Baca PDF (OCR): Functional literacy-2

FUNCTIONAL LITERACY AND FAMILY PLANNING

MINISTRY OF EDUCATION AND CULTURE (INDONESIA)- UNESCO/UNFPA IN ASSOCIATION WITH WORLD EDUCATION INC

TEAM B REPORT

TEAM MEEBERS

Dakar, Mr. Mohd. Yussof bin "alaysia

Cura, Miss Fenita M. Philippines

Danoewidjojo, Mr. Soenarjono Indonesia

Harahap, Mr. Saleh

Indonesia

Isa, Mr. Shaari bin Mohd. Malaysia

Jusuf, irs. Maftuchah Indonesia

Mohiyuddin, Mr. M.

Bangladesh

Iran UNESCO India Indonesia

Momeni, Hr. F.

Nouri, Mrs. Mehrangiz

Iran

Ramos, Mr. Marcos S.

Shaikh, Dr. A.U.

Sie, Dr. Swanpo

Somantri, Mrs. Djuariah

Indonesia

Indonesia

Sroisuriya, Miss Somjit

Thailand

Sukardi, Mr. Idro

Tibuludji, Mr. S.K.

Tjiptosutiyono, Mr.

Indonesia

Indonesia

The methods, procedures and approaches used by Team in the Field Operational Seminar were designed and carried out indcpendently of the other teams. However, all activities were planned in accordance with the purposes outlined by the UNESCO/UUFPA as expressed in the Opening Address of the Seminar by the Uvrsco representative. These purposes were to attemot to find answers to the following fundamental questions:

"What can education namely functional literacy - do in relation to a population programme?

How can a functional literacy programme be linked with a well-structured familv planning project having its own objectives and specific subject content?

That is the most suitable strategy to adopt for devising the educational programme?

What are the conditions for such an integration of literacy and family planning in terms of principles, educational methods and techniques?"

II. OPERATIONAL PROCEDURES

Team B decided to undertake the activities in three different phases:

The first phase was a study of the environment at the national, district and local levels. In this phase an attempt was made to explore the ecological conditions of the population. The second phase would involve the design of a functional literacy curriculum and syllabus related to population education/family planning and the preparation of units of instruction. It would include definition of the educational and training objectives of a literacy programe linked with population education/family planning, preparation of educational tests for the target groups, application of the tests to the target groups, analysis and interpretation of test results, nd definition of a teaching strategy and preparation of teaching materials. The third phase would involve the implementation of the programme and the evaluation of the experiment. It would include the ry out of units of instruction, actual instruction in functional literacy classes, preparation of evaluation instruments and evaluation of the experiment.

III。 STUDY OF THE ENVIRONMENT

. At the Mational Level

Publications, documents, nd hulletins concerning popu lation education/family planning and functional literacy programs in Indonesia - including government policies, strategies and plans - were collected and studied by members of the team and the participants. Prominent Indonesian experts in demography, population education/family planning, functional literacy and related fields were invited to make presentations to the Seminar. The topics of these presentations included family planning, national adult education, functional literacy and post-literacy programmes in Indonesia. This was done in order to acguaint the particinants with the existing programmes at the national level and to indicate possible trends and problems.

B. At the District Level

Reports, documents and monographs concerning population education/family planning and functional literacy programmes for the district of Lembang were studied and discussed. Local government authorities, administrators and field workers dealing with family planning and functional literacy in Lembang were invited to give presentations in their fields. Additional information concerning family planning practices in the district was obtained through a visit to the family planning clinic in Lembang. Again, this was done to enable the participants to get a better understanding of the operation of the family planning programe at the district level and also of the possible problems that impede programme implementation.

C. At the Local Level

The desa (village) of Cibodas was chosen by the team for intensive study at the local level. First, a prelimimary survey of the general characteristics and ecological conditions of the village was carried out. In addition to a study of the available publications and documents, the team visited the village, interviewed the village heads and other members of the community and had meetings and iscussions vith them. This visit was largely an acquaintance visit, to know the leaders and have a feel f the village.

he following data were obtained during this visit:

Some characteristics of the village

a. Cibodas can be reached by car and is located 10 to 1l kilometres east of the town of Lembang at an altitude of about 4,000 feet ahove sea-level. (The town of Lembang is located 17 kilometres north of the city of Bandung, the canital of West Java).

b. The total area of Cibodas is 863 hectares. Approximately one seventh of the area (129 hectares) consists of rice fields. Most of the remaining area is under vegetable cultivation, yielding three crons a year. Ciboáas has 6 kampongs (hamlets), 12 Rukun Kamoong or R.K. (neighbourhood associations) and 40 Rukun Tetangga or R.T. (block associations).

c. The population of Cibodas is as follows:

POPULATION BY SEX AND AGE, CIBODAS, 1972*

School for literacy.classes Kosambi village office Cibeunying Buahbatu Babakanarang Kaum Dagokidul Gandok Dago Pabrik Dago Kampong Cibodas

According to inforration received from the lurah (village head) of Cibodas, the most recent census showed a total population of 6,747 comprising 1,426 families." The main cccupation of the population of Cibodas is farming. The annual rate of population increase, according to the Civil Administration Office of the kecamatan Lembang (district of Lembang) is approximately 2%, while infant mortality is 10%. It should be noted that these rates were calculated from the averages of one year only, i.e., 1972, for the kecamatan Lembang, which includes Cibodas.

d. There are two six-vear government elementary schools in Cibodas with a total enrolment of 354 students: 202 males and 152 females. The teaching staff of the two schools consists of 10 male teachers and 2 female teachers. In addition, there is one religious school, the ibtidaiah, with a total enrolment of 150 students in 1973. school run by a tobacco company also admits some children from the outskirts of the village area.

e. Data concerning the level of education of the population of Cibodas are not available. However, the 1970 census information provided by the School Administration Office of the kecamatan Lembang, which includes Cibodas, indicates that 35 to 40% of the population is illiterate.

Literacy classes in the village have been conducted as part of the nation's general educational system by the Directorate of Community Education of the Ministry of Fducation and Culture of Indonesia. (For further information see: Soenarjono Danoewidjojo, "Adult Education in Indonesia with Special Emphasis on Literacy Work", monogranh for this Seminar, Annex D of this report)

Inasmuch as the village was one of the disturbed areas of West Java after Indonesian independence in 1945, due to rebellions such as the D.I.T.I.I., it was not until 19el that the population felt secure in their everyday lives and nor al school enrolment of children was resumed.

f. The family planning progranme has been conducted in a cooperative manner among local government institutions, including the local office of the Directorate of Community Tducation coordinated by the Eadan Koordinasi Keluarga Berencana Nasional (The National Pamily Planning Coordinating Board). The family planning clinic for the area is located in Lembang. It was indicated that among the accentors recorded in the clinic, 150 came from Cibodas.

2. Survey of Local Conditions and Attitudes

In order to gain a deeper insight into, and a better understanding of, the economic, social and educational aspects of village life in Cibodas, the team decided to de ign a questionnaire to be administered to a population sample of the village. This decision was reached after careful evaluation of the available data concerning Cihodas, and after intensive discussion of the information obtained by the team during a visit to the village, as presented above.

a. Purpose of the Cuestionnaire: It was decided that the guestionnaire should elicit information concerning the following:

(i). Personal data, ncluding level of education attained

(2) Knowledge of family planning and functional literacy, including attitudes toward population education/family planning and functional literacy and the existing programmes in these areas

(3) Personal needs, interests, constraints, and aspirations

(4) Fconomic, social, cultural, religious, technical, and other problems

b. Design Procedures

Team members contributed specific guestions covering a wide range of interests within the limitations of the guestionnaire's purpose. After analyzing and "discussing problens of general composition and format, the team agreed to include 34 guestions in a trial questionnaire to be administered to a selected number of villagers. The purpose of the trvut was to provide a basis for selection of reliable questions and elimination of unreliable and unrealistic guestions. After the try-out vas conducted, item analysis of the results was carried out. The team then decided to shorten the questionnaire to 37 selected uestions, which vere translated into the local language, i.e., the Sundanese language,

C。 Administration of the Questionnaire

The cuestionnaire was administered to a population of villagers aged 15 years and above, based on a 4% random sampling of the families. Of the total 1,426 families, 58 were selected at random to be questioned.

d. Findings of the Study

(1) vital statistics: A1l of the 58 persons approached, including 33 females, responded readily to the interview, although some of the females were in confinement. vhile all of them are Moslems, the women are not in veils, which is indicative of their willingness to communicate. These 58 respondents represent 58 families out of l426 families of Cibodas, which has a total population of 6747 living in 6 hamlets, 12 neighbourhood associations, and 40 block associations spread over an area of 0.87 square kilometres. Approximately 1/7th of the area consists of ricefields. Most of the remaining area is cultivated with vegetables, yielding three crops a year.

This sample covers 4% of the total number of families as against the 5% target attempted. These people speak Sundanese which is the language of approximately 15% of the population of Indonesia. The Sundanese language is mainly written in the Roman scrint which is also the script of the national language. Sundanese is the medium of instruction at the schools to the fourth grade and the script taught now is the Roman script only. Literacy classes are taught in Sundanese.

There were 25 male respondents and 33 female respondents. The age group of the male res pondents ranged between 20-65 vears and that of the females,etween 17-45 for 24 of the women, and 46-65 for 9 of the women. It is therefore presumed that all the 25 males and 24 out of the 33 females are in the reproductive age group. hile the guestion was not asked im all cases, it is revealed that the normal age of marriage for girls in this area is from 14 to 20 years, and for hoys, 17 to 25 years. The respondents stated that generally the ideal age for marriage should be 21 for men and 18.2 for women, as/For the mean of the respondents' replies.t is pertinent to note that 54 out of 58 respondents readily stated that marriage age be fixed by law and only 4 had no specific opinion in favour or against. It will be helpful to know, however, whether there is a child-marriage prevention act which applies tc Indonesian citizens as such. We understand that under the civil marriage act, person who is above 17 years of age only can contract a marriage. However, this does not apply to traditional forms of marriages in Indonesia and girls of the 12- 15 year bracket also are married with the consent of their parents without any legal bar.

There are l02 living boys and l01 living girls belonging to 53 out of the 58 families responding, 5 persons cuestioned being unmarried. This gives the average number of surviving children per respondent as 3.8. We have to consider, however, that 49 out of 53 respondents are within the procreation age groun, and there fore the average number of children could go higher.

The average of 3.8 is not/the end of the journey in all cases. It is significant to note that the number of children desired by the respondents ranges between 2-9, yielding the approximate number 4 as the ideal according to their lights. This does not bear comparison with the Indonesian national target which was set at 1.3% by 2000A.D. as against the present population rate of growth of 2.6%or 2.8% as per government statistics.

(2) Economic Status: This is predominantly a fertile agricultural area with a fairly velldistributed rainfall and good climate. Though the land used for cultivation is only 1/7th or 15% of the total land surface, the agriculturaists are eking out their living with 3 crops of vegetables a year. Thirty-two respondents are farm -holders vhile 12 are farm labourers 5 are merchants and 9 fall under the "other category. Some of these are answering to more than one description. The maximum landholding is 5 hectares as per government ceiling, while the minimum is .021 hectares. The respondents family incomes,however, re below l00 runiah per day in the case of the 25 cr 43? respondents families and between 10l-200 for 16 or 27.5%, 201-300 rupiahs for 5 resnondents families or 8.6%, and 301 runiahs and more for 12 or 20% of the respondents families, which, on an average, consists of 5.8 members. The per capita income in Indonesia is said to be $100.00 (U.S.), or 41,500 rupiahs per canita per annum, or 232,300 rupiahs per family of 5.8 persons. Dut the respondents'families are all far below this national per capita income.

It is understood that production of rice, the staple food in this area, is limited and it has to be imported at prices which have risen to 85 rupiah per kilo. Therefore, the low income group, particularly the labour class, is hard hit。

The limited farming area and the restricted farm labour opportunities will make it incumbent for the future generation to move out into voca tional lines. No wonder then, that only 10 out of 58 respondents have desired that their children will follow farming. Nonetheless, there is hope for obtaining better returns for the farm produce, by organising cooperative transport to and marketing at the cities of Bandung and Jakarta. Farm produce (like tomatoes) sell at 10 rupiahs per kilo in the village, but 25 to 30 rupiahs at Bandung and about 130 rupiahs per kilo at Jakarta. However, only 60 members are left in the cooperative society which has sold its transport vehicles during the disturbed conditions. The cooperative charges 1.5% interest per month to members, on its limited layout. It is understood that the private money lenders illegal rate in this area ranges between 10% to 15 per month.

Nonetheless, the farmers have generally adopted advanced techniques of cultivation, improved seeds and high dosages of fertilizers, though mechanisation and even aninal power are not used much, and irrigation facilities are inadequate.

The houses of the respondents and others are comparatively comfortable and well-huilt, being of teakwood which is cheap and it is said that neighbours help to build houses. There is a possibility for cooperative processing and canning of vegetables and fruits for export in order to upgrade their incomes.

(3) Educational Background: There are 3 schools in Cibodas, one being an Ibtidaiyah, imparting a religious-cum-secular education up to the 6th standard. Out of 203 children of the respondents, 66 are going to school and many of them have found no place there. The headman informed us that he is raising local funds to build one m ore school. The government charges a minimum of 50 rupiahs per child, per month, varying for higher income groups. Many families have said that they cannot afford to pay for some children and therefore not all go to school. Since 52 out of 58 respondents have been to school from 1 to 9 years, only 4 have never attended school and 2 have attended 1 year of schooling, it may be presumed that the sample belonging to the central Cibodas hamlet, reflects a higher literacy percentage than its outskirts, as well as a much higher literacy percentage than the 64% national average shown by the statistician. However, some of the respondents might have lansed into illiteracy and would need reorientation as well as a supply of literacy pamphlets.

(4) Functional Literacy Classes: Literacy instruction in Cibodas has heen conducted since 1951, but none of the respondents has attended it, although 51 out of 58 have heard about it. At present, functicnal literacy classes do not exist in the village since functional literacy as a nationwide program has not yet been initiated. However, they have indicated they vould like to attend the functional literacy class if such a class/migit exist. The following were mentioned as possible subjects of the functional literacy courses: agriculture (27), vocational education (30), family planning (16), religion (4 out of 30), and cooperative (11)

It is very interesting to record as per the headman's licence register that 815 families out of 1426 in this desa have transistors. The villagers do listen to Sundanese music (all), the Koran (6), farmers? programmes (5) and family planning prograrmes (32).

