FUNCTIONAL LITERACY

AND

FAMILY PLANNING

MINISTRY OF EDUCATION AND CULTURE (INDONESIA) - UNESCO/UNFPA

IN ASSOCIATION WITH WORLD EDUCATION INC

SECTION II

TEAMEREPORT

TEAM MEWSERS

Eakar, r. "ohl. Yussof bin

Cura, Miss lenita M.

Danoewidjojo, Mr. Soenarjono

larahap, Mr. Saleh Isa, Mr. Shaari bin Mohd. Jusuf, [irs. Maftuchah Mohiyuddin, Mr. M. Momeni, Mr. F. Nouri, Mrs. Mehrangiz Ramos, Mr. Marcos S. Shaikh, Dr. A.U. Sie, Dr. Swanpo Somantri, Mrs. Djuariah Sroisuriya, Miss Somjit Sukardi, Mr. Idro Tibuludji, Mr. S.K. Tjiptosutiyono, Mr.

"alaysia Philippines Indonesia Indonesia Malaysia Indonesia Bangladesh Iran Iran UNESCO India Indonesia Indonesia Thailand Indonesia Indonesia Indonesia

I. INTRODUCTION
The methods, procedures and approaches used by Team B in the Field Operational Seminar were designed and carried out indcpendently of the other teams. However,

all activities kere planned in accordance with the pur-

poses outlined by the UNESCo/UUFPA as expressed in the Opening Aädress of the Seminar hy the UNrsco representa- tive. These purposes were to attemnt 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 family planning project having its own objectives and specific subject content? What 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 princinles, educational methods and techniques?"

II. OPERATIONAL PROCEDURES Team E 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 explcre 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 progra me linked with population education/family planning, preparation of educational tests for the target groups, applica- tion of the tests to the target groups, analysis and interpre- tation 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

y out of units of instruction, actual instruction in Functional literacy classes, preparation of evaluation instrunents and evaluation of the experiment. III。 STUDY OF THE ENVIRONMENT

P.。 At the National Level
Publications, documents, nd hulletins concerning population 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. Frominent 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 nost-literacy programmes in Indonesia. This was done in order to acquaint 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 under- standing of the operation of the family planning procrae 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 tea for intensive study at the local level. First, a preliimary survey of the general characteristics and ecological conditions of the village was carried out. In addition to a study of the available publications and docuents, the team visited the village, interviewed the village heads and other members of the community and had neetings and

Hscussions 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 ll kilometres east of the towé 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 culti- vation, yielding three crons a year. Ciboáas has 6 kampongs (hamlets), 12 Rukun Kamoong or
R.K. (neighbourhood associations) and 40 Rukun Tetangga ar R.T. (block associations).
c. The population of Cibodas is as follows: POPULATION BY SEX AND AGE, CIBODAS, 1972* Hale Female Both Sexes
0-15 16+ Total 0-15 15+Total 05 16+ Total

1,487 3,061 1,788 1,788 3,576 3,362 3,275 6,637 1,574

州

Source: Civil Administration Office of the kecanatan

Lembang (district of Lembang). Note: It seens unlikely

that the female populations of ages 0 to 15 and 16 and

up are the same.

MAPOFDESA (VILLAGE)CIEODAS

School for literacy. classes

Kosambi

village office Cibeunying Buahbatu

Babakanarang Kaum

Dagokidul

Gandok Pabrik

Dago

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, accoriing to the Civil Administration Office of the kecamatan Lembang (district of Lembang) is apnroxinatelv 2%, while infant mortality is l0%. It should be ncted that these rates were calculated from the averages of one year only, i.e., l972, for the kecamatan Lembang, which includes Cihodas.

d. There are two six-vear government elementary schools in Cibodas with a total enrolnent of 354 students: 202 males and 152 females. The teaching staff of the two schools consists
In of 10 male teachers and 2 female teachers. addition, there is one religious school, the ibtidaiah, with a total enrolment of 150 students in 1973. β 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 educa- tional 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", monograph 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 196l that the population felt secure in their everyday lives and non al school enrolment of children was resumed.

f. The family planning prograrme has been conducted in a cooperative manner among local government institutions, including the local office of the Directorate of Community Flucation coordinated by the Eadan Koordinasi Zeluarga Berencana Nasional (The National Family Planning Coordina ting Board). The family planning clinic for the
It was indicated area is located in Lembang. that among the acceptors 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 retter 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 Cirodas, and after intensive discussion of the inforration ohtained by the team during a visit to the village, as presented above.
   a. Purpose of the Cuestionnaire: It was decided that the questionnaire 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) Economic, social, cultural, religious, technical, and other problems
b. Design Procedures Team members contributed specific ouestions covering a vide range of interests within the limitations of the questionnaire's rurpose. After analyzing and discussing probiens of general

composition and format, the team agreed to include S4 questions in a trial questionnaire to be ad-The ministered to a selected number of villagers. purpose of the trv-: ut was to provide a basis for selection of reliahle questions and elimi- nation of unreliable and unrealistic questions. After the try-out was coniucted, iten analysis of the results was carried out.The team then decided to shorten the questionnaire to 37 selected ruestions, which vere translated into the local language, i.e., the Sundanese language, C。 Administration of the Questionnaire The œuestionnaire was administered to a population of villagers aged 15 years and above, hased 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: 1l of the 58 persons approached, including 33 females, responded readily to the interview, although some of the females were in confinement. thile all of them are Moslems, the wonen 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 soread 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 vege- tables, 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 l5% 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 w to the fourth grade and the script taught no is the Roman script only. Literacy classes are taught in Sundanese. There were 25 male respondents and 33 female respondants. The age group of the ale 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 question was not asked im

all cases, it is revealed that the normal age of marriage for girls in this area is from 14 to s 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/wor the mean of the resnondents' replies.it is pertinent to note that 54 out of 58 respondents readily statei that marriage age be fixed hy law and only 4 had no specific opinion in favour or against. It vill 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 hracket also are married with the consent of their parents without any legal bar. There are 102living boys and 101 living girls belonging to 53 out of the 59 families respond- ing, 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, vielding 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.

This is predominantly

(2) Economic Status: a fertile agricultural area with a fairly vell- distributed rainfall and good climate. Though the land used for_cultivation is only 1/7th or 15% of the total land surface, the agricultura- ists are eking out their living with 3 crops of vegetables a year. Thirty-two respondents

are farm -holders while 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, vhile the minimum is .021 hectares. The respondents family incomes,hovever, re below 100 rupiah per day in the case of the 25 cr 43º respondents families and hetween 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 respondentsfamilies, which, on an average, consists of 5.8 members. The per capita income in Indonesia is said to be $l00.00 (U.S.), or 41,500 rupiahs per canita per annum, or 232,800 rupiahs per family of 5.8 persons. Put the respondents'families are all far helow 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 19 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, nly 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
4 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 fanilies have said that they cannot afford to pay for some chiidren 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 nercentage than its outskirts, as well as a much higher literacy percentage than the 64% national average shown by the statistician. Hovever, 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 58have 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 initia- ted. However, they have indicated they vould

Ldid like to attend the functional literacy class if such a class igt 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 l426 in this desa have transistors. The villagers do listen to Sundanese nusic (all), the Koran (6), farmers programmes (5) and fanily 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 funetional 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) Fanily Planning Sackground: 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 partner not in favour more children too old

clinic fees clinic distance influencs of peer group lack of clear infornation side effects pregnancv

6 1 1 2 1 1

It is pertinent to note that a few elders of the family intervieved 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 vell 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-econoic 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 holly financed by the poor community.
(d) There is enough awareness and interest among the population concerning population educatinr/family planning and functional literacy, but the adoption stage has not yet heen 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 rulti-purpose com- munity develonment programme.
IV。 DESIGN OF THE EDUCATIONAL PROGRAME A。 Introduction During the first phase of the operational study, environmental surveys were carried out at the national, district, an? local levels. In addition, a micro- tudy of the environment in Cibodas was made in order to identify the characteristics of the villagers and the problems which confront then in population education/family planning. In order to design an appro- priate 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 pro- spective subjects or a liier-cy 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 fanily 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 deciçed 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 R drew un a proposed educaticnal programme for literacy linked with ponulation education/family planning.

E. Defining a Teaching Strategy
The team gave consideration to the objectives of fwctional

literacy linked with population education/family planning programmes, along with a suitable curriculum divided into manageable sequential 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 alloved to air their personal problems as part of the teaching method. Finally, a certain amount of drilling in the essentiais of family planning techniques should be carried out. The group finalised the format of the educational programme, vhich 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. thile deliberating, the team discussed not only the specific problens revealed in the conmunity survey, but also the problens 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 grouth and their impact on the socio-cultural and economic life of both the individual and the community.

b. To establish knowledge and understanding of the close relationship hetween family size and the living standard of the family anà cunity.

1.5
C。To develop aporopriate attitures 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 consequences of rapid population growth; The relationship between the family and community velfare and the socio-economic development of the nation.

b。 Relationship between fanily 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 hely 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, full ware 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.

entified Socio-Iconomic Problems Poor economic conditions

Lapses into illiteracy

Early marriage

High rate of population growth and desire for more children

Low level of acceptance and ignorance of the why and how of family planning methods

Educational Targets

For menprovision of agricul- tural, vocational and educational programmes, as "ell as programmes on co-operatives, and the process- ing and marketing of farm produce. For women: hone econonics, nutrition, care of mother and child, sanitary and health programmes. Post-literacy and follow-up programmes. Developing awareness of adverse effects of social prejudices on personal and family life The problem of respondents' desire for an average of 4 children will call for programmes stressing personal and national benefits of It vill smaller sized 'families. also mean removing personal aná traditional prejudices concerning procreation. Imparting scientific knovledge regarding family planning and developing of awareness of the close relationship between size of family, and standard of living, and personal health and peace of mind.

2。 The Identified Problens and their Presentation: It was decided that topics emerging out of the questimmmaires should be specially highlighted in the functional literacy

curriculum, and that their presentation should be gerane to

functional literacy patterns.

