FUNCTIONAL LITERACY

AND

PLANNING

FAMILY

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

REGIONAL FIELD OPERATIONAL SEMINAR

on the application of

FUNCTIONAL LITERACY approaches to

POPULATION EDUCATION AND FAMILY PLANNING

Lembang, Indonesia, February 26 - March 18, 1973.

MINISTRY OF EDUCATION & CULTURE, INDONESIA UNESCO-UNFPA in associatien with WORLD EDUCATION INC.

CONTENTS

I. Introduction II. Tean Reports
a. Team A Report
b. Team 3 Report
c. Team C Report
III. Synthesis of Team Reports IV. Annexos

a. Seminar Program
b. List of Participants
c. Population and Family Plarring Program in Indonesia
d. Adult Education in Indonesia with Special Emphasis on Literacy Work

I.

ETRODUCTION

The Regicnal Field-Operational Seinar on

Functional Literacy linked vith Population / Family

Planning was organisedpursuant to ResnItion

1.332 adopted by the General Conference f UNESCo at its sixteerth session within the frak of the Organisation's aporoved prograrme. Te Seminar was organised in collaboration with the Uftel Hations' Fund for Pooalaticn Activities (ra), nd with the Govermment of the Republic of Indonesia, who together, in association with "orld Edocation, contributed liberally both technically and fiman- cially towarás the sumport of the Seminar. The first field operational seminar to be held in Asia under the soonsorshi of the United Nations' Educational, Scientific and Cultural Organisation, this activity took place from February 26 to March 18, 1973, in the Lesbang area, Indonesia, particularly in the three villages of Cikahuripan, Cibodas, and Cibogo. The main objective of the Seminar was to provide each participant with concrete and diver- sified field experience in the approaches, prin- ciples, methods and techniques of functional literacy. The Seminar served as a training exercise for the -articipants (a) to study a particular environnent and identify problems and needs in re- lation to population/family planning; (b) to draw
up an educational programme and prepare instructional materials aimed at providing the target groups with new knowledge and practices in family planning;

(c) to train local instructors in functional literacy geared to family planningi and (d) to experiment on, and evaluate the effectiveness of, the educational programme. A total of forty-nine specialists in adult education, family planning, curriculum development, research and evaluation participated in the Seminar representing seven Asian countries: Eangladesh, India, Indonesia, Iran, Malaysia, the Philippines and Thailand. Two representatives from UNESCo,

one from the Secretariat and one from the Regional Office for Education in Asia, Langkok, and three consultants from World Education also participated in the Seminar. The particinants of the host country represented the Ministry of ducation and Culture, particularly the Directorate of Community Education as part of the Directorate General of foorts and Youth, the Fational Fonulation Educaticn Project, the Institute for Teachers Training (IKIF), the Indonesian lational Coordinating Foard for Family Planning, the Communication Fervice Centre for Family Life Flanning and the Office of Flucational Development (EPP). The Seminar was officially openel on the morning of Fehruary 26, 1973, in the Conference Hall of the New Grand Hotel in Lenbang. In his brief introductory remarks, the Chairman of the Organising Committee, Drs. Soenarjono Danoewidjojo, extended a warm welcone to the participants and expressed his gratitude to the Ministry of Ecucation and Culture, the Office of Educational Development, the Indonesian National Commission for UNESCO, the Indonesian Jational Coordinating Eoard for Fanily Planning, and Worla Education for their splendi cooperation and suprort. He also thanked the Éonourable Governor of West Java and his staff, and the members of the national and local organising committees for their cooperation and invaluable assistance and expressed the hove that the ohjectives of the Seminar will be fully attained. In his inaugural address, His Excellency ér. Mashuri, Minister of Fducation and Culture, exprecs- ed his satisfaction that Indonesia has been chosen as the venue of the Seminar. He pointed out that "Indonesia is one of the developing countries in Asia where population pressure is strongest and where the non-schooling gap amounts to millions, combined with relatively low literacy". The Minister emphasised that in spite of numerous problems, the Government is exerting all

efforts to solve them. Fe invited the attention

of the participants to the new educational reforms,

particularly to the Development Schools, which have the dual function of promoting formal and non-fornal education. The reforms called for curriculun revision, hence the introcuction of population education and family planning into the curricular programme of the Developnent schools. efore declaring the Seminar opened, the Minister emphasised the need for functicnal literacy linked with population / family planning ad hoped that the participants would exchange exneriences and explore new alternatives which should lead to a more effective implementation of the procrare. In welcoming the participants, the Honourable Governor of West Java, Major General Solihin, stress- ed the importance of the event and called attention to the siqnificance of Asian experiences in the total context of development. He pointed out that Vest Java, and in particular, the city of Eandung, had in the past frequently hosted international meetings. Ée expressed the hope that through the exchange of information and ideas, the Seminar would make major gains towards achieving common goals. In his brief remarks, Dr. Suwardjono Suryaningrat, Chairman of the ational Coordi- nating Foard for Family Planning, expressed his interest in the activities of the Seminar and pointed out that ir. the past there have been manv discussions on the need for family planning, but he emphasised that vhat is needed now is action in view of the rapidly increasing population in Indonesia. He noted that although 1.4 million acceptors have been reached in the last three years, continued efforts must be exerted in order to develop family planning as a way of life. On behalf of the Director-General of UNESCO, Mr. Varcel de Clerck expressed sincere apprecia- tion for the genercus cooperation extended by the Government of the Republic of Indonesia as host to the Regional Field Operational Seminar. The Seminar, he explained, would extend over a period of three weeks and would address itself to the