Already a trained and competent volunteer is running a literacy class and the village headman who was interviewed indicated his desire to have 3 functional literacy classes to be run in 3 different localities of the village he has 8 prospective volunteer teachers, 5 males and 3 females, for undergoing the functional literacy teachers rientation course at Lembang.

The definition of the poor for the purposes of poverty certificates for free school admission and free medical relief needs to be liberalised. It is at present an earning of 75 rupiahs per day which entitles a person to the poverty certificate and the procedure is very elaborate. Only 2% or less of the families are said to be getting poverty certificates for the health centre or school.

Of the 58 respondents, 37 are functional literacy prospects.

(5) Family Planning Background: There are 11 acceptors, all of them on pills, out of the 53 married respondents. of the 45 nonacceptors of family planning, 25 gave the following reasons:

religion none culture 3 partner not in favour more children 262 too old

It is pertinent to note that a few elders of the family interviewed have no objections to their daughters or daughters-in-law observing birth control or attending literacy classes, provided they are not asked to pay for the class or contraceptive devices, as they cannot afford them.

The relationships within the family and in the village are cordial.

There are 45 family planning prospects from the 59 respondents.

(6) Conclusions:

(a) It is believed that there should be more input in the people's welfare and socio-economic development programmes through well motivated and trained institutional and community cadres and up-and-coming local leadership of progressive and educated men and women.

(b) Out of school education, including community and adult education, needs more funds.

(c) The findings showed that the adult population in the village were eager to receive education. Socio-economic conditions and the lack of facilities were among the handicaps. The existing literacy class in the village is not enough to meet the educational needs of the people. Functional literacy classes, however, cannot be wholly financed by the poor community.

(d) There is enough awareness and interest among the ponulation concerning population educatinn./family planning and functional literacy, but the adoption stage has not yet been reached.

(e) The general population, including their key leaders, howed a cooperative attitude towards programmes in population education/family planning as well as functional literacy. They also desire to cooperate in a multi-purpose community develonment programme.

IV. DESIGN OF THE EDUCATIONAL PROGRAMME

。 Introduction

During the first phase of the operational study, environmental surveys were carried out at the national, district, and local levels. In addition, a microtudy of the environment in Cibodas was made in order to identify the characteristics of the villagers and the problems which confront them in population education/family planning. In order to design an appropriate educational programme-it was decided that a number of villagers should be selected for a trial class.

After analysis of the field survey, Team B selected 45 prospective subjects for a liiergcy class linked with population education/family planning. A strategy was devised to assure a homogeneous target sample from these 45 respondents. Thirty of the respondents had received 6 or more years of formal schooling and were considered to be literate. Fifteen of the respondents had received between 2 and 5 years of formal schooling and were tested to determine their present level of literacy and awareness of family planning. The test was comprised of questions prepared by the team and translated into the Sundanese language. All but one of the respondents passed both the literacy and family planning parts of the test. The one who failed was rated semi-literate. It was then decided that these 44 subjects represented a homogeneous group suitable for the proposed class. The subjects were divided into 2 groups according to sex to encourage candid responses in the classroom setting.

Based on the findings of the study, Team B drew un a proposed educational programme for literacy linked with ponulation education/family planning.

E。 Defining a Teaching Strategy

The team gave consideration to the objectives of fumctional literacy linked with population education/family planning programmes, along vith a suitable curriculum divided into manageable seguential units. The strategy, lavout and organisation of functional literacy curricula were also discussed.

It vas agreed that population education/family planning knowledge and motivation must be emphasized in lessons, and that technical ideas should be explained in simple terms, with the use of visual aids, if nossible. Further, the problems involved in becoming acceptors, as well as in the maintenance of family planning practices, should he discussed and solutions indicated, in the course of both the prepared lessons and the discussions. In order to maintain the attention of the members of the class and to encourage their personal involvement, they should be allowed to air their personal problems as part of the teaching method. Finally, a certain amount of drilling in the essentials of family planning technigues should be carried out. The group finalised the format of the educational programme, which is described below.

C。 Fundamental Objectives

The fundamental objective decided upon was to bring about an improvement in the socio-cultural and economic life of the inhabitants of Cibodas by effecting a change in their procreative pattern through a suitable educational programme. While deliberating, the team discussed not only the specific problens revealed in the community survey, but also the problems involved in population education/family planning programmes in ceneral. The team decided to formulate broad curricular and instructional objectives for the class, as described below:

Curricular Objectives: 1。

a。 To establish knowledge and understanding of the factors causing rapid population growth and their impact on the socio-cultural and economic life of both the individual and the community.

To establish knowledge and understanding of the b. close relationship between family size and the living standard of the family and comunity.

C。 To develop appropriate attituces on the part of the individual towards both the family and the nation.

2。 Instructional Objectives: The following instructional objectives were chosen to fulfill the curriculum objectives:

a。 Demographic aspects:

The reasons for rapid grovth of population;

The conseguences of rapid population growth:

The relationship between the family and community welfare and the socio-economic development of the nation.

b. Relationship between family size and living standards

Large families can impede the narroving of the gap between rich and poor

Family welfare depends on family planning;

Family size affects the health of the mother and children;

Too many people in the house, village and country can have adverse effects on the everyday life of the people.

C。 Development of responsible attitudes:

To help people develop appropriate attitudes towards family planning and functional literacy prograrmes;

To inspire people to take positive steps to become "acceptors" of family planning.

D. Programme Elaboration:

1。 Definition of Educational Targets and Strategy: The team, fullv sware of the limitations of the findings of its survey, nevertheless defined the following educational targets within the framework of a population education/fa ily planning programme, based on the problems identified.

a。 The people's low educational level and/or lapses into illiteracy may reguire the use of language and local symbolism intimately understood by them. The contents of the course nust relate to their interests, needs and experience, and the traditional methods of teaching must be replaced by functional literacy teaching methods. b。

The problem of droputs and lanses into illiteracy can be tackled only by effective follow up programmes.

c. Overall national development objectives and programmes fashion. should be incorporated into the lessons in a graded

d. In order to maintain the learners' interest, folk songs, folk tales, nd other suitable materials should be incoroorated into the lessons. e。

In order to take advantage of religious predispositions, lessons should also include simple narratives from the Kor'an and the Hadis.

f。 The language should be simple but colloguial. Local symbolism, images, and expressions should be used as much as possible by lesson-writers and teachers.

3。 Organisational Strategies

The group decided that the following strategies should be adopted in order to render the functional literacy programme with family planning orientation effective:

a。 Selection of target groups in urgent need of a programme of functional literacy linked with family planning and population education;

b. Training of dedicated and capable literacy instructors;

C. Drawing up a required curriculum and syllabus:

d。 Preparing easy and cheap instructional materials, teachers? guides, readers and audio-vismal aids;

e. Setting-up an efficient evaluation systen f。 Dove-tailing general community development strategies and programmes into the functional literacy curriculum linked to family planning;

Developing a post-functionel literacy course linked to family planning;

ho The functional literacy prograrmes need to be assisted by a team of volunteers consisting of leaders and social workers who are deeply interested in the people's welfare and who will organise functional literacy classes linked with family planning:

i。 The importance of the programmes should he stressed in order to secure the active partici~ ation of all villagers to achieve a radiation effect. Materials and technical assistance for family planning-purposes should be disseminated through governmental and institutional sources, or through community self-help efforts;

j。 Social leaders should organise supporting programmes to develop team spirit and popularise the programmes.

4。 Development of Instructional Units and Their Presentation

a。 Basic considerations: The sequential breakdown of the curriculum and the topics to be included, in their order of importance from family planning and population education points of view, was considered. An attempt must be made to bridge the gap between the respondents' knowledge and practice of family planning through indirect verbal persuasion as well as audio-visual or pictorial demonstration of means, methods and techniques. Free discussion and drilling by question-answer methods should be encouraged. The inhibitions, constraints and ignorance of the villagers, as revealed by the survey, should be kept steadily in view while selecting topics and preparing lessons. The time schedule of the classes in relation to the minimum knovledge to be imparted was also discussed. It was generally felt that for semi-literate and literate groups about 1-1/2 hours in class twice a week for aoproximately 26 weeks or six months would be adeguate. In this view, the entire curriculum would have to be broken down into 52 units with a suitable number of units devoted to each area and topic, according to importance and relevance to family planning.

Five curricular areas were defined: 1) Basic Demographic Knowledge, 2) Relationship between Population Growth and Econoric Development, 3) Pooulation Growth and Social, Cultural and Religious Aspects, 4) Population Growth and Ecological Harmony, nd 5) Solution of Population Growth Problems Through Family Planning. These areas were distributed to five subgroups of the team, who were assigned the task of preparing model lessons.

The purpose of dividing the team into five groups was to provide every member with the opportunity to go through the exercise of preparing model lessons. Particular emphasis was given to the problems of family planning in the village of Cibodas, as previously identified in the survey. Fach subgroup prepared from 2 to 4 teaching units out of vhich 3 were selected for class demonstration.

b. The Model Lessons: The three following model lessons were selected for class demonstration:

(1) Subject: Basic Human Meeds

(a) Objective - To enable the students to relate the basic human needs (physical, educational, well-planned family emotional and spiritual) to the need for a

(b) Expected Cutcome - The realisation of the importance of planning a family in order to needs. be able to adequately meet the hasic hman

(c) Time Allotment - 90 minutes.

(d) Activities - Discussion, sentence construcdictation. tion, test in comprehension (worksheet),

(e) Content - hysical needs (food, clothing., shelter, leisure time). Emotional needs (love, understanding, security). Educational necds (preparing man for a meaningful life). -Spiritual needs (develonment of the soul, strengthening faith in God).

(t) Method and Procedure of Presentation: -Current events Introduction of the subject matter Motivation for discussion, referring to the Kor'an on the duties of arents in providing for the basic needs of their children -Presentation of the following pictures and eliciting comments from the students as a basis for discussion:

A well provided-for family with fev children;

i。 A large family which. is not well provided-for;

iii. A schcol that cannot accommodate ore childre

y。 A small family in which there is love, understanding and security V。

Leisure activity.

-Significant points rasied by the students during the discussion are vritten on the blackboard;

-Test of comprehension (worksheet); -Dictation.

(g) Teaching ids - Blackboard, flannel board, posters and reading material.

(h) Evaluation - Achievement of the specific objective: "To relate the basic human needs to the need for a well-planned family". i。

Effectiveness of the methods, aporoach and teaching aids; ii. Active participation of the students; iv. Students' comprehension of subject matter;

ji。 Adeguacy of the lesson content;

V。 Teacher's capability;

vi。 Physical setting.

(a) Guidelines for teachers on the socio-economic conditions of families and communities. Peonle have basic goals for themselves and for their children. They want good housing, food, clothing, health and education.

Some expenses are daily, some monthly and others yearly. The cost of food can be calculated on a daily basis. The cost of household goods such as matches and soap can be calculated by the month, and clothing by the year.

First, we need to know how much we spend for these items; then we need to think of what we want in the future. What kind of education do we want for our children?

We also need to plan how many children can be given proper food, clothing, housing, education and medical care. When should we have children and how much time should go by between births?

The large family of 5 or more children was necessary in the past. Many children died, so 8 or 9 pregnancies were necessary in order to have 4 or 5 surviving children. Parents wanted support in old age. Now, 2 or 3 well-educated and well-cared for children can provide better support than 6 or 7 uneducated children.

The main reason for only 2 or 3 children is the health and welfare of the family. Children in small families are better cared for, their education is better and their contribution to society is greater.

Socio-economics: It is an advantage for chil to live in less crowded homes as they have mo room to play and are able to concentrate bettr on their studies.

(b) Guidelines for Teachers in Group Discussims

The teacher should conduct group discussim follows: (The results of the discussiom d be written on the blackhoard and the stmits should copy them. )

-Adults should actively participate in the discussion and offer their own ideas; -The teacher should act as a key to solve the problems for which students cannot find an answer -In the meantime, the teacher should guide the students toward the goal to he achieved.

The following are key sentences for group discussion; -Do you want a nice house to live in?

-Do you want better educated children?

-Do you want better food and clothing for your children?

-With 2 or 3 children the father can afford a better education for his children.

Unwanted children cause anxiety for the parents and cannot be well-cared for. In large farilies, the children cannot continue their studies so they usually do not live comfortably. The parents who are not able to make a suitable life for their children are sorry they had so many children.

-Statistics have shown that the most unfortunate people have come from large low-income families. If you want to have a healthy and happy family, practise family planning. You should know that today a large family is not a sign of wealth.

(c) Language:

What is family planning? You can decide how many children you want and when to have them. Vife and husband should discuss togetner and choose the family size they want. There are safe methods to have the number of children you want. Wife and hushand can go to the family planning clinic for advice.

How to space births. Each couple should learn about family planning before marriage. When couples marry they want to enjov living with each other and it is often a good idea for them to wait 2 to 4 years before having children. During this time they can save money for a more comfortable life. For health reasons, the space between children shoule be at least 3 years. Time is needed after each birth for a woman to strengthen her health.

(d) Mathematics:

Sequence 1: 5,400 Area 60 x 90 = sq. metres 5,400 so. metres 90m 1,800 sg.metres 5,400 1,800 so, metres 3 per son

The weekly income of a family of 5 is Ro. 1, 400. How much is this for each member of the family?

The weekly income of a family who has 2 more children (a family of 7) is also n. 1,400. How much is this for each member of the family?

Compare the two families and decide which is better.

Bihi Aminah, her husband and 3 children live in a house which is 35 square metres in size. Eow many square metres are there for each member of the family?

Fibi Siti, her hushand and 5 children also live in a house 35 square metres in size. How many square metres is there for each member of the family?

Compare these two families and decide which one is more comfortable.

Land for the fmmer's three soms = 5,400 sq. metres.

600 sa.metres Land for the'farmer's nine sons = 5, 400 sq. metres. 5,400 600 sq. metres 9 ner son (e) Worksheet: Why in the past did mothers have eiht or nine pregnancies? What are the needs of a child in a family? i。 How much rice is needed per week by a familv of five if each member needs 1 kilogram per week?

ii. How much rice is needed by a family of seven per week?

iii. If the price of rice is Rp. 100 per kilogram, how much does each of the two families spend on rice per week and per year?

(3) Subject: Duties and responsibilities of good parents Problems and suggested solutions: Relationship of children to available resources (a) Objectives: -to imolant knowledge and understanding of the basic reguirements of responsible parents to identify problems of parents; suggest solutioms. (b) Expected Outcome of Teaching: -knowledge and desire to improve living conditioms and to become better parents; realisation of disadvantages of having more hildren. (c) Time Allotment: Two 45 minute periods for each lesson (4 Lessons in total).