à。 The people's low educational level and/or lapses into illiteracy may reouire the use of language and local symbolisn intimatelv understood by them.The contents of the course nust relate to their interests, needs and experience, and the traditional methods of teaching must be renlaced by functional literacy teaching nethods. b。 The problen of drop- uts 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 raterials should be incorporated into the lessons.
e. In order to take advantage of religious predisposi- tions, lessons should also include simple narratives from the Kor'an and the Hadis. f。 The language should be simple but colloquial. Local symbolism, images, and expressions should be used as much as possibie 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 programe with family planning orientation effective: a。
Selection of target groups in urgent need of a programme of functional literacy linked with faily 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-viswal 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;

g. Developing a post-functionel literacy course linked to fanily planning:
h. 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 pecple's velfare and who will organise functional literacy classes linked with fanily 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. laterials and technical assistance for family planning-purposes should he 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, methoćs and techniques. Free discussion and drillinç b 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 kmorledge 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 adequate. 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) Population Growth and Social, Cultural and Religious Aspects, 4) Population Growth and Ecological Earmony, nd 5) Solution of Population Growth Problems Through Family Planning. These areas were distributed to five subgroups
of the tean, who were assigned the task of preparing modei lessons. The purpose of dividing the team into five groups was to provide every member with the opoortunity 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 Needs
(a) Objective-To enable the students to relate the basic human needs (physical, educational, emotional and spiritual) to the need for a well-planned family.
(b) Expected Outcome-The realisation of the importance of planning a family in order to needs. be able to adequately meet the hasic huan
(c) Time Allotment - 90 minutes.
(d) Activities-Discussion, sentence construc- dictation. tion, test in comprehension (worksheet),

(e) Content-hysical needs (food, clothing.,

shelter, leisure time). Emotional neecs (love, understanding, security). Educational neods (oreparing man for a meaningful life). -Spiritual needs (develoment of the soul, strengthening faith in God).

(f) Fethod and Procedure of Presentation: -Current events; -Introduction of the subject matter; fotivation for discussion, referring to the Kor'an on the duties of parents in providing for the basic needs of their childreni -Presentation of the following pictures and elciting comments from the students as a basis for discussion: 。
A well provided-for family with fer children; i。 A large family which. is not well provided-for; iii. A schcol that cannot accommodate wre childre-. y。 A snall 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 Blackhoard, flannel board, posters and reading material.
(h) Evaluation-Achievement of the specific objective "To relate the basic huam needs to the need for a well-planned family".
i. Iffectiveness of the methods, aporoach and teaching aids;
i. Adequacy of the lesson content; ii. Active participation of the students; iv. Students' comprehension of subject matter; v。 Teacher's capability: vi。 Physical setting.

SULJECT:PLANNING FOR THE FUTURE

(2)
1 sequence = 2 units 5 minutes 1。Introduction to technical.content of the subject: sequence and rotivation. 30 minutes

b. Group discussion.
15 pinutes UNIT:

2. Friting the result of discussion on the hlackboard in the form of sentences that
   DAY came ahout during the discussions. 20 minutes

3. Language teaching through reading material related to the discussion.
   15 minutes

4. Students copy the sentences on the blackboard into their notebooks.
   5 minutes

5. Review for clarification.
   90 minutes 5 minutes

6. Review of the previous lesson;
   15 minutes

7. Discussion of socio-economic aspects.
   OND UNIT: 25 minutes

8. Mathematics related to the subject.
   OND DAY 10 minutes

9. Visual aiás.

10. Worksheet:
    a. Comprehension
    25 minutes

b. Review
10 minutes

6. Writing the correct answers to the worksheet on the blackboard.
   90 minutes

(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 nonthly 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 tine 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 preqnancies 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 room to play and are able to concentrate bet on their studies.

(b) Guidelines for Teachers in Group Discussimae The teacher should conduct group discussi follows: (The results of the discussio a be written on the blackhoard and the stts 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 meantine, the teacher should guide the students toward the goal to he achieved.

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

-Do you want better educated chiláren?

-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 vell-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 chilären.

-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 fanily is not a sign of wealth.

(c) Language: What is family planning? You can decide how many children you want and when to have then. Wife 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. Fach couple should lear about family planning beforemarriage. 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 tine they can save money for a more confortable life. Far health reasons, the space between children shoule be at least 3 years. Tine is needed after each birth for a woman to strengthen her health.

(a) Mathematics: Sequence 1: The weekly income of a familv of 5 is Ro. 1,400. how much is this for each merber of the family? The weekly income of a family who has 2 more chilüren (a family of 7) is also. 1,400. low much is this for each member of. the farily?
Compare the two families and deciãe 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 nerber of the family? Fibi Siti, her hushand and 5 children also live in a house 35 square metres in size. fow many square metres is there for each member of the family? Conpare these two families and decide which one is more comfortable.

5,400 Area 60 x 90 = sq. metres 5,400 so. metres 90m

1,800 sq. metres Land for the fmer's three soms = 5,400 sq. metres. 5,400 = 1,200 so, metres per son

600sq. metres Land for thefarmer's nine sons = 5,400 sq. metres. 5,400 600 sq. metres 9 ner son

(e) Worksheet: Why in the past did mothers have el ht cr nine pregnancies? What are the needs of a child in a farily?
i。 How much rice is needed ner week by a family of five if each member needs 1 kilogram oer week? How much rice is needed by a family of ii. seven per week? iii. If the price of rice is Rp. l00 per kilogram, how much does each of the two fanilies spend on rice per week and per year?

(3) Subject: Duties and responsibilities of good parents
Relationship of children Problems and suggested solutions: resources to available

(a) Objectives: -to implant knowledge and understanding of the basic requirements of responsible parents; -to identify problens of parents; suggest solutios.
(b) Expected Outcome of Teaching: -knowledge and desire to improve living conditis and to become better parents; realisation of disadvantages of having zore chilären.
(c) Tine Allotment: Two 45 minute periods for each lesson (4 lessons in total).

4Lesson Content: AND KARDISITI (picturing a happy: small-sized family) i。 Kardi and Siti are good, responsihle parents. ii. They have been married for five years. iii.They have two lovely and healthy children: Didi is four years old and Minah, the Laby, is four months oid. iv. Siti gives good food to the children. The house is always clean. The children alvays wear clean clothes. v。 Kardi and Siti want to send their children to a 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 farn labourer and Siti cooks, does the laundry, and takes care of the children. She also earns money by sewing in her free time. viiiKardi 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) introuction-mindtes -group discussions to identify family problems and suggest possible solutions--ites -reading exercisesmilates -Lanquage comprehension-- exercises with silent reading and testing of comprehensioninotes

-writing and arithmetic milutes -evaluation of whether teaching objectives have been reachedに minutes Total 90 minutes

(f) Teaching Aids: -blackhoard -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, lighte? 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 res- ponsibilities of parents. Group Discussions ( 30 minutes): to identify roblems and suggest possible solutions: -Teacher asks questions concerning family size anã the problems of parents;

-Teacher encourages students to suggest answers to the problems raised and to ask questions of each other. -Teacher identifies personal prohlems of the students by asking qusstions such as: a 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? viiinow 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 l. What is required of good responsible parents? Group 2. How can people improve their econoic condition? Group 3. How can family planning be prooted? -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 l slowly, sentence by sentence; -Students read in chorus; -Students read one by one: -Teacher corrects mistakes. Language Comprehension Exercises (20 ninutes) This exercise is very important to test whether the students understand vhat they are reading. The questions on testing the students' comprehension should he 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? -hat 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?

Writing and Prithmetic Exercise (20 minutes):

Dictate classically: Good Farents Healthy Food Saving Noney Tvo Happy Children Five Dirty Children Evaluation of Whether Teaching Objectives lave 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 eggs. Is this good food? What is good food? -A picture of a dirty, ark house, Is this a good house for children? What should a good house be like? IMPLEMENTATION AND EVALUATION A。Selection of Local Literacy Teachers: teachers, one male and one female, were selected on the is of criteria previously considered and aepreved by the team, ter consultation with the Lurah of the village and the head-Two reserve teachers, one er of the local literacy course. le and one female, were also selected. B。Training of Feachers 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 rembers During the deronstra-

f the team followed hy the teacher trainees.

ions, the following principles were observed and emphasised:

1. Start where the students are, proceed from the known to the

unknown;

2. Incourage 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 pre-

pare a person to think, judge, evaluate, understand, and discuss--

to learn how to learn. It coes 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
   h

educational objectives are formulated to develop abilities and

kills in the three R's", ncluding skills in visual perception nd oral expression. Hhen functional literac training takes lace in a realistic situation, the learring process becomes ore meaningful and significant to the learner.

C. Choice of Locale and Scheduling of Classes:
No functional literacy classes, composed of 44 selected adult tudents, l males and 23 females, ere conducted in the village chool. The women's class vas held from 3:00 e.r. to 4:30 p.m. nd the men' class fron 4:30 p.r, to 6: ) p.. The tean decided po use the sane teaching units for the two classes ia order to facilitate evaluation and to avoid the prenaratio of additional ets of teaching materials and aids.

D. Evaluation
te experiment made by Team on functional literac? vith population education and family planning orientatio im Cibodas ined at finding answers to the fundamental questios asked in the introduction of this report. The evaluation of the exeri- ent vill be based upon these questions. efore proceeding to evaluate the experiment, it is rtiment to point out that this educational effort lasted only three ays: its outcone, therefore, is almost impossible to assess. Cf all the limitations, the tine constraint was the most foridale. and ffected all the prerequisites of a successful instructical programme dealing with teaching materials, teachinc aids a teachers' training. Another obstacle which the tea cstantly tried to overcome with the assistance of the local intermeters, sneaking Sundanese, vas the problem of communication, ic might ave increased the degree of bias that inevitably occwrs a research study involving large nunbers of people represeting iverse linguistic and socio-cultural backgrounds. Im the circumstances, what is presented here as an evaluation be regarded as merely impressions and tentative judgments o the group. In view of the said limitations, the team agreed to use cirect observation in addition to worksheets as a tool for assessing the effectiveness of the lessons given. For observation, ear team rember watched the lessons for three days and put in witing their impressions about then. The worksheets contaime questions on the contents of the lesson units and were given at the end of each lesson. it needs to be pointed out that the reparation of the teaching materials and the teaching aids used b the team as based on the outcome of the pre-test adrinistered earlier to the target group in order to have an idea of their levels of

literacy and their knowledge and unlerstan²ine of nopulation problems as well as their attitudes towards family planning. The pre-test results revealed that the respcndents are aware of the population problem and favourahly 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, nost of the respondents have some knovledge of the 3 R:s but the levels vere of a very low 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 educa tional progranme proved to be both adęcuate and effective, as evident from the results of the try-outs of the three secuential lessons prepared by the team and taught by the three local teachers ho vere 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 traineó, sing the functional literacy approach and not the traditional pproach. The informal group discussion method was used, which esulted in the free participation of students without reserva- ion. Although the lessons centred around the main topic .o amily planning, both male and female students responded soom- aneously and discussed problems related to parenthood, planing or the future, and meeting the basic human needs, and the olutions to these problens. 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 the een desire for becoming better parents. he course content previously prepared by the team seee nteresting to the students as it was suited to their iage ife and their specific neeus and prohlems. The langge of the ourse content was also found quite satisfactory, as te students ere able to grasp it without nuch difficulty, ther facilitat- ng their learning of the subject matter. The teaching aids such s pictures, posters, flannel boards, etc., prevared by the team,

asily captured the imagination of the students and helped ther to grasp the significance of the lessons.This was indicative of the relevance of adequate 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 their traditional approach. mhe team, however, felt that they needed more intensive training in the functional literacy approach. which Tigtt have prevented the teachers from their occasional falling into the old hahit of talking too much, thus curtailing the scone of students artici- ation vhich is the sine qua non of the success of a fumctional literacy programme linked with population educaticn/fazily lanning. Ithough the team 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, cther than the nembers of the arget grou, joined the classes. It vas 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 feset this handicap, the chairs were rearranged in a circular fashion, giving an informal and friendly atmosphere. me effectiveness of the lessons could be gleaned from the favourable observations made by the team menbers, as mentioned earlier in the report, and from the results of the worksheets. mhe worksheets given on the last day revealed a better unãer- standing 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. arch 14 -iteracy Test March 15 - Test in knowledge, Attitude in population education and family planning 17-5

8-1008

1-56% 2 - 25% 2- 45% 1- 34% 1- 22% Éverage 75.95% Average 33.47%

-25

Iverage 39.958 Average

VI。 CONCLUSIONS: For a functional literacy programme to be effective it has to be set against the socio-cultural and religious background of the people for whom it is designed. It must reflect their hopes and aspirations, adequately neet 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 well-tructured family planning project in the matrix of a comprehensive educational programme touching the whcle gamut of the economic and socio-cultural life of the neople. 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 institutions concerned with population education and family planning should put forth coordinated and concerted efforts to maximize the utilisation of human and material resources.

