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It
was realised that no teaching, learning materials were available for urban areas
of Delhi in Hindi language. Therefore, it was decided that the Directorate of
Adult Education would prepare some prototype materials for urban areas specially
for the National Adult Education Programmes.
Clientele
: A survey was done with a view to know the prospective learners, their
occupation, their needs, problems and environment which in they were living. In
Delhi most of the illiterate people are from the labour classes e.g., building
construction workers, small industries workers, hawkers, rikshaw pullers, etc.
Majority of these illiterate people are busy. After survey it was found that most
of them were the migrants from the rural areas adjoining states.
Androgogy
While preparing the teaching-learning materials based on the survey results, the
following principles of adult education have been kept in view :
(i) Learners' interests and needs were found out through survey :
(ii) Emphasis has been laid more on self - learning through discussions rather
than on teaching aspects. For this purpose, some stories have been developed
around life situations of the learners as noted during the survey, with a
view to
initiating the discussion on their major problems :
(iii) The contents of primer were environment based and were related to the above
problems :
(iv)
Care has been taken to impart knowledge regarding national goals to seek
their active participation and support in the national development programme.
Curriculum
development
In
the National Adult Education Programme emphasis is laid on three aspects of education,
namely : literacy, functionality and awareness.
Literacy : The content of the literacy course
has to impart the skills of reading, writing and computation. Enough practice
has to be given in these skills to make them automatic and permanent. Also it
has to bring these adults to take off stage of self-education, if felt necessary
by them.
Functionality
: For this purpose, the contents of the primer and supplementary readers have
been made relevant to the learners daily life and use by providing skills to write
letters, applications, to fill up money order forms, bank transaction forms etc.,
and to make calculations needed in everyday life.
Awareness : An attempt has been made to refer
to his problem and to give him necessary information to overcome them and to arrive
at their own solutions. National issues and problems are also covered through
oral discussions and oral and written messages.
Materials : The materials prepared for the
purpose consist of package whhc includes the following :
(1)
A Primer
(2) A Book of Stories
(3) Flip Chart
(4) Flash Cards
(5)
A Workbook
(6) A Teacher's Guide
(7) Content Sheets
(8) Supplementary
Readers.
These materials
are expected to achieve the prescribed literacy norms in about
360 hours.
1. Primer
Linguists
Aspects and Literacy Methods :
The primer is based on the eclectic method i.e., analytic and synthetic method.
Every lesson starts with a key word or a phrase in the beginning and with full
sentences at the end. These key word or a phrase in the beginning and with full
sentences at the end. These key words and phrases have specific linguistic elements
expected to be covered in the lesson. The key words include the new letters to
be taught in the lesson and have been analysed into difference components for
being recognised by the learners. After the analysis and sufficient practice in
their recognition, new words have been synthesized with these new letters and
also with the letters learned in the previous lessons. The new letters have been
introduced in all the three positions, namely : initially, medially and finally.
The idea of using emotive words instead of picture words as key words has been
dictated by the adult psychology of learning. However, picture words have also
been used wherever possible. At the end of each lesson, sentences have been formed
with the new words learnt words with a view to give complete ideas.
Vocabulary : The primer has a vocabulary
of about 600 words. Only the simple and commonly used words have been utilized
so that the learners need not use much of his energy in understanding the meaning
of the word, but concentrate fully on the learning and recognition of new linguistic
elements employed in the words. This would also help in increasing his speed of
reading.
Sentences
: Very simple and small sentences of not more than 3 to 8 words have been
used.
Learning
load : An attempt has been made to keep linguistic load to the level of
two to three new elements in a lesson. In the beginning the simple letters and
vowel signs have been introduced. Conjunct letters have been introduced at the
end of primer.
Reinforcement
: Enough drill for reading has been provided in the primer itself in different
lessons and through revision lessons after every few lessons. Enough scope to
reading has also been given in the workbook along with writing practice.