) Lesson Content:

KARDI AND SITI (picturing a happy: small-sized family)

. Kardi and Siti are good, responsible parents.

ii. They have been married for five years.

iii.They have tvo lovely and healthy children: Didi is four years old and Minah, the Laby, is four months old.

iv. Siti gives good food to the children. The house is always clean. The children alvays wear clean clothes.

Kardi and Siti want to send their children to a V. good school. They vant their children to be educated so that they will live happily and well.

vi. Good schools are expensive, so Siti and Kardi plan to save money for the children's education.

vii.Kardi and Siti work very hard for their children. Kardi is a farm labourer and Siti cooks, does the laundry, and takes care of the children. She also earns money by sewing in her free time.

viii Kardi and Siti are worried because they don't want more children. Kardi and Siti know that if they have more children, they will not be able to provide good food and good schooling for them. They decide to ask the village headman for advice.

(e) Teaching Procedures: (To be followed for each lesson)

-introduction mindtes

minntes

-group discussions to identify family problems and suggest possible solutions

-reading exercises milates

-Language comprehension--- exercises with silent reading and testing of comprehension sinutes

(f) Teaching Aids: -blackboard -flannel chart - pictures: i happy small family ii chaotic, large family; iii two healthy children iv six to seven dirty and thin children; V nutritious food; vi non-nutritious food; vii a dirty dark house; viii a clean, lighted house.

(g) Teacher's Guide: Kardi and Siti

Introduction ( 5 minutes ) Teacher shows pictures of a small happy family and a large chaotic family, and reads and translates some selections from the Kor' n stressing the responsibilities of parents.

Group Discussions ( 30 minutes): to identify roblems and suggest possible solutions:

-Teacher asks questions concerning family size and the problems of parents;

-Teacher encourages students to suggest answers to the problems raised and to ask guestions of each other.

-Teacher identifies personal problems of the students by asking questions such as:

i How many children do you have?

ii Are they all healthy?

iii Why is he sick?

iv Is he suffering from worms?

V Who takes care of the children if the mother does the laundry in the river?

vi Do you have a bathroom and toilet in your home?

vii What school do you want your children to go to?

viiiHow much does it cost to send your children to school?

ix If your children do not go to school, can they find work easily when they grow up?

If time allows;

-Teacher divides class into three groups with the following discussion topics:

Group 1. What is reguired of good responsible parents?

Group 2. How can people improve their economic condition?

Group 3. How can family planning be promoted?

-Problems identified and suggested solutions are written by the teacher on the blackboard to be read and copied down individually later.

Reading Exercises (10 rinutes)? -Teacher reads lesson 1 slowly, sentence by sentence; -Students read in chorus; -Students read one by one -Teacher corrects mistakes. This exercise is very important to test whether the students understand what they are reading. The questions on testing the students' comprehension should be brief, but clear. Answers should be found in the lesson. No questions should have yes oro" answers. Comprehension questions: -How long have Kardi and Siti been married? -What kind of parents are they? -How old is Didi? -How much older is Didi than Minah? -What food does Siti give her children? -How is Siti's house? -Why do Kardi and Siti want to send the children to a good school? -Is a good school expensive or cheap? -Does Kardi work in the kitchen? -Where does Kardi-work? How does Siti earn extra money?

Language Comprehension Exercises (20 ninutes)

Writing and Arithmetic Exercise (20 minutes): Evaluation of Whether Teaching Objectives Have Leen Reached (5 minutes): Teacher asks students to comment on the following: -A picture of a large chaotic family; What problems do they have? -A picture of a dirty, ark house, Is this a good house for children? What should a good house be like?

Dictate classically: Good Parents Healthy Food Saving Money Two Happy Children Five Dirty Children

-A picture of eggs. Is this good food? What is good food?

IMPLEMENTATION AND EVALUATION

A. Selection of Local Literacy Teachers:

teachers, one male and one female, were selected on the ia of criteria previously considered and approved by the team, ter consultation with the Lurah of the village and the headter of the local literacy course. Two reserve teachers, one le and one female, were also selected.

B. Training of Teachers

prepare the selected teachers for the job, they were given rientation on the objectives of the seminar and on the why nd "how" of teaching functional literacy linked with family lanning. Actual demonstration teaching was conducted by members f the team followed by the teacher trainees. During the demonstraions, the following principles were observed and emphasised:

. Start where the students are; proceed from the known to the unknown;

2. Encourage active class participation through well-guided group discussions. The less the teacher talks, the more the students think;

3. A well-planned functional literacy course is desiqmed to prepare a person to think, judge, evaluate, understand, and discuss-- to learn how to learn. It goes beyond mere training in the ability to read, write and reckon;

4. Functional literacy programmes are based on real problems of real people arising from real situations. Out of these problems educational objectives are formulated to develop abilities and kills in the three R's", ncluding skills in visual perception nd oral expression. When functional literac" training takes lace in a realistic situation, the learning process becomes ore meaningful and significant to the learner.

C. Choice of Locale and Scheduling of Classes:

to functional literacy classes, composed of 44 selected adult students, 1 males and 23 females, ere conducted in the village chool. The women's class was held fror 3 co p.r. to 4:30 p.m. md the men' class from 4:30 p.r, to G: ) p.7. The team decided o use the same teaching units for the two classes in order to facilitate evaluation and to avoid the preparatiom of additional ets of teaching materials and aids.

D. Evaluation

The experiment made by Team on functional literacy with opulation education and family planning orientation im Cibodas imed at finding answers to the fundamental questioms asked in the introduction of this report. The evaluation of the erperient vill be based upon these guestions.

efore proceeding to evaluate the exneriment, it is pertiment to oint out that this educational effort lasted only three ays: its outcome, therefore, is almost impossible to assess. of all the limitations, the time constraint was the most fommidble, and affected all the prerequisites of a successful instructiomal programme dealing with teaching materials, teachinc aids d teachers' training. Another obstacle which the tear comstamtly tried to overcome with the assistance of the local intempmeters, sreaking Sundanese, was the problen of communication, whi might have increased the degree of bias that inevitably occwms im research study involving large numbers of people represemtimg iverse linguistic and socio-cultural backgrounds. In thee circumstances, what is presented here as an evaluation y be regarded as merely impressions and tentative judgments of the group.

In view of the said limitations, the team agreed to use irect observation in addition to worksheets as a tool for assessing the effectiveness of the lessons given. For observation, e team nember watched the lessons for three days and put in writing their impressions about them. The worksheets contaimed questions on the contents of the lesson units and were given at the end of each lesson. t needs to be pointed out that the reparation of the teaching materials and the teaching aids used the team was based on the outcome of the pre-test administered earlier to the target group in order to have an idea of their levels of literacy and their knowledge and unlerstanding of population problems as well as their attitudes towards family planning. The pre-test results revealed that the reapondents are aware of the population problem and favourably disposed tovards family planning but there is a wide gap between their knovledge and practice, which meeds to be bridged. Concerning levels of literacy, the test results indicated that except for a very fer, most of the respondents have some knovledge of the 3 R's hut the levels were of a very lov standard.

fter carrying out the experiment, the team is fully convinced that education, namely functional literacy, can really play a pivotal role in a population programme. The vay the team tried to link functional literacy with family planning in setting un the educational programme which was tested in Cibodas proves beyond doubt that such a literacy nrogramme is no longer a motion, but a reality.

The strategies which the team adopted for devising the educational progranme proved to be both aecuate and effective, as evident from the results of the try-outs of the three seguential lessons prepared by the team and taught by the three local teachers tho were specifically trained for the purpose. During the three Eays that functional literacy lessons were being taught in cibodas, the members of the team were present to watch them, and they were amazed by the enthusiasm the lessons generated, not erely in the students but also in the entire village population. The teachers conducted lessons in the manner they were trained, using the functional literacy approach and not the traditional pproach. The informal group discussion method was used, which esulted in the free particination of students vithout reservaion. Although the lessons centred around the main topic .of amily planning, both male and female students responded soonaneously and discussed problems related to parenthood, planmimg or the future, and meeting the basic human needs, and the olutions to these problems. After observing the lessons iven in the classes, the team members felt that the studemts ad a better understanding of some of the misconceptions re arding a large family, and that there was aroused in them a een desire for becoming better parents.

he course content previously prepared by the team seeme nteresting to the students as it was suited to their willage ife and their specific needs and prohlems. The lange of the ourse content was also found quite satisfactory, as he students ere able to grasp it without much difficulty, themey facilitatng their learning of the subject matter. The teachimg aids such pictures, posters, flannel boards, etc., prepare by the team, easily captured the imagination of the students and helped ther to grasp the significance of the lessons. This was indicative of he relevance of adeguate teaching aids. The way in which the hree teachers conducted the lessons showed that the training hich was given to them was able to bring about a change in heir traditional approach.

he team , however, felt that they needed more intensive training in the functional literacy approach , which zight have prevented the teachers from their occasional falling into the old hahit of alking too much, thus curtailing the scone of students artici ation which is the sine qua non of the success of a fumctional iteracy programme linked with population educaticn/farily lanning.

Ithough the tean tried to run the classes in a proper physical etting, it could not do so for factors beyond its control. The rogramme aroused so much interest in the village that a large umber of young men and women, other than the members of the target grou, joined the classes. It was therefore necessary to old the classes in the village elementary school in a rore or less formal settingnot fully suited to the adult learners' sychological conditioning. In order to ffset this handicap, the chairs were rearranged in a circular fashion, giving an. informal and friendly atmosphere.

he effectiveness of the lessons could be gleaned from the avourable observations made by the team members, as mentioned earlier in the report, and from the results of the worksheets. he worksheets given on the last day revealed a better undertanding of population education/family planning as shown by the increased average taken from both the men and the women.t ust be mentioned here that the questions in the worksheets were f a still higher standard: if this had not been the case, the students could have perhaps shown much better results. The following are the results of the worksheets.

VI. CONCLUSIONS:

For a functional literacy programme to be effective it has to be set against the socio-cultural and religious background of the neople for whom it is designed. It must reflect their hopes and aspirations, adequately meet their needs and answer their problems. Although the short-term experimentation was carried out among a very snall fraction of the vast populaticn of Indonesis, it has, nevertheless, opened up possibilities of presenting a welltructured family planning project in the matrix of a comprehensive educational programme touching the whele gamut of the economic and socio-cultural life of the people. The functional literacy programme with population education and family planning orientation should be dovetailed vith the welfare and development schemes at the local and national levels, and all institutiors concerned with population education and family planning should put forth coordinated and concerted efforts to maximize the utilisation of human and material resources.

TEAM C REPORT

TEAY MEMBERS

Abdulrahman, Mr. Abdulsamad bin aleysia

"alaysia Ahmad, Mr. Eussein hin Hj.

India Phatia, Mrs. Kamla S.

UNESCO Clerck, Mr. Marcel de

Indonesia Djafar, Mr. Usman

Philippines Fresnoza, Mr. Floro L.

Indonesia Reryanto, Mr. S. Tjipto

Pangladesh Hua, r. Md. Najmul

Indonesia Hutabarat, Mr. Sans S.

Iran Joosefi, Mrs. S.

Thailand Nakajud, Mrs. Chusri

Indonesia Prijahutama, Mr. Sudjas

Iran Shambayati, Mrs. M.

Thailand Sotthibandhu, Mr. Jarug

Indonesia Subiandana, Mr. Hidajat

Indonesia Sutanti, Mrs. Sri

Indonesia Wiranatakusuma, Mrs, Muharam

Civilisation is a race between edmcatämm and catastrophe. The latter will gain a foothol if the educative process is not strengthened. Leammimg like hreathing, is a reguirement of living. If we aoeot education as a way of life, the best hore of mkrid today would be continuous learning to adjust to he changes going on to meet the requirements of m paming, developing and increasingly complicated society.

The greatest challenge of civilisation is basically aducational in character. One conseguence of this wiew is to regard the cultivation of the educative adult im the educative community as the central purpose of its efforts. 1/ Since we are living in a rapidly changing world, there will always be the possibility that what a person knows now may become obsolete in the future; tension may arise from cultural lag, and the insecurity and anxiety of a society in transition will increase. 2

Experience has shown that the development of the human person stems not only from the improvement of his biclogical body to meet his physiological needs but also in the formation of a broader and more favourable outlook in life to satisfy his ultra-biological needs. The attainment of the same can easily be had if his mental, manipulative, and emotional capacities and capabilities are enriched. Thus, modern literacy progranmes are geared not only to learning the hasic 3 R's kut also to help the adult develop self-direction, critical judgment, and meaningful interpersonal group relationshins, and to help establish human control over the increasingly comolicated environment wherein problems are solved, abilities learned and an educative community climate emerges.

This report presents the activities of Team C which follows a pattern of action in huilding up an educational programme. It is noteworthy that the piwotl point of its activities is based on the objectives of this

/Howard Y. HcClusky, "Community Development", in Handbook of Adult Education, Malcolm S. Knowles (Chicago: Adult Association of the USA, 1960) p. 425- 426.

seminar, i.e., the establishment of a link between an aducational programme and a family planninc programme. For this purpose, the team accepts for its orerational guidelines the following hasic questions:

Fow can some elements of a family planning programme having its owm cbjectives and functions be incornorated into the components of a comprehensive adult education programme?

2. Vhich element of a family planning rrograrme could be dealt with educationally im such a component of an adult education progrme?

3。 What are the most appropriate ecucatiomal methods and procedures in working out a learnercentred approach in order to implement am adult education programme linked vith faily planning?

F。 THE PROGRAIMMES

The fundamental assumntion used by this tean is that the linking of some components of the two distimet programmes will hasten the attainment of the objectives of both. It is also considered that both family planming and adult education must take into account the learmer and/or the end-consumer (clientele), his exneriences, his needs, asoirations and all individual variables. Facts and experience tell us that one of the constraimts of a family planning programme is the lack of appropriate knowledge, adverse beliefs and attitudes, and Io motivation of the clientele. Because of these corstraimts, they can hardly make critical judgment and decisions and establish human control over their social envirommemt.

By their very nature, both programmes are oriemte towards the adults. The latter are the targets from whom operational strategies will be drawn. For this reason, the team has to get acguainted with them in tems of their level of knowledge, their attitudes, needs, aspirations, their environment, and such other factors as will provide data for developing an educational plam and programme linked with a family planning programe. m other words, these data are envisioned to ansver the guestion "Who is the learner as exposed to a family planning programme?" It is well-considered that this

Programme has to be planned in relation to the already isting national programmes on adult education and family planning.