SECTION II

REPORT TEAM C

TEAM MENSERS

Abdulrahman, Mr. Abdulsamad bin Ahmad, Mr. Hussein hin Hj. Fhatia, Mrs. Kamla S. Clerck, Mr. Marcel de Djafar, Mr. Usman Fresnoza, Nr. Floro L.- Reryanto, Mir. S. Tjipto Euc, Ir. Md. Najmul Hutabarat, Nr. Sans S. Joosefi, Mrs. S. Nakajud, Mrs. Chusri Prijahutama, Mr. Sudjas Shambayati, Mrs. M. Sotthibandhu, Mr. Jarug Subiandana, Mr. Hidajat Sutanti, Mrs. Sri Wiranatakusuma, Mrs. Muharam

aleysia alaysia India UNESCO Indonesia Philippines Indonesia Pangladesh Indonesia Iran Thailand Indonesia Iran Thailand Indonesia Indonesia Indonesia

INTRODUCTION A。

Civilisation is a race betveen eicatia and

catastrophe. The latter will gain a foothol if the

educative process is not strengthened. Leamg like hreathing, is a reouirement of living. If at education as a vay of life, the best hore of d today would be continuous learning to adjust to

changes going on to meet the requirements of a a-

ing, developing and increasingly complicated societ-

The greatest challenge of civilisation is hasically educational in character. One consequence of this ie is to regard the cultivation of the educative adult i the educative community as the central purpose of its efforts. 1/ Since we are living in a rapidly chaginc vorld, 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 stens not only from the improvement of his biological body to meet his physiological needs hut also in the formation of a broader and more favourable outlook in life to satisfy his ultra-biological needs. The attainment of the sane can easily be had if his mental, manipulative, and emotional capacities and capabilities are enriched. Thus, modern literacy prograrmes 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 un an

educational programme. It is noteworthy that the piwotal

point of its activities is based on the objectives of is T/Howard Y. McClusky, "Community Development", in

Handbook of Adult Education, Halcolm S. Knowles

(Chicago: Adult Association of the USA, 1960) P- 4-

426.
Some

2/Webster Cotton, "The Need for Adult Education:

Major Themes, Adult Education, (Chicago: Adnlt Association of the USA, 1962), Vol. XIII, o. 1, 0.6.

seminar, i.e., the establishment of a link between an ecucational programne and a fanily plannine prograrme. For this purpose, the team accepts for its oreraticnal guidelines the following hasic questions: How can some elements ot a farily planning programme having its own chjectives and functions be incornorated into the components of a comprehensive adult education prograrme?

2. Ihich elenent of a family planning rrograrme could be dealt with ecucationally im such a component of an adult education orogr me? 3。 What are the most appropriate ecucatiomal methods and procedures in working out a learer- centred approach in order to inplement am adult education programme linked vith faily planning?
   F。 TFE PROGRAIMES The fundamental assumption used by this teaa is that the linking of some components of the two distimct programmes will hasten the attainment of the objectives of both. It is also considered that both family planming and adult education nust 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 orogramme is the lack of aooro- priate knowledge, adverse beliefs and attitudes, and Lo motivation of the clientele. Fecause of hese corstraimts. they can hardly make critical judgment and decisions and establish human control over their social enviromemt. By their very nature, both programmes are oriemte towards the adults. The latter are the targets froe whom operational strategies will be drawn. For this reason, the team has to get acquainted with them in ters of their level of knowledge, their attitudes, needs, aspirations, their environment, and such other factors as will provide data for develoning an educational pla and programme linked with a family planning programe. other words, these data are envisioned to ansver the ruestion "Who is the learner as exposed to a famil planning programme?" It is well-considered that this

Programme has to be planned in relation to the already eisting 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 docwrents as are available; 2。lectures on topics related to familv plaming and adult education; 3。conferences and interviews with officials responsible for fanily planning and admlt education at the local and national lewels: and 4。ocular observation of the family olanzin clinics and the target communities vhich gave the team members firsthand infcratic on the local programme and the envircmemt of the community. The facts and data from these documents, inter-
   views and preliminary observations provided the tea with a basic assumption related to knowledge, beliefs attitudes, motivation, and rate of acceptance of faril planning practice. The hynothesis: The person's knowledge, helief attitudes, motivation, and rate of acceptance and mractfe of family planning is related to education. The team's action is generally based on concems and general agreement. Furthermore, it vas deered important that each team member must know and understa the processes involved. This, undeniahly, 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. test of the questions was held in a hamlet out of the team selected area. Observations were made and improvements made.

THE PROFILE OF THE TARGLT CROUP

1.aseline Survey a。 Locale
The tvo hamlats, Cilumber and Cibedug, in the village of Cibogo are the locale. The first hit on the hamlets gave team memhers an impression of the community as well as the opportunitv to observe the on-going literacy classes. Local authori- ties reported that there are 305 households and a total of 1,930 inhabitants in Cilumber. In Cibedug, there are 371 households and a total of 1,855 inhabitants.

The Survey Population b。

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

• Low educactd 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. Age, specifically those who fali within the 14-45 ace range. Both sexes
• Married or unmarried.
  C。 The Data Gathering Instrument

An interview schedule vas used by the Tean

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' demographical data educational indicators
• knowledge, sources of information, beliefs/attitudes, motivation and degree of acceptance of family planning.

录。The Sample The team was able to interviev 39 respondents. This was done hy using judgmental or ourposeful samnling., i.e., persons who fall under the definitioa of the target ponulation used oualify as samples.

vo complimentary studies vere later done to coumter- check the literacy levels of the low-educated target group. second hit was made on the village the next day for data gathering. It was agreed by the Team to divice 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. Eut it was later discovered that most husbands vere out in the fields and could harály be at hone for interviews. Some male members decided therefore that, if the situation considering social and cultural nors allowed, the wives could be interviewed by the male Pembers 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 agricl- ture-based.

b. Educational Indications
Most of the respondents (7l%) fall within the low-educated grouo 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. ost of those who did not attend school said they are facing difficulties in their day-to-day activities. C。On Family Planning

Knowledge

(1)
more than four-fifths said they have heard about family planning. Among this group, only 28.1% saia they know about the activities of the family planning programme;

On the question of their having met the family planning workers, only an insignificant few replied positi- vely; 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 fewconceptualise 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 term fail planning", the extent and depth of thei understanding is a point in muesti It also appears that a high proportiom of those who are more knowledgeable about the activities, programes location of the family plannimg clinic are male respondents. It is fther noted that a substantial nuer of the

population is either igncrant of the concept of family olanning, its content and activities, or is unvilling to express an opinion.

(2) Source of Information
The radio came out as the rost popular source as far as irversonal information is concernei; The neighbours were indicated as a personal source by a significant number of respóndents.

(3) Beliefs and Attitudes Certain categorical statements on common beliefs and attitudes towards family planning were read out to the
The following findings respondents. were revealed: Most feel that more children mean nore security in old age; Hajority feel that each child brings of the regardless luck to the family total nunber born? Respondents were almost equally divided in opinion on the statement that the more chiidren a person has. family; for the the greater the income Majority of the respondents do not agree that more chiidren bring rore, respect in the community: Nost 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 eñucation, infor-It could mation and communication. 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 was revealed that the higher the educational attain- ment, the more favourable is the attitude towards family planning.

(4) Fotivation and Fractice
When asked their opinion on the ideal family size, the najority said The 4- 2 sons and 2 daughters. reasons given were ranked as follo

4.l for the betterment of the chiláren.
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 significamce:
4.a. to have a small and happy farily:
4.b. to space pregnancies;
4.c. to heip check populaticn groth. Hore than two-thirds of the respondents are in favour of family planning. Fowever, none is an adopter. This indicates a big between motivation and practice,ie., high motivation but low practice.
d.Summary of Findings and Educational Iplication

(1) There were 39 respondents. ost of them

have had formal schooling uo to 3 years.

Only 23% are attendin 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 baseá en its charac- teristics and profile.

(2) Most of the respondents have heard about

family planning and are also avare of the need for family size limitaticn. This is true for both sexes, married and unmarried respondents. As such, the details of of curriculum development should not be over- emphasised. 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 neigh- our 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
Cm the conmunity 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 potential motivator practise family planning. In this connection, he should be acquainted with the concept and programme so s to serve effectively.

(4) Most of the respondents exoress favourable attitudes and beliefs torards family planning, although many refrained 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 sall family but unfortunately, none practises any family planning method. This incicates a very big gap betveen motivation and
The majority are willing to practice. practise family planning so it is proposed that the educational content should emphasise the need for action. It is also desirable that the curriculw contents should include some techniques to sustain and strengthen that notivation.