Contents : Contents of the primer are
selected on the basis of national development goals and learner's needs on priority
basis.
Style
of presentation : The contents have been presented mostly in the form
of a story. The last lessons are of form radio broadcasts and the newspaper reports.
Illustrations : Illustrations have been
used with a view (a) to fill the gaps between the messages given and need to be
given due to the limitations of recognised letters and vocabulary, and (b) to
make the primer more attractive with a view to motivate the learners, The illustrations
have been given in three colours. Most of the illustrations are either full page
or half page in line drawings.
Technology
Format : The balance has been maintained between
the size of page and that of the book. It is true that a large format would have
given a larger area for presenting a whole lesson on one page, however the size
of the book has been kept 71/4*91/2"- to make it handy.
Page design : A good lay out helps both the
physical process of reading and the psychological process of learning. Therefore,
it has been tried not to make the page a crowded mass of symbols and pictures.
Ample blank space has been provided to ward off the learner's confusion and fatigue.
Sentences are short and broken according to pauses required in though process.
Typography : In the beginning, the eyes of
the adults are not trained to see the printed letters. In order not to strain
his eyes too much, words have been given in bigger type size. All the captions
have been given in 48 pt. The key words and the text of lessons have been given
in 36 pt. This size of letters is maintained upto 10 lessons: but after the 10th
lesson though captions and they words are in the same size, the text has been
given in 24 pt.
Binding
stitching and cover page : On the coverpage a colourful illustration has been
given. Central stitching is done with a view to preventing the pages from coming
loose and open easily and fully as not close as soon as it is laid down.
2.
Stories
In the
first 10 lessons there was a limitations of letters and words, and hence, a complete
message could not be given through written words alone. Therefore, story technique
has been adopted. A story has been developed with each lesson and some discussion
points have been given at the end. These stories are to be told by the teacher
in the class to initiate the discussions on the topics highlighted in them. The
purpose of the stories is (a) to give the message, (b) to involve learner in the
discussion on the problems highlighted in the story and (c) to keep him motivated
to come to the class next day.
3.
Flip Charts
The
flip charts have also been prepared for the first 10 lessons to ling the discussions
part with introduction of literacy. The pictures given in the charts are the same
as given in the book. Literacy contents have also been taken form the primer.
4.
Flash Cards
For
the purpose of consolidation of linguistic contents of the primer through play-way
method, one hundred Flash Cards have been prepared. The second purpose of preparing
the Flash Cards is to help the learner to concentrate by keeping him actively
engaged and involved in the teaching / learning process. This practice of learning
through Flash Cards is followed upto 10th lesson.
5.
Workbook
A separate
workbook for writing and reading practice has also been prepared. The following
points were considered at the time of preparation of the workbook ;-
(a) Reading reinforcement : After introducing
the complete sentence in the primer from the fourth lesson, some sentences for
reading practice have been included in the workbook.
(b) Writing practice : For writing practice
the starting exercises have the letters which are in shape and easy to write.
Letters with complicated shapes follow later in the exercise. A sequence of such
exercise has been built for each lesson in the work book.
As the hands of adults are rather stiff in the movements and not trained in drawing
straight lines and curves of different shapes, the teacher is instructed in the
"Hand Book for the teacher" to give enough practice in drawing lines
and curves in different shapes before the use of workbook.
The workbook contains different exercise meant for copying, recognition of letters
and words, recapitulation, independent writing and for testing the comprehension.
In the Arithmetic part of the workbook simple exercise in writing and reading
of numbers and in fundamental operation, have been given.
6.
Teacher Guide
A
small teacher Guide is also being prepared to use the material properly.
7.
Content sheets and supplementary reading
It is planned to prepare small content sheets giving detailed information on the
different topics that are included in the primer. They are in simple and easy
language for the use of teacher first, later for the use of learners when they
have acquired enough skill in reading and writing.
Five graded supplementary readers will also be prepared.