To facilitate activities, Team C utilised the following to bring about a clearer picture of future activities, viz:

1. review and analysis of related literatures, documents, and such other docunents as are available;

2。 lectures on topics related to family planming and adult education;

conferences and interviews with officials 3。 responsible for family planning and admlt education at the local and national lewels: and

ocular observation of the family plannime 4。 clinics and the target communities which gave the team members firsthand infcrmatiom on the local programme and the envirenmemt of the community.

The facts and data from these documents, interviews and preliminary observations provided the team with a basic assumption related to knowledge, beliefs attitudes, motivation, and rate of acceptance of fail planning practice.

The hynothesis: The person's knowledge, belief attitudes, motivation, and rate of acceptance and practi of family planning is related to education.

The team's action is generally based on concemss and general agreement. Furthermore, it was deemed important that each team member must know and understa the processes involved. This, undeniably, is also envisioned by the Seminar. In the formulation of the data-gathering instrument, varied comments vere heard and a general concensus and agreement was reached. e test of the questions was held in a hamlet out of the team' selected area. Observations were made and improvements made.

TEE PROPILE OF THE TARGLT CROUP

1.aseline Survey

a. Locale

The two hamlets, Cilumber and Cihedug, in the village of Cihogo are the locale. The first hit on the hamlets gave team members an impression of the community as well as the opportunity to observe the on-going literacy classes. Local authorities reported that there are 305 households and a total of 1,30 inhabitants in Cilumber. In Cibedua, there are 371 households and a total of 1,855 inhabitants.

b。 The Survey Population

For the purpose of the field survey, the team agreed to define its target popu lation as follows:

- Low educatd persons who have no more than 3 years of formal schooling. This also includes those who cannot read and write and do simple arithmetic though they might have undergone more than 3 years of formal schooling. 4.37 Age, specifically those who fall within the 14-45 ace range.

Both sexes

Married or unmarried.

C。 The Data Gathering Instrument

An interviev schedule was used by the Team in collecting the data. This was intended to gather information about the profile of the target group. It is divided into 3 main parts, namely:

- respondents demogranhical data educational indicators

knowledge, sources of information, beliefs/attitudes, motivation and degree of acceptance of family planning.

d. The Sample

The team was able to interview 39 respondents. This was done by using judgmental or purposeful sampling, i.e., persons who fall under the definition of the target ponulation used cualify as samples.

vo complimentary studies vere later done to countertheck the literacy levels of the low-educated target group.

second hit was made on the village the next day for ata gathering. It was agreed by the Team to divide into 7 sub-groups. It was originally intended that the ale team members should interview the husbands and the women team members should interview the wives. Put it was later discovered that most husbands were out in the fields and could hardly be at home for interviews. Some male members decided therefore that, if the situation considering social and cultural norms allowed, the wives could be interviewed by the male rembers if the wives themselves were agreeable.

2。 Analysis of Data of Baseline Survey

a。 Demographic Data

There are more female than male respondents,

This was mostly due to non-availability of the male respondents during the interview. They were mostly in the fields;

A great majority are married;

All respondents fall within the 14-45 age range;

A great majority are tenant-farmers and/or farm labourers and are agriclture-based.

b. Educational Indications

Most of the respondents (71s) fall within the low-educated group as defined in this report. This refers specifically to those who have undergone less than three years of formal schooling and those who have never attended. Nost of those who did not attend school said they are facing difficulties in their day-to-day activities.

c. On Family Planning

(1) Knowledge

more than four-fifths said they have heard about family planning. Among this group, only 28.1% said they know about the activities of the family planning programme;

On the guestion of their having met the family planning workers, only an insignificant few replied positively;

When asked where the family planning clinic is located, 43.7% knew where and 43.4% did not know. The remainder offered no response;

A great proportion of the respondents (61%) are ignorant of the concept of family planning. A few conceptualise it only in terms of contraceptive methods.

From these findings, it can be implied that although a high proportion of the samples have heard of the termfail planning", the extent and depth of their understanding is a point in uestiom It also appears that a high propmtiom of those who are more knowledgeamle about the activities, programmes d location of the family plannimg elinic are male respondents. It is frther noted that a substantial number of the population is either ignorant of the concept of family glanning, its content and activities, or is unvilling to express an opinion.

(2) Source of Information

The radio came out as the most popular source as far as imoersonal information is concerned;

The neighbours were indicated as a personal source by a significant number of respondents.

(3) Beliefs and Attitudes

Certain categorical statements on common beliefa and attitudes towards family planning were read out to the respondents. The following findings were revealed:

Most feel that more children mean more security in old age;

Majority feel that each child brings luck to the family regardless of the total number born:

Respondents were almost equally divided in opinion on the statement that the more children a person has. the greater the income for the family;

Majority of the respondents do not agree that more children bring more respect in the community:

Most respondents feel that family planning is not sinful;

A great majority of respondents id not express any opinion on the statement that some contraceptive methods are dangerous to the health of the mother.

This observation has significant implications for education, information and communication. It could be implied at this point that people cannot express an opinion, perhaps, because they do not really know what contraception is.

When the above findings were related to the educational level, it vas revealed that the higher the educational attainment, the more favourable is the attitude towards family planning.

(4) Motivation and Practice

When ashed their opinion on the ideal family size, the majority said 4 - 2 sons and 2 daughters. The reasons given were ranked as follo 4.1 for the betterment of the children 4.2 for economic reasons; 4.3 for health reasons; 4.4 other varied reasons

It is noteworthy that most of these respondents who expressed an opinion have attended or are presently attending literacy classes.

On the question of why people practise family planning, the opinions expressed are as follow, according to significance: 4.a. to have a small and happy family: 4.b. to space pregnancies; 4.c. to help check population growth.

More than two-thirds of the respondents are in favour of family planning. Eowever, none is an adopter. This indicates a big between motivation and practice,ie., high motivation but low practice.

d. Summary of Findings and Educational Implication

(1) There were 39 respondents. Most of them have had formal schooling uo to 3 years.

Only 23% are attending literacy class who also believe that the educational programmes in these literacy classes are beneficial to them. Considering the profile of the target population, any educational programme to be developed has to be based cn its characteristics and profile.

(2) Most of the respondents have heard about family planning and are also avare of the need for family size limitation. This is true for both sexes, married and unmarried resrondents. As such, the details of of curriculum development should not be overemphasised. However, the development of the curriculum contents should stress the elements and components of the family planning programmes. This is due to the majority of respondents having heard of family planning as a term but not knowing the real concent, programme activities and contents.

(3) There are two popular sources of information mentioned by the respondents. They are radio and the neighour for impersonal and personal sources, respectively. Since literacy is to be made more meaningful and functional to the target group in relation to family planning and population education programmes, it is pertinent to employ the host-acceptor technique. This may be done by recruiting an acceptor in the community to serve as motivator. the other hand, the role of a teacher im a literacy class should not be overlooke. He can serve as a notential motivator t practise family planning. In this connection, he should be acquainted with the concept and programme so as to serve effectively.

(4) Most of the respondents exoress favourable attitudes and beliefs towards family planning, although many mefrained from expressing any opinion. It is suggested that in the curriculm contents, sufficient emohasis shculd be given with the objective of disposing of common fallacies.

(5) Most of the respondents are highly motivated towards having a small family but unfortunately, none practises any family planning method. This indicates a very big gap between motivation and practice. The majority are willing to practise family planning so it is proposed that the educational content should emphasise the need for action. It is also desirable that the curriculum contents should include some techniques to sustain and strengthen that motivation.

3。 Complementary Studies

To support some findings in the baseline survey the following complementary studies were conducted

Visual Perception Test (See Annex For Sample): a。 This test was envisioned to find out how people perceive visual materials and identify some elements of their psychological world. t was planned to be administered to the same respondents of the baseline survey. But by force of time and other limitations, it was given to those who showed un from the invitation extended through the headman of the hamlet.

A battery of eight tests using eight pictures was prepared. The major areas covered in each test were as follow

Test No. 1 - Recognition of the main message in a picture with many details;

Test No. 2 - Recognition of the main messge in a picture without details;

Test No. 3 - Recognition of distance space

Test No. 4 - Recognition of a drawimg in black and white in relation to the same drawing in colour in the subsequent test;

Test No. 5 - Recognition of picture No. 4 in colour to see if colour leads to better perception

Test o. 6 - Recognition of smiolic representation

Test No. 7 - Ability to interpret the relationship between foreground elements and background elements;

Test Mo. 8 - Ability to understand a logical sequence of pictures.

In each of the ahove tests, a code was worked out, having 1 as the minimum score and 4 as the highest score of the correct answers.

al. Correlation between results of the visual perception and the literacy level tests:

There is a significant difference between the individual scores of illiterates and semiliterates (21.6 is to 25). There is / very little difference between the total individual scores of semi-literates and literates (25:27).

These observations seem to indicate a correlation between levels of literacy including length of formal schooling and visual perception.

As for individual tests, one can observe significant differences between literates and semi-literates on the one hand, and illiterates on the other hand in relation to the black and white picture and also to the identification of the coloured picture. Illiterates also score very low as far as the recognition of schenatic dravings is concerned.

Implications of the test for educational a2。 activities:

If illiteracy is usually conceived as blimimess to letters, t can also be defined to a rtain extent as blindness to the reading of pictmres. Almost every test has shown the difficlity of catching the message conveyed by the picture, and this may have serious implications for the graphic representation of messages to be conveyed through posters, ictures and other such materials. One immediate implication as far as this Seminar is concerned is'that literacy activities should not be confined only to refining the skills of reading, writing and doing calculations but also to consider the needs of the learners to read pictures or graphic representations so as to enable them to grasp, vithout much difficulty, the message addressed to them.

Team C fully recognises the limitations cf such an exercise and is well aware that the visual perception tests require careful pretesting once or more. Due to limitations of time, however, this could not he done.

b. Literacy Test (See Annex For Sample) This test was conducted with the end in vie of deterrining the literacy levels of some selected iotpondents in the community. For this purpose and for the sake of maintaining the good rapport already established with the respondents of the field survey, it was intended that this test be conducted on the same respondents so as to link the guestions with the information given in the questionnaires. However, in as much as these said respondents were difficult to contact, and in order to carry out the test as scheduled, the respondents of the visual perception test were taken. There was a total of 32 testees.

Three literacy levels were assigned in classifying the resrondents, namely:

- Illiterates: those who have never attended any school whether formal or informal and those who attended less than three months of the literacy course.

Semi-literates: those dropouts from 1-3 es of formal schooling and those who have left the literacy courses before completion.

Literates: those who have at least completed four years of formal schooling and those who have completed a literacy course.

Three individual types of tests vere prepared by Team C. Each type was administered to each assumed literacy level. The scope of the test follows:

Por the illiterates: a test on the ability to do simple mental calculations.

- For the semi-literates: a test on the ability to read and understand simple sentences, names of places and objects which they come across in their daily lives and the capacity to do simple written arithmetic.

- For the literates a general antitude test on Civics realth, and other social aspects of daily life.

Findings and Implications: On the bases of the scores garnered by the testees, it was found that some of those who were assumed to be at a certain literacy level have to be demoted or promoted to another level. This. in effect, could countercheck some respondents who might have responded in the field survey that they have attained a certain level of schooling, which might not be true because of some inhibitions during the interview.

In terms of education, therefore, this could mean a significant opportunity for such a programme as literacy education. These are true facts which were exhibited by the learners themselves with the minimum of bias and subjectivity.

4. Limitations

Certain inadeguacies may be noticed in some portions of this report. Much against thé desime of the participants of this Seminar, these limita tions cannot. be avoided for the following remmmms Firstly, it is greatly envisioned by such fiel operational seminars as this that the participents choul understand the processes involved ste by step. In other words, this is a training, s well as an erercise. Secondly, if the participants should aspire for the highest scientific precision possible tilizing the data and other pertinent information as the take-off point, it can hardly be done. For it is difficult to asserble again the respondents in the baseline field survey and rorm new literacy classes considering that there are two existing and on-going classes. There might be some deviation in the approich but st least there is a system. Thirdly, time and resources do not warrant the application of utmost scientificelity.

The phrases "field survey" and "raseline survey" have been used interchangeably for the purppse of this tear.

THE EDUCAT IONAL PR GRAMM

1. Problems Identified

On the bases of the findings statea steve, certein ma jor implications and problems were identifie, namely;

a. Lack of sufficient knowledge of the concept of family plenning;

b. Misconceptions about family planning;

c. High motivation but low practice.

The team agreed that to tackle the implicstion of "high motivation but low practice" is the most im ertsnt. However, the task as planned should only deal with the motivational and inforational aspects and not wi th the medical aspects of femily planning such as methods of contraception. To attein a high rate of acceptance ani adoption, basie knowledge of family planning concepts c eventually erase misconception. By focusing on this implication, a more comprehensive action plan of actiwi for the teachers to be employed can be developed.

2. Eduaational Objestives

It was believed by members of Team C that the lected above necessi tate a more comprehensive m which will cater tot he cognitive, affective en aspects of the learners.

A general educational objective was fcrml team. This w as br oken down into five re r and then to 30 s,ecific objectives. But comsi limitation of time, manpower and resourees, specific objectives were selected forte 111 these are started in behavioural terms.

General Objective: To have sustained and strengthened metivation towards family planning.

Specific Objectives: After undergoing the learning experiences, the

learners are expected to: Define that family planning means preventing unwanted pregnancies , spacing childbirth, helping a. sub-fertile couples beget children, and responsible parenthood;

Be able to discuss men-to-land ratios in b. relation to the number of people in their village;

Discuss the emotionel strengths of a small C. family size in relation to happiness, mutual attachment and parental love and care;

Agree with the idea that children in a large à. family have fewer chances to acquire the education needed to cope with modern developments;

Read and understand pertinent information e. from reading materials;

Impart and discuss their ideas with fellow f. villagers;

Intcrpret ymbols or messages about family g• planning;

Write down in simple sentences, their opinion h. and feelings on family planning.

3. The Educationel Programme

The team conducted its observation visit im d.er to collect some basic data on the fo llowimg ite:ms: numbers of students by sex and eiuestionel level the t eacher and his educational ettmimment average attendance

Observational visit to the functional literacy a, classes at Cilumber and Cibedug.

duration of ccurse, date started, number of sessions per week

programme content, rogress to ate, teacher's lesson plans, source cf teacher's information

teacher's methods

teaching media

daily time table

The following conclusions can be dram as a result of the observations :

CILUMBER

The teacher has attended a refresher course on literacy linked with family planning at Jayagiri Centre Lembang. Twice a week a family planning worker takes over the class to provide learners with more medicel-oriented information on family planning, using the flip book prepared by the National Family Planring Coordinating Board.