3. Complementary Studies To support some findings in the baseline survey the following complementary studies were conducted: a。 Visual Perception Test (See Annex For Sample):
   This test was envisioned to find out how people perceive visual materials and identify sone elements of their psychological world. It 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 invi- tation extended through the headman of the hamlet. A battery of eight tests using eight pictures was prepared. The major areas covered in ear test were as follow: Test No. l-Recognition of the main message in a picture with manydetails; Test No. 2 - Recognition of the main Dessge in a picture without details; Test No. 3 Recognition of distance d space; Test No. 4 - Recognition of a drarimg im black and white in relation to the sane dreing 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 smolic represen- tation Test No. 7 - Ability to interpret the relation- ship between foreground elements and background. elements; Test No. 8 - Ability to understand a logical sequence of pictures. In each of the ahove tests, a code was worked out,having l 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 semi-literates (21.6 is to 25). There is very little difference betveen 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 schenati drawings is concerned. Implications of the test for educational a2。 activities: If illiteracy is usually conceived as bliess to letters, t can also be defined to a ctain extent as blindness to the reading of pictres. Alnost every test has shown the difficy of catching the message conveyed by the picture,

and this may have serious inplications for the graphic representation of messages to be conveyed through posters,ictures and other such naterials. 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 granhic 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 determining the literacy levels of some selected lelpondents 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 questions 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 respondents, namely:
- Illiterates: those who have never attended any school whether fcrmal or informal and those who attended less than three months of the literacy course. Semi-literates: those dropouts from l-3 Tes of formal schooling and those who have left the literacy courses before completion. Literates: those who have at least cpleted four years of fornal 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 assured literacy level. The scope of the test follovs: For the illiterates: a test on the ability to do simple mental calculaticns.

• 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 arithpetic. For the literatesa general antitude test on Civics, health, and other social ascects of daily life. Findings and Implications: On the bazes of the scores garnered by the testees, it war 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 sone 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 inadequacies may be noticed in some portions of this report. Much against thé desire of the participants of this Seminar, these limit tions cannot. be avoided for the folloving rs Firstly, it is greatly envisioned by such fie operational seminars as this that the participents shoul understand the processes involved ste by step. In other words, this is a training. is vell as an e"ercise. 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 resowces do not warrart the application of utmost scientificelity. The phrases "field survey" and "raseline survey" have been used interchangeably for the uzose of this teer.

THE EDUCATIONAL PR GRAMNE

1. Problems Identified
   On the bases of the findings stateć arove, certein ma jor implications and problems were identifie, namely:

a. Lack of sufficient knowledge of the concept e family planning;
b. Misconceptions about family planning:
c. High motivation but low practice. The team agreed that to tackle the implicscicr ef
"hieh motivation but low practice" is the most ir erters. However, the task as planned should only deal with the motivational and informational aspects and not wi.th ts medical aspects of femily planning such as methods of contraception, To attein a high rate of acceptance ari adoption, basic knowledge of family planning concepts e eventually erase misconception, By focusing on this implication, a more comprelensive action plan of sctiwi for the teacliers to e employed can be developed.

2. Educational Objestives It was believed by members of Team C that the slected above necessitate a more comprehensive which will cater tot he cognitive, affective sm aspects of the learners.
   世北e A general educational objective was crm SR team. This was roken down into five re r

and then to 30 secific objectives. But ca

t limitation of time, manpower and resourees, specific objectives were selected for tea these are started in behavioural terms.

General Objective: To have sustained and strengthened motivstien towards family planning. Specific Objectives: After undergoing the learning experiences, the learners are expected to: Define that family planning means preventing

a. unwanted pregnancies, spacing childbirth, helping sub-fertile couples beget children, and responsible parenthood; Be able to discuss man-to-land ratios in
b. relation to the number of people in their village; Discuss the emotional strengths of a srail
c. family size in relation to happiness, mutual attachment and parental love and care;
d. Agree with the idea that children in a large family have fewer chances to acquire the edu- cation needed to cope with modern developments;
e.Read and understand pertinent information from reading materials;
f. Impart and discuss their ideas with fellow viilagers; Intcrpret symbols or messapes about family g• planning;
h.Write down in simple sentences, their opinion and feelings on family planning.
3. The Educational Programme
Observational visit to the functional literac a, classes at Cilumber and Cibedug. The team conducted its observation visit im er to collect some basic data on the folloimg ite:ms:

• numbers of students by sex and eiucstioml level the t eacher and his educational ettimment 一 average attendance

duration of ccurse, dste started., number of sessions per week programme content, rogress to ate, teacher's lesson plans, source ef teacher's information teacher's methods teaching media daily time table The following conclusions can be dra as a result of the observations : CILUMBER The teacher has attended a refresher course or literacy linked with family planning at Jayagiri Centre Lmbang. Twice a week a family planning worker takes over the class to provide learners with more medical-oriented information on family planning, using the fli, book irepared by the National Fanily Flanring Coordinating Board. There is no teacher's guide, The syllbus 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 thet 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 ccsidered as semi-literate so the team's educational activities have to take this fact into account and act accoriingl. No arithmetic is taught although the test conaucted by the team at the neighbouring hamlet had revesled that arithmetic was the weakest area for the sei- literate group. It was also observed that the meto used by the teacher was mainly uni-directional. Te was little personal interaction between the teacer and the learners and no interaction at all st level of the learners. The class which began on 20. 3. 1973 is suppsed to continue for six months. Its content be

defined as the refining of literasy skills, specially reading and writing and providing general infcrmation on family planning. CIBEDUG There are 25 students (10 females anà 15 males) and most are married. Monthly average attenisnce is 60 % There are two male teachers who have both attended the Literacy Teacheris Course at Jayagiri Centre, Lembang. They have been teaching adults since 195e. Of the two, however, only one has had professional trsinin at the Junior Teachers' College in Bandung. He is the regular teacher. The other one is.a volunteer who assi sts the regular teacher. Both have attended an orientatien course on family planning linked with functional literacy at the Jayagiri Centre. It was also krown that the teachers have no xuide. They preparo their faily planning lessons on a daily basis from additional information given by the family planning worker and the brochures. pamphlets and other reading materials prepared by the Natiocal 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 being repeated only for the purpose of the coser- tion. After a dialogue, the teacher expressed his willingness to accept suggestions and recommenzatioms to help him teach more effectively. Learners involvement was noticed in the clsss. T teacher regularly solicits participation fro t However, no interplay of discussion was obserwe mong the students. The course began on 21. 2. 197; and will en tree months hence. Educationwise, these Were Team C's obserticn which

gave some bases for implementing -he e ducational programme in this literacy clcsses. Ihe Isarners, the teachers, and the methods were zr wn so an educational programme was desirned to fit in these classes as well as devised innc-aticns and strategies that can hasten learning family lanning linked with functional literacy.

b. Instructional materials and lcarninz experiences On the basis of the objectives set forth ir the preceding portions of this re ort, tre team was divided into sub-groups in formulating the following experiences (sce appendix for istsils): LEARNING EXPERIENCE NO. 1.
I. Problem: What and why of family plarning

II. Instructional Aims:

To be able to know the consequences of rejested childbirth on the mother's and children's kealth. To be able to know the relationship betweer a small family and a happy family. To be able to comprehend the concept of a planned family. To be able to read and.write senteņce strrctures wi th some elementary arithmetical calculations in relation t the above subject. III. Methodoloey Problem solving and inquiry aoproach

• Lecture
• Discussion
• Question-Answer
  Pictorial posters with themes related to the subject discussed Time allotment - 90 minutes

LEARNING EXPERIENCE NO. 2 Continuation of Learning Experience No. i.

LEARNING EXPERIENCE No. 3

I. Problem: What will be the consequerces increase of population in relatiou to available cuitivable land in the villmee

II. Instructional Aims:

The learner understands ande xplains the relationsi:

between an increase of pcpulation and cultivable

land in the village and tre consequence of uncontro-e:

population growth.

The learner provides basic infcrmatien on populatier

and available cultivable land in the hamlet or villa:. The learners suggest one or more solutions to the problem under consideration.

The learners make a group decisien en one or more

of the solutions suggested by them.

The learners read, write, do calculazicns, interpret

pictures and participate in group diseussion in relation to the probiem under consideration. The learner identifies with the particular problem under consideration III. Methodology: Overall-problem solving Specific methods:

• Group discussi on
• Reading text
• Solving arithmetical problems linked with the topic

• Time allotment of 1 hour 45 minutes
  IV. Teaching Media

• Flannel Fraphs

• Reading Text
• Arithmetic Sheet
  LEARNING EXPERIENCE No. 4 I Problem: How much shall a large-sized famil Sd per month as compared with a small-sized fsil? II. Instructional Aims:

To increase the learner's ability in crsl ess:.

To increase the awareness.of the learners t te ceois

of a large-sized family To create awareness with regard to paentho responsibilites. To increase the ability to calculate eture on a monthly basis for family needs.

To develop reading, writing, calculatime wisual

perception and oral expression in skills r:lated to the topic.

III. Methodology Overall-problem solving Specific -group discussien -programmed diseussion Time allotment-one hour IV. Teaching Media

• Two posters
• Flannel graphs
• One booklet (Prograei Instruction) for each learner.
  c. Selection and training of teachers Two regular literacy teachers and one volunteer were designated to carry out the educational rograrre designed by the team, Their designation was sssec on the agreement of the members of Team C consiéering their experience and familiarity with the learners. Fer it is important that the teacher knows his learners, whose aspirations and needs are-dirferent from his erá cther individual's. These teachers are under the supervision of the local œmmunity 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 established. 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 Ferily Planning Coordinating Board. But heir organisatien d presentation is another matter. These teachers weret rained for at least 16 hours im the contents, procedures and technicues in presetin the instructional materials prepared by the te Orientation and briefing on each learning experiece were made during the first half of the mornig immediately applied in the two hamlets of Cibe ad Cilumber in the afternoon. An evaluation f learning experience was devised for this

Evaluation: 4。 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-rest: The purpose of this test was to measure te level of knowledge and understanding of subject content prior to the application of the instructional units and also to evaluate the methoddog of the learning experiences by the learners themselves. This test included five multiple- choice 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 question-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 Checkliete Checkist: 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 four- ession instructional units. The observation consisted of a checklist covering itens in relation to the teacher, the methodology, the learners, and the audio-visual materials used in the classroc Fach of these elements had five specific aspects to be observed and was given numerical marks according to their performance. The total nar was one hundred (l00) divided equally among te four elements. The checklist was prepared in order to ensure consistent observations hy tean members and to get first hand experience of on-the-spot oheretions
very on the application of the instructional i team member filled up one observational cherlist

for each session.

(1) Observation at Cibedug:
The overall performance, as evalued j the observers, was

92.2% at the first session. The tescher element scored
95.2%; the methodology, 95.2%; the lesrner, 90.3%; and the audio-visual scored 88.2%. However, the wtrall performance scored in the following thre sessions were

75.6%, 79% and 83.0%, respectively. Findimg shoed

that he average score had increased by tze fot session. This was mainly due tothe fact that te local teachers gained confidence and acquired szills i presenting the subject content according t the devised methodology and audio-visual materials. The performance score of the first session wes hig because the group used -as a d monsrator s. Sdaes speaking team member who has had experience in slt learning situations. In short, the findins in Cibe indicated that where the average performance was hi the element generally scored high and vice verss. The following consolidated table gives the cearatie average (in percentages) of performance seores of t four eleats observed at Cibedug in four sessioms

Overall Aucio-Vismal Learners Methodology Teacher Session Seore Meterials

90.3

95.2 95.2
75.6
78.4
74.4
77.6
77.5
79.4
79.6 79.4
82.5
80.5
85.6
4th 85.6

(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 88.4%, 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).

