. Background

4. Assumptions

5. Best guesses as to why the problem exists

6. Recommended plans of action

6.1. Baseline survey

6.2. Awareness building

6.3. Establishment of committees

6.4. Book production

6.5. Recruitment and training of personnel

6.6. Literacy and development classes

6.7. Village development projects

6.8. Literacy centre

7. How the plan links literacy with development

8. How financial and material resources will be acquired and developed

8.1. Books

8.2. Personnel

8.3. Training teachers and authors

8.4. Classes

8.5. Village development projects

8.6. Literacy centre

Concluding statement

9. Supervision and testing of activities

10. Principles, procedures and standards

11. Statements of cautions or caveats

The problem of attrition in literacy programmes, by Mary Annett, Charlotte Barratt, Kamanyi Christopher Chanche, Aretta Loving, Wanda Jane Pace, and Edossa Rumicho

1. Statement and definition of the problem

2. Background and assumptions

3. Causes of attrition

4. Some possible solutions

4.1. There is a general lack of motivation because students cannot see how reading meets their felt needs

4.2. People have little free time for classes, due to the need to work full-time to get the basic necessities of life

4.3. Adult learners fear failure or the shame of not performing well

4.4. Discouragement over the difficulty of the learning task

4.5. The class situation is not well adapted to the sociocultural situation of the people

4.6. There is a lack of funds, materials, qualified personnel, and government or local or church backing for the programme which they have started, with the result that voluntary teachers become half hearted in their work, and students are discouraged and drop out

4.7. There are no tangible rewards for completing the courses, and little postliteracy reading material is available to keep motivation and fluency up

4.8. Adults in the community are hesitant to commit themselves to something new (in a basically preliterate society)

4.9. Interest in learning the official language is higher than for the mother tongue because of economic and prestige factors, so people are not willing to take the time to go through the mother tongue first, even though it may be better pedagogically to do so

5. A specific example of attrition

6. A specific plan of action

Goal

Rationale

Strategies and supporting activities

Resources

Personnel

Order of activities

Evaluation

Community involvement in a literacy project, by Les Brinkerhoff, Betsy Edwards, Kacou Emile, Elisabeth Gfeller, Tom Marmor, and Andre Mbakong

1. Presentation of general principles

2. The application of the general principles to a particular case--the Abidji project

A. Statement and definition of the problem:

B. Background and postulates (or hypotheses)

C. Hypotheses explaining the why of the problem:

D. Strategies

E. Viable plans of action

F. Plan for financing