There is no teacher's guide, The syllabus is planned by the teacher on a daily basis. The teacher uses as his information and discussion guide, a booklet published by the N.F.P.C.B. . There are no reading materials for the le arners, only a copy book. Reading is done from sentences written on the black board by the t eacher. The learners copy them into their copy books.

The enrolment is 10 male, and 12 female edults, The majority of learners has completed second grade of primary schooling. The group may be cc:sidered as semi-literate so the team's educational activities have to take this fact into account and act accoraingly.

No arithmetic is taught al though the test conaucted by the team at the neighbouring hamlet had revesled that arithmetic was the weakest area for the semiliterate group. It was also observed that the method used by the teacher was mainly uni-directional. Tmer was little personal interaction between the temcher and the learners and no interaction at all st the level of the learners.

The class which began on 20. 3. 1973 is supposed to continue for six months. Its content may be defined as the refining of literacy skills, specially reading and writing and providing general information on family planning.

CIBEDUG There are 25 students (10 females ana 15 males) and most are married. Monthly average attenience is 60 % There are two male teachers who have both attended the Literacy Teacher's Course at Jayagiri Centre, Lembang. They have been teaching adults since 195e. of the two, however, only one has had professional trsining et the Junior Teechers' College in Bandung. He is the regular teacher. The other one is. a volunteer who assi sts the regular teacher. Both have attended an orientation course on family planning linked with functional literacy at the Jayagiri Centre. It was also knckn that the teachers have no uide. They preparo their femily planning lessons on a daily basis from additional information given by the family planning worker and the brochure, pamphlets and other reading materials prepared by the Natioral Family Planning Coordinsting Board in Jakarta.

The learners do not have any reading material in class. Reading is done from w-rds and/or sentences written on the board. The learners copy them into their copy books.

Most have had formal schooling but dropped out. There are also some who have not gone to school at all.

At the time of the observation, it was noted that the lesson was on the introductory part of family planning but further inquiry proved that this part of the lesson was be ing repeated only for the purpose of the cbsertion. After a dialogue, the teacher expressed his willingness to accept suggestions and recommendatioms to help him teach more effectively.

Learners involvement was noticed in the class. teacher regularly solicits participation from them. However, no interplay of discussion wes obserwe mong the students.

The course began on 21. 2. 1973 and will em three months hence.

Educationwise, these were Team C's obseretion hich gave some bases for implementing -he e ducational programme in this literacy clesses. The Isarners, the teachers, and the methods were kn wn so an educational programme was desined to fit in these classes as well as devised inno"aticns and strategies that can hasten learning family lanning linked with functional literacy.

On the basis of the objectives set forth in the preceding portions of this re port, tre team was divided into sub-groups in formulating the following experiences (see appendix for details): LEARNING EXPERIENCE NO. 1. I. Problem: What and why of family planning II. Instructional Aims: To be able to know the consequences of regeated childbirth on the mother's and children's health. To be able to know the relationship betweer & small family and a happy family. To be eble to comprehend the concept of a planned family. To be able to read and. write aentence strrctures wi th some elementary arithmetical calculations in relation t; the above subject. III. Methodology Problem solving and inquiry anproach - Lecture - Discussion - Question - Answer Pictorial posters wi th themes related to t he subject discussed Time allotment - 90 minutes LEARNING EXPERIENCE NO. 2 Continuation of Learning Experience No. 1. LEARNING EXPERIENCE NO. 3

b. Instructional materials and learning experiences

I. Problem: What will be the consequences increase of population in relation to the availeble cultiveble land in the villmge

II. Instructional Aims: The learner understands ende xplains the relationshi between an increase of pcpulation and cultivable land in the village and the consequence of uncontrell:: population growth. The learner provides basic infermatien on population and available cultivable land in the hamlet or ville. The learners suggest one or more solutions to the problem under consideration. The learners make a group decisicn on one or more of the solutions suggested by them. The learners read, write, do calculatiens, interpret pictures and participate in group discussion in relation to the problem under consideration. The learner identifies with the particular problem under consideration III. Methodology: Overall - problem solving Specific methods: - Group dis cussi on - Reading text - Solving arithmetical problems linked with the topic - Time allotment of 1 hour 45 minutes IV. Teaching Media - Flannel graphs - Reading Text - Arithmetic Sheet LEARNING EXPERIENCE No. 4 I Problem: How much shall a large-sized family spnd per month as compared with a small-sized faxily? II. Instructional Aims: To increase the learner's ability in crel emmss . To increase the awareness.of the le arners t he ceois of a large-sized family To create awareness with regard to par enthom responsibilites. To increase the ability to calculate exp iture on a monthly basis for family needs. To develop reading, writing, calculatimg wisual perception and oral expression in skills related to the topic.

III. Methodology Overal1 - problem solving Specific - group discussien - prog rammed discussion Time allotment - one hour IV. Teaching Media - Two posters - Flannel graphs 一 One booklet (Prograrmei Instruction) for each learner.

c. Selection and training of teachers

Two regular literacy teachers and one volunteer were designated to carry out the educational rogrsme designed by the team. Their designation was tesed on the agreement of the members of Team C considering their experience and familiarity with the learners. Fcr it is important that the teacher kmows his learners, whose aspirations and needs are-different from his era other individual's. These t eachers are under the supervision of the local ∞mmunity education supervisor of the sub-district of Lembang. They have been teaching in the literacy classes in Cibedug and Cilumber, thus good contact and rapport have already been esteblished. All have had literacy class teacher-training given by the Community Education Inspectorate at the regency level in Bandung. It was also revealed that they have had only one day of orientation in family planning. The contents of their daily lecson plans on family planning are derived from pamphlets, brochures and other reading materials given by the National Farily Planning Coordinating Board. But heir organisation d presentation is another matter.

These teachers were t rained for at least 16 hours im the contents, procedures and technicues in presenting the instructional materials prepared by the tem. Orientation and briefing on each learning experiemce were made during the first half of the mornimg immediately applied in the two hamlets of Cibede and Cilumber in the afternoon. An evaluation f th learning experience was devised for this prp.

4。 Evaluation:

The evaluation of the learning processes was done through three instruments, viz, 1) pre-test, 2) observational checklist, and 3) post-test.

a. The Pre-Test:

The purpose of this test was to measure t'e level of knowledge and understanding of subject content prior to the application of the instructional units and also to evaluate the methodlog of the learning experiences by the learners themselves. This test included five multiplechoice questions on knowledge and understanding of family planning.

The findings of the pre-test indicated a low level of knowledge and understanding of family planning. On each guestion-only 30% to 35% of the learners could check the most appropriate answer.

On methodology, the learners felt at this stage that lecture and question-and-nswer approaches were most appropriate methods of learning.

b. The Observational Checkliet Checklist:

An observational checklist was used by the team members as a built-in evaluation process. Team members made on-the-spot observations of the learning processes for the fouression instructional units. The observation consisted of a checklist covering items in relation to the teacher, the methodology, the learners, and the audio-visual materials used in the classroo. Each of these elements had five specific aspects to be observed and was given numerical marks according to their performance. The total mark was one hundred (100) divided equally among the four elements.

The checklist was prepared in order to ensune consistent observations by team members an? to get first hand experience of on-the-spot oberwations on the application of the instructional mit very team member filled up one observational cherklist for each session.

(1) Observation at Cibedug:

The overall performance, as evelued y the observers, was 92.2% at the first session. The teacher element secred 95.2%; the methodology, 95.2%; the lesrner, 90.3%; and the audio-visual scored 88.2%. However, the wrall performance scored in the following three sessions were 75.6%, 79% and 83.6%, respectively. Findimg howed that he average score had increased by the forth session. This was mainly due to the fact that the local teachers gained confidence and acquired s ill im presenting the subject content according to the devised methodology and audio-visual materials.

The performance score of the f irst session was hi because the group used-as a dmonsrator a Sundamespeaking team member who has had experience in mdmlt learning situations. In short, the findinfein Cime indicated that where the average performance was hig, the element generally scored high and vice verse.

The following consolidated table gives the comparati average (in percentages) of performance seores of t four elex nts observed at Cibedug in four sessioms:

(2) Observation at Cilumber

Based on the same criteria of the observation elements used at Cibedug, the overall average perfornance score was 59.8% for the first session which, in comparison with the other class at Cibedug, was very low.

In the three successive sessions, the average performance scores were 76.8%, 79.6%, and 88.4s, respectively, which indicated a gradual and steady improvement over the previous sessions.

The following consolidated table gives the comparative average performance scores of the four elements of observation at Cilumber in four sessions (again in percentages).

The average performance score on the first session was low perhaps due to the poor performance of the demonstration teacher. The last three sessions were conducted by the local teacher who was provided with the necessary instructions on the subject content, nethodology, nd the audio-visual materials to be used in the sessions. These instructions helped the teacher tremendously to become more and more effective.

c. The Post-Test:

At the conclusion of the fourth session learmers were given a post-test which was similar in mate and content to the pre-test. The purpose of the posttest was to measure the impact of the four-seior learning experiences to which the learners e exposed.

The findings of the post-test indicated marked differences in their knowledge and understanding of the subject content. In each of the five questions put to the learners, 3o% could check the most appropriate answers while the pre-test indicated that only 30% to 35% could do so.

Thus, it can be concluded that the subject content and main messages conveyed were easily understood by the learners.

Again, the subject content was related to the methodology. The post-test findings on this aspect revealed that the learners were more attracted by the roblem-solving approach" nd the "inquiry approach" rather than the traditional lecture and discussion. The learners were more interested to have examples and visual aids depicting their own surroundings and environment.

The learners also felt that the methodology of providing learning experiences and the use of audiovisual materials were appropriate to the subject content.

d. General Evaluative Comments:

(1) All the four elements of the learning processes were interrelated and the score varied with the performance of one element to the other.

(2) The overall performance of the learning processes in both the classes depended much on the performance of the teacher and the methodology used.

(3) In all the sessions, the learners shoved te interest in the learning processes and the subject content which in turn might be imterpreted as their willingness to accent new ideas and changes.

(4) The teachers in both classes showed tmmmdous ability in adopting new methodology wit minimum instructional guidance.

(5) The use of proper audic-visual materials, i.e., coloured pictures on a flannel board strengthened the other elenents of the learning processes and generated keen interest among the learners to interact effectively with the teacher and the methodology.

E. CONCLUSIONS

Vith the above exercise, experiences, and evaluatiom of its activities, Team C agreed to draw the following comelmsions:

1。 The team realises that functional literacy is educational process which involves the changing of kmowledge, attitudes, beliefs, behaviour and value syster while developing basic skills in reading, writing, calculation and perceiwing visual messages and oral expression.

2。 The functional literacy approach may be instrumemtal in promoting a better understanding of family planning and a he conducive to changes in opinions, beliefs, attitudes d actual behaviour related to it.

3。 Functional literacy as well as other educational programmes should he based on the real problems faced the target group in relation to its socio-economic envirommemt. In other words, it should be a learner-centred activity.

4。 The team feels that functional literacy may play m important role as an educational component of national development programmes.

5。 The team has recognised the validity of the problesolving approach for the implementation of the educatiomal activities. The experience of Team C has proved that smc approach is highly effective when applied to literacy grops.

5。 The team emphasizes the importance of tráining all personnel involved in functional literacy activities starting with the training of trainers in the different stages of functional literacy process, viz, n subject content learning methods and procedures.

7。 The team wishes to emphasize the importance of skill development in visual perception as an important factor in the learning process.

8。 Instructional materials should take into account the educational profile of the learners as well as the ability of the teachers.

9. The team realizes that the ultimate goal of literacy activities is not only to make individuals literate but also to promote an educative community climate and to create a real literate environment where literacy slills are meaningful in dealing with daily problems.

0. The team recognizes the value of a field operational seminar as a valuable exercise for self-training for srecialists in charge of literacy/adult education prograres, planners, literacy teachers trainers, evaluators, and personnel in charge of developing curriculum and educational naterials. It is essential that development prograrre specialists from other nations make use of such an exercise as this Seminar as an effective method for demonstrating ho functional literacy can be linked with other nationuilding programmes.

Acknowledgment

Tean C wishes to express its gratitude and appreciation to the people and teachers of the hamlets of Cibedug and Cilumber, for their kindness, cooperation, and hospitality during the field activities. The members of the team feel that they were not only learners, but to a large extent, teachers to Team C.

TEAM C APPENDICES

1. Visual Perception Test Pi - iv plus Instruction for Testers.

2. Level of Literacy Test. I

3. Educational Objectives. xi - xiii

4. Learning Experiences xiv - mviii No's. 1, 2, 3 and 4.

xxix- 5. Preand Post Test.

6. Observation Check List. xxxii

TEST INSTRUCTIONS FOR TESTEES

1. Arr ange pictures in a sequence in the serial mumbers 1 to 7 + 8 given at the back of the pictures.

2. Use one data sheet for each testee.

3. Enter nane, sex, age and level of education the testee on the data sheet.

4. Explain to the testee that you would be presentig & series of pictures for his comments.

5. Present picture no. 1 and ask: "What do you see i the picture?" Keep silent. If there is an ineomplet mswer you may ask the following question: "What else do y see?" and wait for an answer.

6. You record the response by ticking the correspondie ode number.

7. As far as the projective test is concerned you will e pieture No. 7 + 8 with three pictures on it. If the testee has not got the me aning of the second and third pictres, you will explain them as below:

Picture No. 2 reoresents parents with one child and they seem to be happy.

Picture No. 3 represents a large family and the parents look worried.

Then you will ask the following question: "Whet do y feel about these two pictures?"Stert with Nc. 2 then No. 3. You will take notes of the comments gi by the testee.

rial number:

eme : ex: c.q. a man, a house, a tree. a man, a woman, a child. out recognising the element of distance. - Recognition of the main message in rest no. 1 a picture with many details. - Material - picture no.l. 1. Does not-recognise anything 2. Recognises e few details, 3. Perceives the main elements: 4. Perceives a family. - Recognition of the main message Test no. 2 in a picture without details. - Material - picture no.2 Code: 1. Does not recognise anything. 2. Sees a man, a woman or a child. 3. Catching the sense of a family. 4. Identifies a happy family. - Recognition of distance and space. Test no. 3 - Material - picture no.3 - Code: 1. Does not recognise anything. 2. Recognises one or two details. 3. Recognises as a totality with-

Name of tesper:

ge:

cucational level:

4. Recognises the perspective

distance and explains why cbjects in the foreground are bigger ani distant objects are smaller Test no.4 - Recognition cf a drawing in clsck and white in relation to the same drawing in colour in subsequen: tests. Material - picture no.4 Code: 1. Does not recognise anything. 2, Identifics only one or two details 3. Identifies more details and a man. 4. Identifies a farmer planting paddy. Test no.5 - Recoguition of picture no.4 in colour to see if colour leads to better perception. Material - picture no.5 Code: 1. Does not recognise anything. 2. Identifies only one or two details 3. Identifies more details and a man. 4. Identifies a farmer planting paddy. Test no.6 - Recognition of symbolic representation. Material - picture no.6. Code: 1. Recognises nothing. 2. Identifies a glass or a hand. 3. Identifies a glass and a hand. 4. Identifies action of putting. pill/tablet in a gless. Cest no.7 - Ability of interpretation . Material - picture no.7 Code: 1. Does not recognise anything. 2. Sees only people. 3. Sees people and background. 4. Establishes relationship between family and background.