Teacher Learners Auãio-visual overal- ession Methodology materials score 1st 63.4 53.8 59.4 61.3 59.8

72.3 76.5
2nd 76.8 74.4 83.2

82.6 78.4 75.€
3rd 79.2 78.4

84.8 88.4
4th 89.0 89.0 90.9

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 me and content to the pre-test. The purpose of te post-test vas to measure the impact of the four-sessior learning experiences to which the learners e exposed.

The findings of the post-test iniicated marked differences in their knowledge and understanding In each of the five questions of the subject content. put to the learners, 90s could check the most appropriate answers while the pre-test indicated that only 30% to 35% could do so. Thus, it can be conciuded 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 findincs on this aspect revealed that the learners ere more nd attracted by theroblem-solving acproach 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 methoãoloay of providing learning experiences and the use of audio- visual materials were appropriate to the subject content. d。General Evaluative Comments:

(1) All the four elements of the learning orocesses 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 methoãology used.
(3) In all the sessions, the learners showed kee interest in the learning processes and the subject content which in turn might be imter- preted as their willingness to accent me ideas and changes.
(4) The teachers in hoth classes showed tredous ability in adopting new methodology i 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 coclsions: 1。 The team realises that functional literacy is educational process which involves the changing of korledge, attitudes, beliefs, behaviour and value syster while deseloping basic skills in reading, writing, calculation and gerceiwing visual messages and oral expression.

2. The functional literacy approach may be instrumemtal in promoting a better understanding of family planning ad 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 envirot. In other words, it should be a learner-centred activity- 4。 The team feels that functional literacy may pla important role as an educational component of national delop- ment progranmes. 5。 The team has recognised the validity of the proble- solving approach for the implementation of the educatiomal activities. The experience of Team C has proved that sc approach is highly effective when applied to literacy grs.
   6。 い The tean emphasizes the importance of tráining all personnel involved in functional literacy activities startimg 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 iroortant 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 tut 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 tear recognizes the value of a field operational seminar as a valuable exercise for self-training for srecia- lists in charge of literacy/adult education prograzres. planners, literacy teachers trainers, evaluators. and nersonnel 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 demonstratinc ho functional literacy can be linked with other nation- uiicing 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

• i∇
  P. 1

1. Visual Perception Test plus Instruction for Testers.
   T X

2. Level of Literacy Test.
   xi-ziii

3. Educational Objectives..
   xiv-Xviii

4. Learning Experiences No's. 1, 2, 3 and 4.
   yxix- i

5. Pre- and Post Test.
   Xii

6. Observation Check List.

i

VISUAL PERCEPTION TESIS

TEST INSTRUCTTONS FOR TESTEES

1. Arrange pictures in a sequence in the seriml mubers l to 7 + 8 given at the back of the pictures.
2. Use one data sheet for each testee.
3. Enter name, sex, age and level of educatio te 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, l and ask: "What do you see i the
   Keep silent. If there is an inccplet sver, picture?"

you may ask the following question: "Whst else do see?"

and wait for an answer.

6. You record the response by ticking the correspondi cde number.
7. As far as the projective test is concerned you will e pieture No. 7 + o with three pictures on it. If te ttee has not got the meaning of the second and third pictes, you will explain them as below:
   Picture No. 2 reoresents parents with ene 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: "what do Start with Nc. 2 feel about these two pictures?" then No. 3. You will take notes of the comments giw by the testee.

ii

Name of tester: ial number:

ere: ex: Ee: Kucational level:

-Recognition of the main message Iest no.1 a picture with many details.

• Material-picture no.l.
  

  1. Does not-recognise anything

2。Recognises a few details,

c.q. a man, a house, a tree.
3.Perceives the main elements: a man, a woman, a child.
4. Perceives a family.
- Recognition of the main message
Iest 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.

3. Identifies a happy family.

   Test no.3- Recognition of distance and space.

• Material-picture no.3
• Code:

1. Does not recognise anything.
   

   2. Recognises one or two details.

3. Recognises as a totality with-

out recognising the elemen: of distance.

一

iii

4. Recognises the perspective c distance and explains why ctiests 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 deta-_s
2. Identifies more details and a man.
3. Identifies a farmer planting paddy.
   

   Test no.5- Recognition 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.
   

   Zest 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 glass.
   

   Cest no.2 - Ability of interpretation.

• Material-picture nc.7 Code:
  

  1. Does not recognise anything.

2. Sees only people.
3. Sees people and background.
4. Establishes relationship between family and background.

iv

est no.8The ability to understand a Isgzl sequence of pictures. Material-picture no. S + 9. Code:

1. Does not recognise anyt ins.

2. Identifies the message cr cre or two of the pictures ou of three.
3. Identifies the 3 pictures cut not the relationship betweer them.
4. Icentifies the relationship between the 3 pictures.
   Isst no.9- Projective test. Material-picture nc. 8 + 9. Write down the main substance of the comments, if pcssible in English.

V

LITERACY LEVEL IS

ETRUCTIONS FOR TESTERS

Every tester should have three types of data shests with enough copies for distribution. Choose one which should be used accordirs to the education level of the testee (one to one basis). Enter name, age, sex and level of educatien 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, oniy a sheet of fignres to be read by them. The semiliterases and literates will be handed question papers for written answers.

a. For Illiterates: The testers will have to check the answers and rark shem 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.
x .Answer sheets will be kept by the tester to be marked according to their answers.

vi

TESTER IS SHEET

NAME OF TESTER: PART 1 (For illiterates)

AME OF TESTEE AGE SEX: LEVEL OF EDUC ATION :

1. Can you read these fifures:
   215 88

93 100 57

8.200 9,500
25.000
2. If you have Rp. l00 and you buy cigarettes for Rp. 50 and one box matches for Rp. 5, what will be your change?
3. The fare from Lembang to Bandung 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 εive a note of Rp. 500, how much change 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?

vii

TESTER'S SHEET

PART 2 (For semi-literates) NAME OF T-STER:

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

A.1. READING : (silent)
Mr. Hadi is a farmer. He has three children, namely Ali, Ina and Jdin. Ali is l2 years old. Ina is 7 years old. Udin is 2 years old. The three children are healthy. Ali is attending 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

viii The teacher is working in the : cfiice sehcl corniunity hall

B. ARITHILETIC: Put the following figures into wrrds:
13 8 125

15 1,000

3,000 160 75

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, zow 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?

ix TESTER'S SHEET

NAME CF T=STER .......
PART 3 (For literates) NAME OF TESTEE AGE SEX : LEVEL OF EDUCATION :

1. Read Silently: Aminah and Ümar 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 a 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) What arc the duties of a wife? Answer the following questions:
   3.
   (a) What is the head of the Republic of Indonesia cl
   (b) What is the sapital of Indonesia?
   (c) Why should water be boiled before we drink it
   (d) Why should we sake a bath every day?

x

(e) Why should children go to schcol?
(f) What are the main duties of a vi-lage 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 the third with 32 acres-how many acres of land ác Fou have altogether?
52 acres 67 acres 76 acres

(b) Amin had a bau ( bau = a land measurement of 500 batas). In 1970, he sold 200 batas of land. Eow many batas has he left?
200 batas B00 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 eFES

(d) Amat, Amin, Ali and Udin are in a business. The orofit is equally divided among them. If the profit is Rp l2 oc how much will each get?
Rp. 3,100 Rp.3,000 Rp. 3,400 Rp. 4,000

x

(e) Why should children go to scheel?
(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 d the third with 32 acres-how many acres of land ic Fou zave altogether?
52 acres acres 67 76 acres

(b) Amin had a bau ( bau = a land measurement of 500 batas). In 1970, he sold 200 batas of lanć. 3ow many batas has he left?
200 batas B00 batas 400 batas

(c) Ali has five hens. Every day the hens lay egfs. If all the eggs are collected, how many eges will he get in a month ?
120 eggs 135 eggs 150 egEs

(d) Amat, Amin, Ali and Udin are in a business. The rofit is equally divided among them. If the profit is Hp I2 oc how much will each get?
Rp. 3,100 Rp. 3,000 Rp. 3,400 Rp. 4,000

xi

EDUCATI ONAL OBJECTIVES

leneral Obiective: To have a sustained and strergthened

motivation towards Farily Planning

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

Major Objectives:

a. To have and understand basic informaticr en faily 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 Plann ng
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
l.4 To state the activities of the family planning programme such as:
- dissemination of informa ion educational services clinical services
2. Relationship between Family Size and Socio-Economic Factors
2.1 To state some advantages of having a small- fanily as compared to a large-sized fanil, pr oper rearing of children, minimum basie mamre- ment of human life including proper edu

xii

2.2 To discuss man/land ratio ir relat ien to number of people in his village
2.3 To mention the ill effect of continuous childbearing on the health of the mother ani the subsequent children. 24 To mention the need for and distribution of a balanced diet for mother and chila.
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 i nd possible uncordial relationships among the neizkbours).
2.7 To state the disadvantages of over-work and lack of leisure activities due to the maintenaucz of a large family.
2.8 To state some reasons for lack of health social- isation and social control of the chidren due to large numbers in the community.
2.9 To mention the need to aspire for additicnsi 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 famiiy.
3. Knowledge about the Quality of a Small-ized 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 the 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 small-sized family in relation to happiness, mutual attachment, parental love and c are.
L. To Develop a Favourable Attitude Towards Family Plemt
4.1 To know and express one's duties and responsibits as a parent.
4.2 To agree that having too many children will bring more liabilities than assets.
4.3 To express the feeling that more children more mouths to feed, more bodies to cloths use, and more minds to bring up and give edue
4.4 To agree with the idea that children in ily have less chances to acquire higher ed to cope with modern developments.
4.5 To acquaint oneself with the dargers wmour, especially about contraceptive methods, and disadvantages of the different ctraceptive methods.

xiii

_.6 To impart the right information acout family planning to the community. _.7 1o identify and refute some fallacies and misconcepticrs about family planning.. Cevelop Skill in Information Seeking

5.1 To find information from several sources such as pamphlets, posters and other auáic-visual sids distributed by information ageneies.
5.2 To read and understand pertinent information from reading materials.
5.3 To share and cisonss his ideas with others.
5.4 To develop skill in interpreting symbols end messages concerning family plann ng to which he is exposed.
5.5 To read and interpret quantitative inforstion.
5.6 To write his bio-data and some key-words in family planning.