Test no.8

The ability to understand a leglrel seguence of pictures.

Material - picture no. 8 + .

Code:

1. Does not recognise anything.

2. Identifies the message cf ore or two of the pictures oaof three.

3. Identifies the 3 pictures cut not the relationship between them.

4. Identifies the relationship between the 3 pictures.

Test no.9

Projective test.

Material - picture nc. & + 9.

Write down the main substance of the comments, if pcssible in English.

LITERACY LEVEL S

REPRUCTIONS FOR TEST ERS

Every tester should have three types of aata sheets with enough copies for dis tribution.

Choose one which should be used according to the e ducation level of the testee (one to one basis).

Enter name, age, sex and level of education of testee on the relevant data sheet.

Explain to the t estee that questions will be aszed . For the illiterates there is no question paper, cnly a shee of figures to be read by them . The semiliterates and literates will be handed question papers for written answers.

a. For Illiterates: The testers will have to check the answers and mark them right or wrong.

b. For Semi-Literates and Literates: Question papers will be presented to the testee for silent reading for three or four minutes. They will then be asked to write out the answers . Ccllect back the papers. Give testees four or five minutes to write out the answers and note the time taken.

Answer sheets will be kept by the tester to be marked according to their answers.

PART 1 (For illiterates) AGE NAME OF TEST EE SEX : LEVEL OF EDUC ATI ON : NAM OF THSTER:

1. Can you read these fiures:

2. If you have Rp. l00 and you buy cigarettes for Rp. 50 and one box matches for Rp. 5, what will be your charge?

3. The fare from Lembang to Banaung is Rp.30. How much do you have to pay for a return trip?

4. You buy rice at Rp. 200, sugar at Rp. 100 and salt at Rp. 25. How much do you have to pay in all? If you eive a note of Rp. 5o0, how much chenge will there be?

5. You want to buy 2 kilograms of advocados (eight pieces of fruit) for Rp. 40. How much does each piece cost?

TESTER'S SHEET

PART 2 (For semi-literates)

NAME OF TESTEE SEX : AGE: LEVEL OF EDUC AP ION

A. 1. READING : (silent) Mr. Hadi is a farmer. He has three children, namely Ali, Ina and Udin. Ali is 12 years old. Ina is 7 years old. Udin is 2 years old. The three children are healthy. Ali is attonding school. Ina is attending school. Udin is attending school.

2. QUESTIONS : What is Mr. Hadi's occupation? How many children has Mr. Hadi?. How old is Udin? Who goes to school? 3. CHOOSE THE CORRECT ANSWER! The doctor is in the : school clinic shop Cibogo is included in the subdistrict : Lembang Subang Bandung

The teecher is working in the : office

schocl

B. ARITHMTIC:

Put the following figures into werds:

8 1,000 160 3,000

Udin is two years old now. How old will Udin be after three years?

If we had 50 kgs of rice but we used 25 kgs, how many kgs are left?

The fare to Bandung if Rp. 50 per. person. What will the total fare be for three persons?

Mr.Adi has 90 acres of land to be divided among three persons. How many acres will each person get?

TESTER'S SHEET

PART 3 (For literates)

NAME OF TESTEE AGE SEX : LEVEL OF EDUCATION

NAME CF T=STER..

1. Read Silently: Aminah and Umar want to get married. Before marriage they go to see a doctor. They want to know about their physical health. Aminah and Umar want to have healthy children. The doctor certifies that they are healthy. Aminah and Umar get married. They are very happy. Amar works harder so as to increase his income. Aminah is an excellent housewife. She cleans the house, cooks meals and takes care of her husband's clothes.

2. Answer the following questions: (a) Why should e couple be exemined by the doctor before marriage?

(b) How is Aminah's and Umar's household?

(c) What are the dutie of a husband?

(d) Whet aro the duties of a wife?

3. Answer the following questions: (a) What is the head of the Republic of Indonesia esl

(b) What is the sapital of Indonesia?

(c) Why should water be boiled before we drink it

(d) Why should we take a bath every day?

x

(e) Why should children go to schcol?

(f) What are the main duties of a village head ?

A rithmetic: (Choose the correct one) (a) If you have three pieces of land - the first with 20 acres, the second with 15 acres mi the third with 32 acres - how many acres of land do you have altogether? 52 acres 67 acres 76 acres (b) Amin had a bau ( bau = a 1md measurement of 500 batas). In 197c, he sold 200 batas of land. Eow many batas has he left? 200 batas 00 batas 400 batas (c) Ali has five hens. Every day the hens lay egps. If all the eggs are collected, how many eggs will he get in a month ? 120 eggs 135 eggs 150 eggs (d) Amat, Amin, Ali and Udin are in a business. The profit is equally divided among them. If the profit is Rp.12,4oc how much will each get? Rp. 3,100 Rp. 3,000 Rp. 3,400 Rp. 4,000

(e) Why should children go to sohecl?

(f) What are the main duties of a illage head ?

A rithmetic: (Choose the correct one) (a) If you have three pieces of land - the first with 20 acres, the second with 15 acres rå the third with how many acres of lan d dc you have 32 acres - altogether? 52 acres 67 acres 76 acres (b) Amin had a bau ( bau = a 1and measurement of 500 batas). In 197c, he sold 200 batas of land. 3ow many batas has he left? 200 batas 00 batas 400 batas (c) Ali has five hens. Every day the hens lay egps. If all the eggs are collected, how many eggs will he get in a month ? 120 eggs 135 eggs 150 eggs (d) Amat, Amin, Ali and Udin are in a business. The profit is equally divided among them. If the profit is Rp 12hoc how much will each get? Rp. 3,100 Rp. 3,000 Rp. 3,400 Rp, 4,000

EDUCATIONALOBJECTIYES

leneral Objective: To have a sustained and strengthened motivation towards Family Planning

There are five major parts (objectives) that should be considered. They are:

Major Objectives:

a. To hav and understand basic informaticn n family planning.

b. To showthe relationship between small farily size and socio-economic factors.

c. To understand the feasibility of having a small family size.

d. To develop a favourable attitude towards, and erase misconceptions about, family planning.

e. To develop skill in information seeking.

The instructional objectives can be drawn from the above components.

1. Knowledge about Family Planning

1.1 To explain that the size of the family can be planned.

1.2 To define that family planning means preventing pregnancies, spacing pregnancies and helping sub-fertile couples beget chilren.

1.3 To siate some reasons why the family programme is for the welfare of the family

1.4 To state the activities of the family planning programme such as:

dissemination of informst ion

educational services

clinical services

2. Relationship between Family Size and Socio- Economic Factors

2.1 To state some advantages of having a small family as compared to a large-sized family , proper rearing of children, minimum basie mirement of human life including proper eduemti

2.2 To discuss man/land ratio in relat icn to number of people in his villa ge

2.3 To mention the ill effect of continuous childbearing on the health of the mother end the subsequent children. 2 4 To mention the need for and distribution cf a

balanced diet for mother and child.

2.5 To discuss the disadvantage of early child labour. 2.6 To discuss the chaos and confusion crested by too many children in the neighbourhood nd possible

uncordial relationships among the neizhbcurs). 2.7 To state the disadvantages of over-work and lack of leisure activities due to the maintenarc: of a large family.

2.8 To state some reasons for lack of healtry socialisation and social control of the chidren due to large numbers in the community.

2.9 To mention the need to aspire for additicnel income to commensurate with any increase in family members. 2.10 To relate farming with uncertainty of income,

over expenditure in relation to a large family.

3. Knowledge ebout the Quality of a Smallized Family

3.l To compare a big-sized family and a small-sized family in relation to femily happiness, leisure activities and heavy burden.

3.2 To point out the advantages of he socio-economic mobility of small-sized' families in relation to increase of family purchasing power and standard of living.

3.3 To aiscuss the emotional strengths of a smallsized family in relation to happiness, mutual attachment, parentel love and c ere.

4. To Develop a Favourable Attitude Towards Family Plammi

4.1 To know and express one's duties and responsibis as a parent.

4.2 To agree that heving too many children will I bring more liabilities than assets.

4.3 To express the feeling that more children more mouths to feed, more bodies to clothe ouse, and more minds to bring up and give edueat

4.4 To agree with the idea that children in mily have less chances to acquire higher edmem to cope with modern developments. 4.5 To acquaint oneself with the dangers r mour,

especially about contraceptive methods, nd disadvantages of the different ctrmeeptive methods.

_.6 To impart the right information atout family planning to the community.

-.7 1o identify and refute some fallacies and misconcepticns about family planning.

evelop Skill in Information Seeking

5.1 To find information from several sources such as pamphlets, posters and other audic-visual sids distributed by information ageneies.

5.2 To read and understand pertinent information from reading materials.

5.3 To share and iscuss his ideas with others.

5.4 To develop skill in interpreting symbols end messages concerning fanily plann ng to which he is exposed.

5.5 To read and interpret quantitative informst ion.

5.6 To write his bio-data and some key-words in family planni ng.

AND INSTRUCTIONAL CURRICULUM MIALS

NG EXPEHIENCES No. 1 and No. 2

Topic to be Discussed: What end why farily planning (composed of twe lessons)

Instructional Aims of the Two Learning Experiences:

1. Learners to be able to know the consequences of repeated childbirth on motherst and children's health;

2. Learners to be able to know the relationship between a small family and a happy family.

3. Learners to be able to comprehend the concept of a planned family.

4. Learners to be able to read and write sentencestructures wi th some elementary arithmetical calculations in relation to the above subject.

Main Points of Educational Process (Learning Experiences Situations)

1: Theconcept of health, especially the relati onship between mothers' health and childbirth;

2. Explanation that healthy mothers will bear healthy children, while weak and sickly mothers will, in most cases, bear weak and sickly children;

3. Interpretation of "small family" concept;

4. The meaning of a happy family in relation to the fulfilling of the basic and instinctive human reeds - food, housing and clothing.

5. The necessity for building up positive relationshi in the family, either between husband and wife, or betteen parents and children, based on mutual love.

6. Explanation of the number of children whese bir could be planned in the family.

7. Explanation of the role of family planning helps to advise clients on: limiting family size spacing pregnancies helping sub-fertile couple to beget children.

IV. Methodology

1. Problem solving and inquiry reach:

- Lecture

- Discussion

- Question - Answer

2. Pictorial posters with themes relared to the subject discussed.

3. Time - 90 minutes

V. Stages in Creating the Learning-Experience Process

A brief Teacher's Guide for the first instructicnal learning experience process at Cibedug and Cilurber functional literacy classes:

Date: March 13, 1973. Time 3.30ρm. - 6.00p..

First Session 1. The teacher should first explore and develop a problem from the learners. This process has to be substantiated with some pictures related to the problem.

2. After translating the meaning drawn frem the pictures,the learners will be divided into two groups and will choose their own group leader.

3. Every group is to discuss problems related to the drawings and the leader of the group will write down items for each topic.

4. The leader of the group will stand to report the result of the discussion. Each point is to be writte on the board.

5. The teacher next selects those pertinent items the board according to his judgment.

6. The next step will be to identify the pro les lted to the situation and drawn from the grop. The t her may question learners who can then explain about their own experiences related to the while the rest listens.

7. The next step will be to help them further evelop their skill in writing and reading. These sntences must be relaved to tne points written the black board.

The learners will be asked to write down the sentences in their own exercise books. After that they are asked to read the sentences repeateily.

8. From the sentences, the teacher draws cut the key words related to the concept of populatien education and family planning.

9. The key words should be copied down or the toard by the teacher to be followed by the Jearners.

10. The learner will then read the key woras repeatedly together. Key words written by the studerts and the teacher will be the topics to be discussed later on.

11. Throughout the entire activities, the teacher should motivate the learners to be active and the teacher has to concrol the activities of the learners.

Second Session

1. To recapitulate the first session, the teacher will write some sentences on the black board and tag written cards containing sentences that have been learned during the earlier session.

2. The teacher then explains the various problems in relation to the small family size and the large family size and the points that have been written on the blackboard.

3. The teacher will then help the learners to identify the above problems. The teacher asks the learners to state the relationship of the problems to their own family setting.

4. The learners will then be divided into three small groups and each group will be given pictorial and audio-visual material: pictures of a big family

pictures of a small family with two children pictures of a husband and wife without childr

5. Teacher will then motivate the groups to interpret he pictures given to their groups and to identify the message and problems conveyed.

6. Each sub-group leader will then read the points ised as a result of his group's discussion and the teacher will write them down on the board.

7. The pertinent points discussed will then be summarised by the teacher, the essence of which wili te that the doctor of can help to control pregnancies, space childbirth and to help sub-fertile women to beset children.

(It is hoped that with the guidance of the teacher, the important points will be reported by the sub groups.)

3. The three pictorial drawings discussed ty the sub-groups will then be related to the discussion cf the first session by the teacher.

9. The winding-up of the educational process wili be focised again on the role of the doctor or midwife i.e.among other things to : - control childbirth

- space childbirth

• help sub-fertile women to beget-children in relation to the programme of family planning. The summary is to be written on the board and to be taken down by the learners; and lastly the teacher will show the pictorial drawings of a doctor advising his clients. LTES

1. During the educational process, the teacher motivates all the learners to participate in the group discussi on.

Throughout the educational process, writing, reading and arithmetic will be incorporated.

3. Problems discussed in class will be learned by the learners at home.

Problem: What will be the consequences of an inerease of population in relation to the available cultivable land in the village?

Instructional Aims: 1. The learner understands and explains the relationship between an increase of population and cultivable land in the villa ge and the consequences of uncontrolled population growth.

2. The learner provides basic information on population and available oultivable land in the harlet/village.

3. The learners. suggest one or more solutions to the problem under consideration.

4. The learners make a group deeision on one or more solutions suggested by them.

5. The learners read, write, do calculations, interpret pictures and participate in group discussion in relation to the problem under consideration.

6. The learner identifies with the particular problem under consideration,

III. Methodology

1. Overall: - problem solving

2. Speeific methods:

a. group discussi on

b. reading text c. solving arithmetical problems linked with the topic.

IV. Teaching Media

a. flannel board

b. reading text

c. arithmetic sheet

. Learning Experience Plan (1 hour L5 minutes)

ENING EXPERIENCE NO. 4 Problem: How much shall a large-sized family spend per month as compared with a small-sized family? Aims: 1. To increase the learners' ability in cral expression. 2. To incresse the awareness of the learners to the needs of a large-sized family. 3. To create awareness with regard to parenthcod responsibilities. 4, To incresse the ability of the learner to calculate expenditure on a monthly basis for family needs. 5. To develop reeding, writing, calculating, visual perception aná cral expression skills in relation to the topic. I. Methodology: 1. Overall - problem solving 2. Specific - group discussion - programmed instruction Teaching Media: two posters one flannel graph one booklet (Programmed Instruction) for each learner Learning Experience Plan ( 1 hour 45 minutes)

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xxvi

xxvii

PRETEST AND POSTTEST

I. KNOWLEDOE TEST ABOUT RAMILY PLA

alternatives; Choose the most appropriate answer from the fellexing

1. What is meent by Fazily Planning?

1. Preventing birth.

2. Spacing pregnancy.

3. Postponing pregnancy.

4. Decreasing population.

2. Why does the health of the mother who often gives birth decline?

1. Due to lack of food.

2. Due tc Lack of attention by parenta.

3. Due to constant loss of blood. 4. Due to overworking.

3. Why do children who are corn close to one another always get sick?

1. Due to lack of food.

2. Due to lack of attention by parents.

3. Due to lack of time and energy of the mother to look after the children.

4. Due to high expenditure for the household.

-. Why has the small family become the suggested model family?

1. To help lighten the family burden. 2. To increase family income.

3. To ease the bringing up of children.

4. To lessen constant querrels by parents.

. In a small family

1. The feeling of parents' love and care cam be concentrated.

2. Parents' love decreases.

3. Happiness of family will be harmful. 4. The family income will be less.

XXX

II. ON TEACHING METHODOLC

hoose the most appropriate answer from the follcwing :Lternatives:

For some time you have been studying family planning, agriculture, etc. linked with functional literacy. About methodology usei by the teachers, do you think that:

a. the teachers teught by lecturing and continued with with reading, writing and arithmetic?

b. The teachers taught ty question-and-answer and then stated the problems to be taught?

c. The teachers taught by question-and-answer and then group discussion?

d. The teachers askeā the learners about the subject of related problems faced by the learners and then discussed it?

What is the best and mest suitable method for you among the four mentioned atcre? a or b or c cr

Especially for family plarning, do you think that the teachers should follow these steps:

a. The teachers ask about problems of the learners and then conduct the educational experiences according to the problems.

b. The teachers lecture the class from pamphlets, booklets ete. distributed by the Family Planning Asscciations.

c. The teachers concentrate on lectures using materials from the hamlets.

d. All of the above methods are proper.

-. After attending the functional literacy classes what de you think about the methods used by the teachers?

a. Too hard for me because the teachers used too many unknown words.

b. Interesting because the teachers used examples durime the presentations.

c. I know the subject slready and as such am net interested.

d. Too many examples that are not pertinent tc the subject.

xxxi

What do you think about the methsdcley used by the teachers?

s. The teachers should give mere examples.

b. Generally it is good.

3. Interesting because it is a new subjeet for me.

i. I am unattentive because the methedoicgy used by the teachers is complicated.

A. The Tenchor

1. Teachor motivation towards the pubjeet.

?. The technique of creating learning oxperience situation (motivational technique). 3. Physical movements and gestures and human

relation.

4. Involvement of the learner's in the discussion. 5. Overall preparation on the subject.

B. The Methodology

1. Teacher's understanding of the teaching methodology.

2. Teacher's application of the teaching methcdology. 3. Suitability of the methods used.

4. Relevance of the methodology.

5. Summarisation of the subject.

C. The Learners

1. Response to motivation.

2. Response to the subject matter and content. 3. Participation in the discussion. 4. Reaction to the main message conveyed.

5. Reaction to the teaching methods.

The Audio Visual Aids

1. Sequence of presentation.

2. Techniques of presentation. 3. Subject content.

4. Clarify of the audic visual aids as to the

visual perception of the learner. 5. Relevance of audio visual nids materiale.

Introduction

1. This Regional Field Operational Seminar, jointly sponsored by the United Nations Educational, Scientific and Cultural Organisation and the United Nations Fund for Population Activities was organised in collaboration with the Government of Indonesia and in association vith the Morld Education. It was held from February 26 to March 18, 1973, in three selected villages in the sub-regency of Lembang. Indonesia, with 119 million people and an average annual increase of between 2.6% and 2.8%, is the fifth largest nation in terms of population. Efforts to promote family planning started quite early but it was only in 1969 that a national family planning programme was adopted. With this national programme, Indonesia provided a natural venue for holding this operational Seminar.

2. The primary object of this Seminar was to provide concrete and diversified field experiences in functional literacy approaches, principles, methods and technigues carried out within the framework of an on-going population/family planning programme. More specifically, the Seminar sought to find precise answers to the following fundamental questions:

a。 What role can education, particularly functional literacy, play in a population/ family planning programme?

b。 How can a functional literacy programme be linked or integrated with a wellstructured population/family planning project with its own made-to-measure objectives and specific content?

C. What is the most suitable strategy to be adopted for designing the needed educational programme?

d. What conditions are necessary to integrat functional literacy and family planning terms of principles, educational method and technigues?

3. Answers to the above questions were to be given not by an expert but by the participants themselves who were to learn from their own involvement in the various stages of the functional literacy process. To facilitate the search for relevant answers the participants were guided by certain basic assumptions or hypotheses.

4. A field operational seminar is a practical exercise in multi-disciplinary training acguired in the field, by and through actual tasks involving actual concrete problems. It is also an exercise covering the whole functional literacy process in an abridged form - from the study and analysis of a given situation to the evaluation of the educational activities undertaken during the exercise. It provides the participants with situations in which they exchange knowledge and know-how, skills and competences. It is a collective search and at the same time, a selftraining exercise in which the participants jointly and progressively analyse, discuss, test different approaches and find answers to questions relating to the role of education within a given situation, in this case, a family planning programme. The operational objectives of the exercise were derived from the Indonesian national family planning programme and the operational structure was provided by the existing programme of community and adult education.

The field operational Seminar was attended by specialists from the seven Asian countries of Bangladesh, India, Indonesia, Iran, Malaysia, the Philippines and Thailand, representing various disciplines, e.g., adult education, population education and family planning, social science, curriculum development, teacher training and research and evaluation.

To facilitate diversification in the approaches implementation of the educational programme, the participants were divided into three multi-disci linary teams. Each team selected a desa (vill within the sub-regency of Lembang in which to carry out its own field experiment. Team A selected the village of Cikahuripan, Team B the village of Cibodas, and Team C, the villmge of Cibogo. Each team, as an autonomous group, worked out, in a non-directive way, the funetional literacy process it wanted to follow in order to solve the problems and meet the needs of their respective villages in population/family planning. This procedure is based on the principle that diversity of operation leads to creativity and innovation.

7。 The teams utilised in full the expertise at their disposal in carrying out the work they planned to do. They studied existing documents and listened to the presentation of papers on adult education and family planning, both at the national and district levels. They conducted field experinents, studied the various aspects of the environment, and identified problems that hindered the effective implementation of the family planning programme which called for an educational intervention. In all these activities each team member had the opportunity to practise all phases of fieldwork and exchange exnertise.

8。 At the end of each week, each team gathered in a plenary session to render a report on what had been done, how and why it was done, and what results were achieved. A final report was prepared, discussed, and distributed to all the participants at the end of the Seminar.

B。 Operational Procedures

During the three-week Seminar the following operational procedures, which served as guidelines in determining the directions and activities of the three teams, were adopted:

1。 Study of the Environment

a。 The study was conducted in relation to the family planning programme and its reguirememts both at macroand micro-levels. The purpose of the study was to identify trends and problems that impede the implementation of the programme and to define priorities tht would serve as a basis for the formulatim of educational objectives. The enviro was understood in a particular context, as an active interaction between the various physical and human factors, such as demographic, psychological, socio-economic, cultural, on the one hand, and the external factors of change on the other.

b. The study of the environment in which the three teams participated involved three elements as follow:

(1) Collection, analysis and discussion of basic documents related to population/ family planning and adult education in Indonesia. Available publications, documents and research studies related to the two areas were collected from government as well as private educational institutions and placed in the library of the National Community Education Training-Centre at Jayagiri, where most of the Seminar sessions were conducted. These publications were made available to all the participants. Two substantial monographs, one on the national family planning programme, its objectives, programmes and problems, and the other on the national adult education programme including literacy and postliteracy in Indonesia, were also presented and discussed. These two monographs provided the training exercise with the necessary infrastructure within which its operation was to be conducted and carried out.

(2) Documentation on the organised programmes of population/family planning at the subregency level. Technicians and other responsible officials concerned with family planning in the Lembang area were invited to discuss and/or explain to the participants the objectives, programmes and problems of family planning. To supplement the information thus obtained, a field visit to a family planning climic in Lembang was also made.The data information gathered through these to activities were used in drawing up a preliminary picture of the family plaming programme in the area which covers the three villages selected for conducting the experiment on functional literacy linked with population/family nlanning.

(3) Visits to the three selected villages. The visits of the three teams to their respective villages were meant to introduce the team members to the village heads and other responsible people in the community for the purpose of establishing rapport. The warm reception received from the peonle was an indication not only of the typical hospitality but also of the willingness of the villagers to cooperate in the study. The visits to the village also gave the team members an opportunity to survey the prospective target groups to determine the educational profile of the would-be learners and to get a feeling and global perception of the villages.

The basic documents and the field visits were C。 meant to provide each team with a set of assump tions or preliminary research hypotheses to serve as bases for the elaboration of survey instruments and as guides in determining future actions and directions.

Preparation of an Educational Programme 2。

Using the major problems identified in the survey of the villages, which impede the effective implementation of a family planning programme, each team set up am educational programme which included the formulatio of relevant objectives, preparation of teaching units. audio-visual materials and other teaching aids, selec tion of appropriate methods and procedures, and selec tion and training of local literacy teachers.

Implementation and Evaluation 3.

Each team carried out its educational programmes mlow ing an elaborate plan that had been drawn up for purpose. An evaluation of the educational prog was also made by each team for the purpose of ing out the strengths or weaknesses of the process ed to achieve effective integration of functional literacy and family planning.

Comparative Analysis of Approaches, Methods and C. Achievements

1. Study of the Environment

a. Methods and Tools Used:

(1) Following almost similar steps, the three teams took great interest in stuiving the environment at all levels. At the naticnal level, documents dealing with the mational programme of family planning and aalt education were discussed and analysed to ascertain general objectives, projects and problems. The purpose of the stody at this level was to see the possibility of intrcducing a functional literacy component to the programme as a meas of ensuring more effective impleremtation of the planned projects and activities.

(2) At the district or sub-regency level publications were studied, family planning clinic was visited and the technicians of the clinic were interviewed to know theix proqrammes and problems.

A general framework of the adult educatim (3) and family planning programmes in Indomemia showing the goals, targets, programes problems as presented by the consultamts s presented below:

(4) At the micro-level, which was the cbject of the educational intervention, the teams used individual or group intervievs, direct observation and questionnaires in collecting the data desired. These data dealt with the economic, social and cultural aspects of the village where the field exercises were conducted to gather concrete evidence of the existence of the problems identifief at the national level by consultants and techniciaas, to grasp their human imensions in terms of knowledge, attitudes of the villagors tovwards family planning, and actual behaviour, to identify the vould-he learnere? profile, -nd to collect data useful for the preparation and implerentation of the educational programe on functional literacy linked to familv planning.

(5) The three teams took great care in designing their respective survey instruments. efore designing their muestionnaires, team mer.ers visited their villages to meet with villege leaders and the people in general to develo rapport and to get a "feel of the village. They visited the existing literacy class?s to see their operation. Informally, they talked with some people, both men and vonen, to understand their views about family plannimy. These glohal perceptions of the village, to gether with the problems identified at the national and district levels, formed the bases for the formulation of the draft questicnnaires. The draft questionnaires vere tried out on a small sample of the population different from the prospective target groups to determine their validity and aoplicability. On the basis of the results of the try out, the teams revised their guestionnaires to suit the understanding of their resnective target groups and to get the necessary data for the educational programme to be worked out.

b. Selection of Target groups for the Field Survey

(1) Team A arplied stratified sampling to determine its cample population.It identified four main classes of respondents, namely seven opinion leaders, four married adults (male and female) beyond the childbearing age, fifteen married adults within the childbearing age. and nine unmarried adults and adolescents. These groups are deemed important because they would be the targets of the educational activities and also because they would have a very strong influence on the outcomes of such activities.

(2) Team P decided to use random samnling to get its target nonulation. Fifty-eight people were selected at random repre enting 25 rales with ages ranging between 20-6 years, and 33 females with ages ranging from 17 to 65 years, ome unmarried and some bevond the childbearing age. Except for nine women whose ages ranged from 46-65, al1 the respondents were within the reproductive age group. Included in this grou are village leaders an school teachers.

After testing its draft questionnaire on (3) 18 respondents, Team C desired to get a 59 sample of the total number of households in the community by using judgmental or purposeful sampling. The total number of respomdents vas 39, belonging to both sexes, married and unmarried, falling within the age range of 14-45, and most of whom are illiterate and semi-literate.

i

.Findings of the Surveys:

In the tabulation and analysis of the (1) data obtained in their surveys, the tears focused their attention only on certaim s which they considered vital to the educatimmal programme.

The findings revealed many similarities (2) between the three villages. They are farming areas with most of the cultiwahe lands devoted to vegetable growing, yieing three crops a year. Only a small pomtin of the land is devoted to rice cultivatim.

Fruit trees are in abundance in the three villages. The size of the cultivated lands is generally small but the use of fertilisers to increase yield is generally cocmen.

(3) The villages have mosques, at least one religious school and one or tvo six-year government elementary schools.

(4) There is no family planning clinic m my of these villages. The clinic locatet Lembang and those in Bandung serve the fmily planning needs of acceptors fro the wages. In the village of Cibodas it vas intiom that a trained social worker ma es perimic visits which are quite infreruent.