xiv

AND INSTRUCTIONAL IALS CURRICULUM

EXPERIENCES No. 1 and No. 2 NG

What mnd why farily planning Topic to be Discussed: (composed of two lessons)

Instructional Aims of the Two Learning Exceriences:

1. Learners to be able to know the consequences of

repeated childbirth on mothers 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 sentence- structures 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 relationship between mothers' health and childbirth;

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

6. Interpretation of "small family" concept;
7. The meaning of a happy family in relation to the fulfilling of the basic and instinctive human reeds-food, housing and clothing.
8. The necessity for building up positive relations in the family, either between husband and wife, a en parents and children, based on mutual love.
9. Explanation of the number of children whose i could be planned in the family.
10. Explanation of the role of family planning helps to advise clients on:

• limiting family size spacing pregnancies helpine sub-fertile couple to bet children.

xV

IV.Methodology

1. Problem solving and inquiry a rcach:-

• Lecture
• Discussion
• Question-Answer

2. Pictorial posters with themes relazed to the subject discussed.
3. Time - 90 minutes Stages in Creating the Learning-Experience Pocess
   V. A brief Teacher's Guide for the first instructicnal learning experience process at Cibedug and Cilurber functional literacy classes: Date: March 13, 1973. Time 3.30pm. - 6.00p.x. First Session
   l. The teacher should first explore and develop a problem from the learners. This process has to be substartiateà with some pictures related to the problem.
4. After translating the meaning drawn frem the pictures,tre learners willbe divided into two groups and will choose their own group leader.
5. Every group is to discuss problems related to the drawings and the leader of the group will write down items for each topic.
6. The leader of the group will stand to report the result of the discussion. Each point is to be writt on the board.
7. The teacher next selects those pertinent iters board according to his judgment.
8. The next step will be to identify the prole ted to the situation and drawn from the gro. The her may question learners who can then explsin about their own experiences related tc the while the rest listens.
9. The next step vill be to help them Surthe evelop their skill in writing and reading. These stences must be relaved to tne points written te black board.

xvi

The learners will be asked to write isn the sentences in their own exercise books. eter that they are asked to read the sentences repesteiiz.

o. From the sentences, the teacher draws cut the key words related to the concept of populaticn esucation and family planning.
9. The key words should be copied down or -ze toard by the teacher to be followed by the learners.
10. The learner will then read the key woris regeatedly together. Key words written by the studerts and the teacher will be the topics to be discussed later on. ll. Throughout the entire activities, the teacher should motivate the learners to be active and the teacher has to control 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 black-board.
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-visl material:

• pictures of a big family pictures of a small family with two chiiarem
• pictures of a husband and wife without chilr

5. Teacher will then motivate the groups to interpret e pictures given to their groups and to identify th message and problems conveyed.
6. Each sub-group leader will then read the poimts rised as a result of his group's discussion and the teacher will write them down on the board.

xvii

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

• children. (It is hoped that with the guidance o the teacrer, the important points will be reported by the sub grougs.)
  s. The three pictorial drawings discussed r the sub-groups will then be related to the discussion c the first session by the teacher.

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

• control chilabirth -space childbirth help sub-fertile women to beget-children
  in relation to the programme of family planning. Ihe 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

I. During the educational process, the teacher motivates all the learners to participate in the group discussion.. Throughout the educational process, writing, reading and arithmetic will be incorporated. at home.. Problems discussed in class will be learned by the learners

xviii

MARNING EXPERIENCE No. 3: Problem: what will be the consequences of an inerease of population in relation to the available cultivable land in the villsge? .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 consiieration.
4. The learners make a group deeision on one or more solutions suggesteà by them.

5. The learners read, write, do calculations, interpret pictures and participate in group discussion in relation to the problem under consideration.
   o. The learner identifies with the particular problem under consideration,
   III. Methodology

6. Overall: - problem solving

7. 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

xix

Learning Experience Plan (1 hour L5 minutes)

Teaching Material Learner Teacher

Period 1. Discussion of the Problem ( 1 hour)

Learners mentien occu-The teacher asks the learners pations. (It is expect what is the occupation of -ed they will susest most of the villafers in the farming as the rost hemlet?" common.) Flannel One or two learners The teacher introduces the grah: explain the relatien- subject with the help of a 1. Mar ship between man and flannel graph by putting the 2. Field land picture of a man and a field on the flannel board and explains the relationship between man and land. Learners supply The teacher asks·the learners information if to give an estimate of the possible. total number of hectares of cultivable land in the hamlet Learners write the The teacher writes the figures in their estimated number of hectares copy books. of cultivable land in the hamlet and asks the learners to write the same in their copy book. Learners supply The teacher asks the learners information if to tell the number of people possible. living in the hamlet. Learners write the The teacher writes the figures in their correct number of people copy books. living in the hamlet and asks the learners to write the same in their copy books.

3.E
The teacher puts pictures No. 3 and No. 4 representing 4. k z1g field population and land in the viilage on the flannel board.

xX

Learners supply infcrm-. The teacher asks "How many ation. (It is expectsa persons were living in the that learner will five hamlet 10 years ago? Were lesser number for i963. there more or less?" The teacher puts on the blackboard the population figures of the hamlet for 1973 and 1963 and asks the learners about their mean- ing (increase of population). The learners answer The teacher asks "How do we (likely answer being find out the difference i.e., "subtraction") and find out the answer in their copy book. The learners express their opinion.

Learners express opinions.

The teacher asks " What happens to the lend under cultivation? Does it also increase?" The teacher asks what will happen to the income of each farmer if his family increases but not the size of his farm. The teacher refers to the future of the hamlet and usos flannel graph pictures, one of a family six children and the family's land divided into six parts, to illustrate how the family's land will be divided into six parts for all the children, leaving little land and income for each child. A farmer named Amir had a farm of 12 hectares. His income was Rp6000 per month. His six sons inherited the farm, each of them receiving an equal share. What is the size of each share? What is the monthly income of each son?

5. Picture

of fil ith six children.

6. Pictere of Ld d six.
   Learners solve the problem in their co books then one lear solves the proble the black board.

xxi

The teacher asks for solutions to the problem of increase of population and land and asks if family planning is a solution if not already suggested by them. Teacher asks learners to write down their suggestions.

Teacher asks learners to read out what they have written. Teacher selects the best answers including family plan -ning and writes them on the black board. Teacher invites learners to discuss the solutions pres- ented on the black board. The teacher asks "Which is the best solution?" and writes the learners responses on the black board. The teacher asks "Would you be ready to accept this solution for your own family, if applicable?"

Learners discuss amone themselves.

Learners write down in their copy books suggestions made by them. Learners read what they have written.

Learners discuss among themselves solutions sufpested by them. Learners discuss among themselves and make a choice.

Learners discuss among themselves and reach a decision.

Period 2. Reading Linked with the Problem Studied ( 20 minte

Learners read the first; The teacher distributes a page silently. stencilled text to the learners and asks them to read the first page silently. Learners read aloud The teacher asks if the text the text. has been understuod and explains the difficult words

then invites the proup to read

aloud the text, sentence by sentence.

xxii

The teacher asks them to take it home, read and explain it to their family and two or three neighbours.

Period 3. Arithmetical Calculations Linked witr the Problem Studied ( 25 minutes) Text materis The teacher reads aloud problem 1 on page 2 of the (page 2) text material distributed. One learner solves the The teacher asks the learners problem·on the black to solve the problem on the board and explains how. black board it is done.

The teacher corrects if needed. The teacher asks the learners to solve problem no. 3 at home and bring the solution to class the next day.

xxiii

ENING EXPERIENCE NO. 4

Problem: How much shall a large-sized fazily spend per

month as compared with a smali-sized family? Aims:

l. To increase the learners' ability in crai expression. 2. To increese the awarensss of the learners to the needs of a large-sized family.

3. To create awareness with regard to parenthcoi

responsibilities.

4. To incresse the ability of the learner to calculate expenditure on a monthly basis for family neećs.
   

   5. To develop reading, writing, calculsting, visual

perception aná cral expression skills in relation to the topic.

. Methodology:

1. Overall-problem solving
2. Specific-group discussion
   -programmed instruction

Teaching Media: two posters one flannel graph one booklet (Programred Instruction) for each learner

Learning Experience Plan ( 1 hour 45 minutes)

eacher eachi Learner Matea Period 1. Discussicn ( 1 hour). Introduction: Linking the previcus activity with the new activity. The teacher invites theSome learners sum- learners to summarise the marise. discussion or activity of the previous day.

xxiv

Learners arswer The teacher asks the learners if they have discussed the topic studied the previous day with their families and neighbours. Learners answer

Introduction of the new activity with a small-sized family and small- another with a large-sized

2.Poster depicting large-sized family
The teacher refers to the previous day's lesson, the conclusion of which was that income does not increase with increase of' family, but decreases. The teacher explains that the discussion of the day concerns expenditure. Every family, large or small, has to spend money to bring up children. Learners indicate The teacher invites the items of expenditure learners to indicate the items on which a family has to spend for the children. Learners copy down in The teacher writes down the their copy books. items of expenditure suggest- ed by the learners on the blackboard.

xxV

Learners discuss the Flannelgraph importance of food for children

Learners read aloud then write down in the copy-books.

he teacher suggests that th earners discuss the following tems on which every family as to spend on a monthly asis:

• food
• clothing
• education
  o o d he teacher leads the class to discuss the importance of food in helping children to ecome strong and happy men nd women. The teacher writes the learners' suggestions on the black board and asks the learners to first read them aloud, then

mote them down in their copy

books:

• rice
• meat, egis, milk
• vegetables
• fruit
• oil
  The teacher asks "How much do

you spend on food per day for

one child?" "How much do you spend on food per day for four children and for nine children?"