(5) The problems identified in the three smes are also very sirilar, revolving largely the following:

-difficult economic conditions.

-low priority given to education, lo level of education, and lanses into illiteracy:

-early marriage

-high rate of population growth and demie for more children especially sons:

-high level of accentance of the ccacet of family planning but very low rate of adoption of the practices recommende the National Coordinating Foard of Family Planning, coupled with the lack of knowledge of the why" and howf fa planning methods.

d. Educational Implications of the Surveys:

The findings of the surveys are indicative of the kind of educational programmes that should be de signed for the people in the villages of Cikah Cibodas and Cibogo. If the educational activiti to be effective in promoting a successful porul family planning programme in the villages menti such activities must be tailored to reflect the real situations, felt needs and prohlens of the people. The problems of difficult economic conditions, lov priority given to education and low level of education, early marriage, low rate of adoption of recommended family planning practices, and lack of knovledge of family planning methods shoul find expression in the educational and training c ectives, and in the instructional activities to be developed.

3. The Rducational Programme

a。 The second week of the Seminar was devoted to The designing an apnrooriate educational programe. teams went through the successive steps of criculum development following the problem-oriented apommach as described below:

(1) Selecting and defining the educational and training objectives

(a) Based on the problems identified in its survey, Team A formulated general objectives that are learner-centred. Driefly, these general objectives are directed tovards improving the learner's capability for - tional thinking, creativity and sound demisiommaking strengthaning his role in demotic discussion and group planning; increasim his awareness of his economic potential ability to utilise resources more effectively. helping him overcome the inhibiticns of outmoded beliefs and practices and promoting openness to new ideas and innovations; deepening his knowledge of family plammi its methods and services; and helping him develop deep convictions as to the ine of planning the family size.

(b) The above objectives were translated imt more specific ones in terms of skills knowledge and attitudes. This would in identifying the subject matter, appropriate teaching methodology system of evaluation needed.

(c) Vhile considering the problem of family planning in its totality, Team B directed its attention to the specific prohlems identified by the survey. The main objective vas to hring about an imnrovement in the socio-cultural and economic life of the inhabitants of the desa Cibodas by effecting a change in the procreative patterns through a suitable and carefully designed educational programme. The prograrme would provide information on familv planning and at the same tine develop skills in reading, vriting, mathematics, visual nerception and oral exoression in an integrated programme. More specifically Team adonted the following objectives

i。 To develop knowledge and understanding of the factors causing rapid nooulation growth and their impact on the sociocultural and economic life of the people:

i To develop knowledge and understanding of the close relationshin between family size and living standards;

iii To develop proper attitudes towards family planning and inspire the people to become acceptors.

(d) The general objective adopted by Team C vas to sustain and strengthen motivation in family planning. This objective was broken into eight specific ones summarized as follows:

i To develon the idea that family planning means preventing unwanted pregnancies, spacing childbirth, helping sub-fertile couples beget children, and responsihle Parenthood;

ii To discuss man-to-land ratios in relat i to the number of people in the villag

iii To discuss the emotional strengths small family size in relation to haness, mutual attachment and paremtal love and care;

iv To understand that children in a big family have fewer chances to acquire the proper education to enable them to cope with nodern developments

V. To he able to read and understand pertinent information, mpart and discuss ideas, and interpret pictorial symbols and messages about family planning; vi

To be able to write in simple sentences one's personal opinion in family planning;

vii To be able to make simple calculations in relation vith daily life problems.

activity (2) Defining the target grouos for the educational

(a) The teams took great care in studying their target grouns for thair literacy classes. Team administered a literacy test to determine the literacy level of their students. a motivation test to know their deqree of motivation to attend literacy classes, and a knowledge test to find out their level of knowledge about family planning. Team 3 also administered two tests? one, on literacy, and the other, on knowledge about beliefs and attitudes towards family planning.

Team C conducted two types of tests: a visual perception test, to find out how peonle perceive visual materials and identify some elements of their psychological world; and a literacy test to determine the literacy levels of their respondents.

() In choosing their target audience, the ee teams followed different approaches. T A considered the three literacy clase currently being conducted in Cikahuri and selected one of these classes as its tamuet group. The use of this class voa bviate the problem of setting up new classes which probably could not be sustained. The total class enrolment vas twenty six, of vhich four were males and twenty-two ferales. Eighty-eight percent were married.

(c) Team B chose to form two new classes, one for men and another for women. The adult students were selected from 44 family planning proapects identified in the field survey. Of the total number of students, 9 vere males and 25 were females, ll were married except for 4 young women.

(d) Considering the limitations of time, manpower and resources: Team C chose the two on-going literacy classes in the hamlets of Cibedug and Cilumber with a total enrolment of 47, 20 of whom vere females and 27 of whom were males.

(3) Construction of Instructional Units :

(a) After determining the target groups for the educational intervention, the teams then proceeded to prenare the technical and socio-educational contents of the curriculum corresponding to the training objectives they had formulated. For this purpose, they used the information and data collected through the surveys conducted at various levels. Instructional learning units, teacher's guides and technical cards were prepared utilizing the varied expertise of the team members. The instructional units also indicated the most aopropriate methods and evaluative procedures to be used.

(b) The teams adopted the problem-solving approach, which is the core of functional literacy, in implementing their instructional units. This approach emphasises two basic principles, namely, convergence and integration.onvergence means that all rele facts and information should converge to impart, through reading, writing and cal ating a clear understanding of the proh and their solutions. Integration meams the communication skills, -oral, visual and written/printed communications shculd be integrated with other educational activities in one global approach.

(c) Based on the objectives, Team ? identified four content areas: literacy, occupationsl possibilities, family planning and human development. Topics under each area for instructional purposes were identified and different strategies for constructing learning experiences vere daveloped by the tean. Four instructional units were finally adonted as follow: (i) highly structured lesson. (ii) puppet show; (iii) group discussion and (iv) experiential story-telling.

(σ) Team 3 defined five curricular areas based on the problems identified: (i) Basic demographic knowledge: (ii) Relationship between population growth and ecenomic development; (iii) Population growth and social, cultural and religious aspects (iv) Population growth and ecological harmony; and (v) Solutions of population growth problems through family planning. Prom these broad areas the team develoned instructional units specifically geared to the problems of family planning in Cibodas. Three units were selected for the practical demonstration in functional literacy teaching. (e)

In pursuance of their instructional objectives Team C developed four learning experiences. The first two dealt with the concepts of family planning; the third, vith the conseguences of population increase in relation to available cultivable land, and the fourth, with the comparative expenditures par month between a large-and a smallize family. (f)

Choice and formulation of methods and techaigs: The rationale for choice of methods or pro cedures for vorking out the educational acti was largely determined hy the objectives and the instructional units or learning experiences that formed the educational pooerames designed hy each team. The survevs revealed that to develop the skill of visual message percep~ tion. To strengthen the skill of reading comprehension, a booklet on programe instruction was used with excellent results in one class.

(g) Educational aids: The three teans prepared and made use of the variety of educational aids to make their practical teaching demonstration more interesting and to help pt the message across to the learners in attractive way. The educational aids considered as an integral part of the cational programme.ll the teams us posters, flashcards, flannel boards, i strations and drawings. Team A also ed a puppet show. Team was ready with strip but the absence of electricity im has prevented its being used. Team c used boards, reading texts, programmed instree books, flip books and others. Most of instructional aids were produced on the by local artists.

Selection and Training of Local Teachers:

The selection and training of local teachers for a。 functional literacy classes is a crucial decisiom to make. The success of any functional literacy class depends on the level of competence of the teachers chosen. It is for this reason that great care was given to the crientation of the teachers recruited for this training exercise.

While there was no set criteria for selection, it b. was clear that the teams chose their teachers on basis of the following:

- Proficiency in the Sundanese language so that th could communicate freely, lead discussions and disseminate teaching knowledge

- Recruited from the village where they are goim to teach;

Experience in teaching literacy classes

- Knowledge about family planning.

C. The three teams decided that the teachers should participate in all phases of the educational exercise-planning the teaching units or learming experiences and preparing instructional aterials and aids. Team conducted a one~day traimimg session for its teachers. The training was focmsed on how to teach functional literacy linted population education and family planning, mmis and technigues especially in conducting group dimmmions, using puppets and experiential story tellimg-

a。 Team 8 conducted an intensive course in fun literacy teaching, thanks to the presence of functional literacy specialists connected wit h World Experimental Literacy Programme, Whe demo strated how to teach a functionaI literacy class how to prepare a teaching unit and the material needed for functional literacy, how to conduct group discussion and o to integrate communica and literacy skills in functional literacy limke th family planning. The demonstrations were so cle effective that after discussing a few points rai one of the teacher trainees volunteered to do the demonstration himself.Anart from this kind of training, the aims of the Seminar and the educational programmes and family planning conceyts stressed. The team conducted daily training exercises before each unit was to be taught.

e. In team C, a member of the team demonstrated its first learning experience unit in the literacy c before the teacher trainees. Then every day beffo the actual teaching, the teachers were given crie tation in the content and procedure in presentat followed by actual practicum.

Implementation and Evaluation

a。 Implementation: The third and last week of the was devoted to the implementation and evaluati the functional literacy programmes in the th ed villages. The three teams carried out thei tive programmes and applied the various edue procedures they had planned.

b。 Evaluation:

(1) Evaluation is considered as a continuous process. Based on this concept, the three teams endeavoured to make a continuous assessment of their educational activities. They conducted surveys at the beginning of the programme to establish baseline data, tricd out their instructional units, materials and aids to determine their relevance and suitabi lity, nd applied tests hafore and after each activity to gauge the progress made.

(2) The aim of the evaluation exercise was twofold: to provide the participants with training in the preparation of appropriate evaluation tools: and to utilise the tools prepared in assessing the educational exercise.

(3) It was difficult to evaluate the total educational programme of the operational seminar. As Tean pointed out, at least two factors contributed to this difficulty. First, the time was too short, especially the time allotted to the implementation of the instructional exercise, econdly: there vas the problem of communication which might have increased the degree of bias that inevitablv ors in a study involving large numbern of people repmesenting diverse linguistic and socio-cultural backgrounds. Aware of these limitations, the timee teams, however, exerted much effort in trying to make a meaningful assessment of their educational endeavour.

(4) The evaluation tools prepared and used by the thee teams were very similar. The three teams admimis tered pre-tests to determine the literacy levels (reading, writing and numeracy) and knowledge of attitudes towards family planning among their respective target groups. They also administem post-tests to establish data as a basis for de termining progress made after the implementati of the educational activity. Teams À, F and C d direct observation with the aid of an "obser checklist to assess teaching-learning effemess.

(5) There are very close similarities in the it that the three teams tried to evaluate. hey all focused their evaluation on course content, teacher, methodology, learner, and teaching materials and aids. Team included an evaluation of the physical setting of the classes.

(6) Some of the significant findings of the evaluation are

Teacher: The teachers taught as they were trained in functional literacy methods. They demonstrated great interest and generated much enthusiasm among their adult students. They have gained more confidence and competence through more intense training.

Course Content: The language used and course content were found to be suited to the level of the students and were interesting to them.

Hethodology: The nethod was the apolication of functional literacy techniques. Informal group discussions resulted in greater participation vithout any reservation Vhereas initially the learners shoved reference for the lecture and questionand-ansver methods. After exposure to the prcieolving and inquiry approach, they preferred the new method.

Learner: The adult students were noted to have improved significantly in their literacy skills as well as in knowledge and understanding about family planning. They have shown a keen desire to know more they have developed a better understandimg about their misconcentions, particularly about large family size.

Teaching Materials and Mids: Learners showed ch interest in visual aids depicting their own surrouncings and environment. The teaching aids used captured the imagiation of the students which led the to participate more actively in the discussions.

(7) Team B said their classes could not continue the preferred circular arrangement because so many villagers became interested and spontameously joined the classes

sing:

Conclusions

From the reports of the three teams the fo 1。 clusions have been cvident:

Functional literacy is an educational (a) intellectual training in critical thinkim nterpreting, innovating. - in short, 1 to learn. It goes far beyond mere trainim ability to read, write ano reckon. It prow learner with organised experiences designed their knowledge, beliefs, attitudes, values. and behaviour.

(b) The ultinate goal of functional literacy is to help individuals to become intellectually but also to provide an educative community cli and to create an environment where literacy s are meaningful and useful in dealing with ail problems.

(c) The values of functional literacy are found im contributions to national development progra its ability to create the kinds of personal and skills which promote both individual and welfare.

(d) A functional literacy programme is geared to lective as well as individual needs, It is si specific in that it is differentiated accordimg the environment and adjusted to the specific me of the target group. Functional literacy as other educational programmes should bc based real problems faced by the learners in relatim socio-economic environment.

(e) In order for a functional literacy programe fully effective it must reflect the hopes tions of the people for whom it is designed. It smately meet their needs and answer their problems and needs are translated into educational miming objectives expressed in terms of knowledge motivations, attitudes, mental skills, ind abilities that the learner should acquire through reading, writing, arithmetic, visual perception and cral expression.

(f) A. functional literacy programme stems from the study of a specific environment exposed to a given problem situation - in this case, the need for family planning. Based on identified behavioural objectives, a made-to measure educational programre is evolved, aimed at solving the problems previously identified. Literacy training is thus not an isolated separate operation, let alone an end in itself, but is fully interrated within each learning experience.

(g) It was observe that if family planning knovledge is integrated within the lesson plans which are nontraditional and which ensure a high degree of particiation and involverent cf the learners, the ressage could be conveye and understood effectively. The maximization of the learners involvement and partici pation in the learning rocess is the key to success of the functional literacy anproach.

(h) The importance of training all personnel involved in functional literacy vas recognised. This includes literacy teachers, content specialists, and methods and materials specialists. Fhus, it was found that an interdiscivlinary aporoac. is vital to the success of the training programme.n this aporoach the teacher is the guide and stimulator of learning rather than merely the transmitter of facts and inforratiom.

(i) It was found that the functional literacy approach can be instrumental in promoting better understandimg of family planning and may be conducive to changes i opinions, heliefs, attitudes and - hopefully - behari related to it.

(j) Instructional materials should take into account the educational profile of the learners as well as the ability of the teachers. One team stressed the importance of skill development in visual percepti as an important factor in ihe learning process.

(k) There was general recognition of the value of a operational seminar as an effective self-traimi excrcise for specialists, planners, literacy tes trainers, evaluators, and personnel in charge of developing curriculum and educational materials. It is essential that programe specialists of other national development programmes be closely associated with such a seminar so as to demonstrate how to link functional literacy with other nation-building programmes.