Learnersanswer first question. Learners calculate ex- penditure for: one child. four children nine children One learner calculates on the black board. The teacher asks one of the learners to do the calculation on the blackboard and corrects if necessary.

xxvi

The teacher asks "How much do Learners calcxlate in you spend on food for each their copy books.

child per month consisting of

30 days?" One learner then cal- 91 culates on the black How much do you spendper board. month for 10 chiloren?" The teacher asks the learners Learners ezress their to draw conclusions on expen- own conclusions. diture of food of a small sized family and a large-sized family. Clothing The teacher initiates discuss-Learners give suggest-

ion on clothing by asking "Howions.

much do you spend on clothing

(buying, washing, ironing, etc)

for one child per month?" The teacher writes dowm the expenditure. Learners copy in their o books. The teacher asks "How much do Learners calculate in

you spend on clothing for 10

their copy books. children per month?" The teacher asks one of the One learner calculates learners to calculate on black on the black board. board and corrects if necessary The teacher asks the learners Learners express their to draw conclusions as far as own conclusions. expenditure on clothing is concerned.

sducation Zhe teacher initiates discuss- ion on expenditure for education of children by asking:-

2. "who has sent five children to school?" The learner who has
   five chilaren to sch

E. "How much do you spend on
answers and writes i their ducation per month?" down on the black The teacher asks "How much Learners calculate vould you spend on one child their copy books. er month for his education?"

xxvii

The teacher asks one of the One learner caeulates learners to calculate on the on black board plack board and corrects if necessary

The teacher asks the learners Learners express their to draw conclusions as far as own conclusions. expenditure on education of their children for a small-sized family as compared with a large-sized family.

summary Learners answer questicns The teacher summarises the expenditure on one child per for developing sumrary and write it down in their month on food, clothing and education and writes it on thecopy books. black board.

Learners total the The teacher asks the learners to total the expenditure for expenditure. one child per month on food, clothing and education.

The teacher asks one of the One learner totals the learners to total the expend-expenditure for one child on the black board. iture on the black board and corrects it if necessary. Learners participate in The teacher leads the discuss- the discussion. ion on the need for a small family to limit the expenditure in relation to the income of a family and highlight the reasons for doing so.

The teacher writes the summary Learners write the summary in their copy of discussion on black board books and take it home. and asks the learners to copy it and share this information with their families and neigh- bours.

xxviii

Period 2. Programmed Instruction (45 minutes)

Booklets The teacher distributes to each; (Programmed learner a copy of the booklet Instruction) prepared following the method of programmed instruction, He explains how to use this booklet, giving as an example the first page and answering the ouestion formulated on this page. The teacher strongly recon- mends not to look on the next page for the answer. Each learner should try his best to find an answer by himself. The learners ask for The teacher invites the clarification if need- learners to start reading the ed and start reading booklet and to find answers the booklet and to all questions. If the answering the qurst- learners are not able to find ions silently. an answer they leave the space for answering blank and proceed to the following page.

xxix

PRETEST AND POSTTEST

I. KNOVLEDCE TEST ABOUT FAMILY FLAUN

alternatives:

Choose the most appropriate answer from the followirg

1. What is meent by Fanily Planning?

1. Preventing birth.

2. Spacing pregnancy.
3. Postponine pregnancy.
4. Decreasing population.
   decline?

2. Why does the health or the mother who often gives birth

1. Due to lack of food.

   2. Due tc iack of attention by parente.

2. Due tc cerstant loss of blood.

3. Due to overworking.

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

4. Due to lack of fcod.

5. Due to lack of attention by parents.
6. Due to lack of time and energy of the mother to look after the children.
   

   4. Due to high expenditure for the household.

family?

-. Why has the small family become the suggested model

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

   3. To ease the bringing up of children.

4. To lessen constant quarrels 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 harmfu!.
   

   4. The family income will be less.

xxx

II. ON TEACHING METHODOLCE

coose the most appropriate answer from the follcwic :_ternatives: For some time you have been studying family planning, agriculture, etc. linked with functional literacy. About methodology used by the teachers, sc you think that:

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

b. The teachers taugnt ty guestion-and-ansver and then

stated the problems to se taught?

c. The teachers taught sy question-and-answer ard then group discussion?
d. The teachers askei -ke learners about the subject of related problezs faced by the learners and then discussed it? What is the best and mest suitable method for you among the four mentioned atete? a or b or s cr é 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 Fanily 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 ãs 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 iurime the presentations.
c. I know the subject already and as such am nct interested.
d. Too many examples that are not pertinent tc th subject.

xxxi

What do you think about the methsäcls sed by the teachers?

s. The teachers should give zore examples.
b. Generally it is good.
e. Interesting because it is a rew subiect scr ze.
i. I am unattentive because the Estrcteicgy used by the teachers is complicatei.

xxxii

OBS 5 ERV

v. good

… (14)

good

EVALUATION

fuir

SHEET

íLIST 2 poor 1 1… 一 ELEMENTS TO OBSERVE 2 0

0 5 10F 2

1. 7 T
   L.
   14.●
   3ω

Clarify Sequence Relevance

of of

Subject content. audio visual perception ofof the audic visual presentation. Techniques of presentation. the learner.

The LearnersTengher relation. Relevance ofmethodology. Summarisation of

Teacher's application Response to motivation. Physical movements and Teacher's understanding

ofThe technique or creating

Overall preparation on the the subject the methodology.

the

Participation in the discussion. Suitability of the methods used.gestures teaching methods. subject. learning

andsituation (motivational techniquo).

Reaction to the main message conveyed.

teaching

Texchor motivation towards the subjeet.

human

Response to the subject matter and content.

uxporience discussion. of the teaching methcdology.

aids materials. visual aids as to the

SYNTHESIS OF THE REPORT

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 World Education. It was held from February 26 to March 18, 1973, in three selected villages in the sub-regency of Lembang. Indonesia, with l19 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 l969 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 techniques 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 well- structured 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 metho and techniques?

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 ac- quired in the field, by and through actual tasks involving actual concrete problems. It is also an exercise covering the wvhole 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 self- training 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-discip linary teams. Each team selected a desa (villag 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 vilge

of Cibogo. Each team, as an autonomous group! worked out, in a non-directive way, the functional literacy process it wanted to follow in order to solve the problens and meet the needs of their respective villages in population/family planning. This procedure is based on the principle that diversity of oneration 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 docunents 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 programne 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 adopted: the directions and activities of the three teams, were

1. Study of the Environment a。
   The study was conducted in relation to the family planning programme and its requirements both at macro- and micro-levels. The purpose of the study was to iüentify trends and problems that impede the implementation of the programme and to define priorities th would serve as a basis for the formulati of educational objectives. The enviromm

was understood in a particular context, as an active interaction between the various physical and human factors, such as demographic, psycholo- gical, 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, vhere 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 post- literacy 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/familyplanning at the sub- regency 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 ohjectives,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 activities were used in drawing up a pre- liminary picture of the family plamming

programme in the area which covers the three villages selected for conducting the experiment on functional literacy linked with population/family planning. Visits to the three selected villages.

(3) The visits of the three teams to their respective villages vere meant to intro- duce the team nembers 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.
C。 The basic documents and the field visits were meant to provide each team with a set of assup- ticns or preliminary research hypotheses to serve as bases for the elaboration of survey instruents and as guides in determining future actions and directions. 2。 Preparation of an Educational Programme Using the major problems identified in the survey of the villages, which impede the effective implementatio of a family planning programme, each team set uo a educational programme which included the formulatio relevant objectives, preparation of teaching units. audio-visual materials and other teaching aids, seler tion of appropriate methods and procedures, and sele tion and training of local literacy teachers. Implementation and Evaluation

3. Each team carried out its educational progran es 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 ng out the strengths or weaknesses of the process ed to achieve effective integration of functional lteracy and family planning.

C. Comparative Analysis of Approaches, Methods and 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. Nt the naticnal level, docunents dealing with the mational programme of fanily olanning and alt education vere discussed and analysed to ascertain ceneral ohjectives, mojects and problens. The puroose of the stedy at this level vas to see the nossibility of intrcducing a functional literacy component to the programme as a eas of ensuring more effective imnleremtation of tho 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 inter- viewed to know their proqrammes and problens.
(3) M general franework of the adult educati and fanily planning programmes in Ind showing the goals, targets, prograres problems as presented by the consultat s presented below:
POPULATIC ADULT EDUCATION/ PROGRAMME: FANILY PIIG LITERACY

Development of denocratic Goals

educatic vel of good character, and responsibility for pro-

Targets Eradication of illiteracy Total of 6 million acceptors in 5 years

Integration of civic res-At least l million ponsibility knowledge, accentors per vocational skill and year family life development vith adult education

Projects orLiteracy and post literacy Programmes courses

Development of village libraries

Vocational and indus trial courses

Women's classes in family education

Estahlishment of community education centres

Lack of funds Problems

Geographic difficulties

Diversity of languages

Lack of proficiency among volunteer teachers

Pigh Cronout rate in adult education classes

Public information through nass media

Seninars, workshops, oroup talks and community-oriented campaigns

Use of trained field workers to visit eligihle couples in their homes

Population education in school and out of school

Setting up of family planning clinics to proviãe services

Cultural factors: early age of marriage, desire for sons, obliga-

tion cf paoo

deep-rooted beliefs

Socio-ec fac-

tors: IEevel of educati 1o

standad of living, use of dhildren in the lbour force.

(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 ths field exercises were con- ducted to gather concrete evidence of the existence of the problems identifief at the national level by consultants and techmiciaas, to grasp their human dimensions in ters of knowledge, attitudes of the villacors tosards fanily planning. and actual behaviour, to identify the vould-he learners profile,-d to collect data useful for the preparatiom and inplerentaticn of the educational prograre on functional literaey linked to familv planning.
(5) The three teans took great care in desiging their resrective survey instruments. lefore designing their œuestionnaires, team merers 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 classis to see their operation. Informally, they talked with some people, both men and vores, to understand their views about fanily plaanig-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 questicn naires. The draft questionnaires vere tried out on a small sample of the population: different from the orospective target grouos to determine their validity and aoplicability. On the basis of the resuits of the try out, the teams revised their questionnaires 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 sample copulation. 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 deened 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 B decided to use random sampling to get its target nonulation. Fiftv-eight people vere selected at random reprer enting 25 rales with ages ranging hetveen 20-65 years, and 33 females with ages ranging from 17 to 65 years, ome unmarried and some bevond the childbearing age. Except for nine woren whose ages ranged from 46-65, all the respondents were within the reproductive age group. Included in this grou arevillage leaders an. school teachers.
(3) After testing its draft questionnaire on 19 respondents, Tean C desired to get a 5 sample of the total number of households in the community by using judgmental or purppse- ful sampling. The total number of respca- dents was 39, belonging to both sexes, married and unmarried, falling within the age range of l4-45, and most of whom are illiterate and semi-literate.
:i 。Findings of the Surveys:

(1) In the tabulation and analysis of the data obtained in their surveys, the teas focused their attention only on certaim s which they considered vital to the educatal programme.
(2) The findings revealed many sinilarities between the three villages. They are farming areas vith most of the cultiw lands devoted to vegetahle groving. eling three crops a year. only a smali poti of the land is devoted to rice cultivatic.

Fruit trees are in abundance in the three villages. The size of the cultivated lands is generally small hut the use of fertilisers to increase vield is generally coren.

(3) The villages have mosques, at least one religious school and one or tvo si-year government elementary schools.
(4) There is no family planning clinie i of these villaces. The clinic locate at Lenbang and thcse in Bandung serve the Eaily clanning needs of acceotors fro the iages. In the village of Cibodaa it vas incica that a trained social worker ma es Per visits which are quite infrecuent.
(5) The problems icentified in the three s are also very sirilar, revolving largel the folloring:
-difficult economic conditions -low priority given to education, lo level of education, and lanses into illiteracy: -early marriage. -high rate of population growth and dei for more children-especially sons: -high level of acceptance of the ccscept of family planning but very low rate of adoption of the practices recommende b the National Coordinating Foard of Famil 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 d signed for the people in the villages of Cikah Cibodas and Cibogo. If the educational activit to be effective in promoting a successful porml family planning progranme in the villages senti

such activities must be tailored to reflect the real situations, felt needs and prohlens of the people. The problems of difficult economic conditions, low 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 nethods should find expression in the educational and training c ectives, and in the instructional activities to be developed.

3。TheFducationalProgramme

a。The second week of the Seminar was devoted to The designing an apnrooriate educational prograe. teams went through the successive steps of cricalum development folloving the problem-oriented apac as described below:

(1)Selecting and defining the educational and

trainingobjectives

(a) Based on the problems identified in its survey, Team À formulated general objectives that are learner-centred. Driefly, these general objectives are directed toards improving the learner's capability for-tional thinking, creativity and sound deision- making: strengthening his role in democrtic discussion and group planning: increasi his awareness of his economic potential ability to utilise resources more effectel helping him overcome the inhibiticns outmoded beliefs and practices and prommtg openness to new ideas and innovations; deepening his knowledge of family plamt its methods and services; and helping develop deep convictions as to the ire of planning the family size. The above ohjectives were translated fi
(b) more specific ones in terms of skills knowledge and attitudes. This woul in identifying the subject matter, appropriate teaching methodology system of evaluation needed.

While considering the problem of family

(c) planning in its totality, Tean E directed its attention to the specific prohlems identified by the survey. The main objective vas to hring about an improvement 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 progranme. The pro- grarme would provide information on familv plamming and at the same tine develop skills in reading, riting, mathematics, visual perception and oral exoression in an integrated programme. More specifically. Team B adopted the following objectives: i。 To develop knowledge and understanding
of the factors causing rapid pooulation growth and their impact on the socio-cultural and economic life of the people: ii To develo 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.

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

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

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

iii To discuss the emotional strengths small family size in relation to h ness, mutual attachment and paret

love and care; iv To understand that children in a big family have fewer chances to acuire the proper education to enable then to cope with nodern developnents? V。 To be ahle to read and understand pertinent information, nnart and discuss ideas, and interpret pictorial syrbols 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 daiky life problers. activity

(2) Defining the target groups for the educational

(a) The teams tock great care in studying their target qrouns for their literacy classes. Team administered a literacy test to deternine the literacy level of their students. a motivation test to know their deqree of motivaticn to attend literacy classes, and a knowledge test to find out their level of knovledge about fanily planning. Team D also acministered two tests? one, on literacy, and the other, on knovledge ahout beliefs and attitudes towards family planning. Tean C conducted two types of tests: a visual perception test, to find out how peonle perceive visual materials and ilentify some elements of their psychological world: and a literacy test to determine the literacy leveis of their respondents.
() In choosing their target audience, the e teams followed different approaches. A considered the three literacy classe currently being conducted in Cikahur and seiected one of these classes as it tauet group. The use of this class voml viate

the problem of setting up new classes vhich probably could not he sustained. The total class enrolment was twenty six. of vhich four were males and twenty-two females. Eighty-eight percent were married.

(c) Team B chose to form two new classes, one for men and another for women. The acult students were selected from 44 family planning pro- spects identified in the field survey. Or the total number of students, 9 vere rales and 25 were females. All were married except for 4 young women.
(d) Considering the limitations of time, ranpover and resources, Tea 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 inpart, through reading, writing and caler lating a clear understanding of the proh 2and their solutions. Integration nea

the communication skills, -oral, visual and written/printed communications should be integrated with other educational activities in one global approach.

(c) Based on the objectives, Tean ? icentified four content areas: literacy, occupationel 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 vere finally adonted as follow: (i) highly structured lesson: (ii) puppet show; (iii) group discussion: and (iv) experiential storytelling.
(a) Team 3 defined five curricular areas based on the problens icentified: (i) Basic demograchic knowledge. (ii) Relationship between population growth and eccnonic development; (iii) Population growth and social, cultural and religious aspects: (iv) Fopulation growth and ecological harmony: and (v) Solutions of population growth problems through fanily 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 teaching. practical demonstration in functional literacy
(e)
:tai In pursuance of their instructional objectives Team C developed four learning exreriences. The first two dealt with the concepts of family planning; the third, "ith the consequences of copulation increasc in relation to available cultivable land, and the fourth, with the comparative expenditures per month betveen a large-and a small- ize fanilv-

(f) Choice and formulation of methods and technigs: The rationale for choice of methods or pro cedures for working out the educational acti was largely determined hy the objectives and the instructional units or learning experiences that formed the educationalpodrames designed hy each team. The survevs revealed that

to develop the skill of visual nessage percep .tion. To strengthen the skill of reading comprehension, a booklet on programe in- struction was used with excellent results in one class. Educational aids: The three teans prepared

(g) and made use of the variety of eiucational aids to make their practical teaching deson- stration more interesting and to help Pt the message across to the learners in a e. attractive way. The educational aids e considered as an integral part of the cational programme.1l the teams posters, flashcards, flannel boards, i strations and drawings. Team A also a puppet show. Team B was ready vith a strip but the ahsence of electricity i prevented its being used. Team C used boards, reading texts, programmed instm hooks, 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 orientation of the teachers recruited for this training exercise.

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

• Proficiency in the Sundanese language so that 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 learing experiences and oreparing instructional aterials and aids. Team A conducted a one-day traiming session for its teachers. The training s Ecsed on how to teach functional literacy linked population education and family planning, s and

techniques especially in conducting group ions,

using puppets and experiential story tellim a。 Team B conducted an intensive course in fuc literacy teaching, thanks to the presence of functional literacy specialists connected wit World Experimental Literacy Programme, vho dee strated how to teach a functional literacy clas how to prepare a teaching unit and the material needed for functional literacy, how to conduct group discussion and how to integrate cornunicar and literacy skills in functional literacy lime family planning. The demonstrations were so cles effective that after discussing a few points rai one of the teacher trainees volunteered to do th demonstration himself. Anart from this kind of training, the aims of the Seminar and the educe tional programmes and family nlanning concerts stressed. The team conducted daily training uSi 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 bef the actual teaching, the teachers were given oris tation in the content and procedure in presentat followed by actual practicum. Implementation and Evaluation a。 Implementation: The third and last week of th was devoted to the implementation and evaluat the functional literacy programmes in the t ed villages. The three teams carried out the tive programmes and applied the various eiuc procedures they had planned. eosgcon

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, tried out their instructional units, materials and aids to determine their relevance and suitahi- 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 acpropriate evaluation tols: and to utilise the tools prepared in assessing the educational exercise.
(3) It was difficult to evaluate the total educational programme of the operational seninar. 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 ocrs in a study involving large numbers of people repe- senting diverse linguistic and socio-cultural backgrounds. Aware of these limitations, the tmee 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 tee teans were very similar. The three teans adeimi tered pre-tests to determine the literacy levels (reading, writing and numeracy) and knowledge o attitudes towards farily planning among their respective target groups. They also administere post-tests to establish data as a basis for de termining progress nade after the implementati of the educational activity. Teams A, F and Ced direct observation with the aid of an "obserwetin checklist to assess teaching-learning effectre ess.
(5) There are very close similarities in the it that the three teams tried to evaluate. e 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 he suited to the level of the students and were interesting to them. Kethodology: The nethod was the anplication of functional literacy techniques. Informal group discussions resulted in greater participation without any reservation thereas initially the learners shcved preference for the lecture and question- and-ansver methods. After exposure to the prcLec- olving and inouiry approach, they preferred the new method. Learner: The adult students were noted to have improved significantly in their literacr skills as well as in knowledge and under- standing 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 Naterials and Aids: Learners shoved c interest in visual aius depicting their own surrcuncings and environnent. Te teaching aids used captured the imagi- ation of the students which led the to participate more actively in the discussions.

(7) Team B said their classes could not cotinue the preferred circular arrangerent because so many villagers becane interested and spontaneously joined the classes
Conclusions 1。From the reports of the three teams the fol clusions have been cvident:

(a)Functional literacy is an educational
ssing: intellectual training in critical thinki nterpreting, innovating. in short, to learn. It goes far beyond mere trainim ability to read, write and reckon. It po learner with organised exneriences desicme their knowledge, beliefs, attitudes, values. and behaviour.

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

(c) The values of functional literacy are found i

contributions to national development progra and skills which promote both individual and welfare.

(d) A functional literacy programme is gearel to lective as well as individual needs. It is sit specific in that it is differentiated accordimg the environment and adjusted to the specific of the target group. Functional literacy as other educational programmes should bc based real problems faced by the learners in relati socio-economic environment.
(e)In order for a functional literacy prograe
tions fully effective it must reflect the hopes ately of the people for whom it is designed. It EIS meet their needs and ansver their nrobles. Laining and needs are translated into educational

objectives expressed in terms of knowledge mmtivations,

attitudes, mental skills, ind abilities that the learner should acquire through reading, writing, arithmetic, visual perception and cral expression.

(f) A. functional literacy prograrme stems from the study of a specific environment exposed to a given problem situation-in this case, the need for familv planning. Eased on identified behavioural objectives, a made-to measure educational programre is evolved, aimed at solving the problers 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 trat if family planning knovleäge is integrated within the lesscn plans vhich are non- traditional and vhich ensure a high degree of partici- ation and involverent cf the learners, the ressage could be conveyes and understood effectively. The maximization of the learners involvement anc partici pation in the learning rocess is the key to success of the functional litericy aoproach.
(h) The importance of training all personnel involved in functional literacy vas recognised. This includes literacy teachers, content soecialists, and methods and materials specialists. Thus, it was found that an interdiscivlinary aporcacl is vital to the success of the training programme.n this aporoach the teacher is the quide and stiaulator of learning rather than merely the transmitter of facts and inforratio.
(i) It vas found that the functional literacy approach can be instrumental in pronoting better understandig of family planning and nay be conducive to changes i opinions, beliefs, attitudes and-hopefully-behai related to it.
(j) Instructional materials should take into account t 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-traiairg exercise for specialists, planners, literacy ts,

23 trainers, evaluators, and nersonnel in charge of developing curriculum and eäucational materials. It is essential that procramme 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.