population problem in view of its great significance

for the future development of countries of the Asian region. The world as a vhote is witnessing a fantastic population grovth vit dormous adverse effects on the ouality of life. In the field of population edcation, UNESCo"s prospective prograes vere endorsed ts Execu 1967 tive Board at its 77th session in ove ESCO and adopted by the General Conference both the following year. The programmes cove the dissemination in schools of knowledgs put introduction of pooulation material into m lt education. As one of the activities carried t in the implementation of UNESCo's approved pmuge: a Regional Workshop on Population and Fail Education was organised hy the UNESCO Regioal Office for Fducation in sia, Bangkok, in 1970. The workshop preparel a suggestive curriculu for secondary and upper elementary levels of education, especially geared to population and family education。The Lembang Seninar, on the other hand, is concerned with out-of-school activities, aiming at the adult sections of the community who are immediately pertinent to the population prohles, and more particularly to functional literacy. h The main characteristic of a functional Tteracy progranme is that it is conceived in re- iatin to a distinct on-going programme, whether its cbjectives are economic, social orcultural; in this case the National Family Flanning Pro-The Seminar would attempt gramme in Indonesia. 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 objec- tives and specific subject content? What is the most suitable strategy to adopt for devising the educational programme?

• What are the conditions for such an inte- gration of literacy and family planning in terms of principles, educational methods and techniques? Unlike the usual type of seninar which emphasises
  exchange of views around a table, a field operational seminar is first of all a practical exercise taking place in the field-in real villages, ith real people, facing real problems. It provides the participants with a situation in which they have to exchange not only their knowledge, but also their know-how, enriching each other by this exchange of skills and competences. A report of a field operational seminar is not an account of what has been said during the meetings, but of what has actually been done in the field, why and how it has been done, while facing concrete educational problens. A field operational seminar, Mr. de Clerck continued, is a collective search and at the same time a self-training exercise. Participants jointly and progressively analyse, discuss, test different approaches, and begin to find answers to funda- mental questions relating to the role of education within a family planning programme. In closing his remarks, the UNEsco represen- tative expressed the hope that the group would not only find better and rore effective ways of solvino population problems through the application of functional literacy approaches but also develop closer friendshin among individuals and among countries represented. On behalf of World Education, Mr. Thomas B. Keehn, President, conveyed greetings and good wishes to the Seminar participants, many of whom were already good friends of the organisation and directly involved in projects assisted by World Education in their countries. The cxperience generated by these projects in Asia has demonstrated the importance of broadening the concept of functional literacy and Eamily planning to encompass functional education for family life planning. Education, to be meaningful, must take advantage of a broad renge of communication tools to help the learner understand concepts in terms

of his own environment. Jiteracy is an essential part of this communication circle as one tool lead-

ing to functional education.

The innovative approaches being developed in

this field in some countries in Asia are, in fact,

attracting the attention of projects ir other parts of the world for nossihle adaptation. r. Reehn

believed that the present seminar would break

nev ground and assured the interest and suoport of his organisation.

Following the inauguration of the Seminar,

plenary sessions were held, the first of which was

devoted to the explanation of the structure and operation of the proposed exercise on functional literacy linked with population / family planning. This was followed by the division of the participants

into three multidisciplinary teams which included, when possible, a specialist in adult education and literacy, in social science, in family planning and population education, in curriculum development, and in research and evaluation. Each team selected a village for field practice and vorked out its own approaches, educational methods and procedures in meeting specific situations, problems and needs. The work of each team consisted of three logical stages, namely; (a) study of the environment,

(h) drawing up of the educational programme and pre- paring instructional materials and aids, and (c) implementation and evaluation of the programme. Fach of these stages took around one week to accomplish. At the end of each stage, a plenary session was conducted to present to the seminar the activities undertaken by each team. Plenary sessions were also held for the purpose of presenting the programmes of family planning and adult education in Indonesia both at the national and at the sub-regency levels. These presentations are important because they provide significant information on the objectives and goals, programmes and problems of family planning and adult education. It is hoped that this seminar will be followed by other "echo" seminars in the region.

SECTIOY II

TEAM A REFORT

TEAM MELGERS

Marutotenojo, Mr. Sujanto

Rao, Dr. Gopal D. Philiopines Rey, Mr. T.C., Jr.

Surachmad, Dr. Winarno Venal, Mir. C.V.

INTRODUCTION I。

This report deals with the activities of Team A in its effort to develop an educational programme which integrates functional literacy, population education and family planning within the framework of the Indonesian Programmes on Education and Population. These activities are aimed at obtaining answers to the folloing questions:

a. What can education, namely functional literacy, do in relation to a population program? b。 How can a functional literacy prograe be linked with a well-structured family planming project having its own objectives and specific subject content? What is the most suitable strategy to adopt C。 for devising the educational programe?
d. What are the conditions for such an inte- gration of literacy and family planning in terms of principles, educational methods and techniques?

II. INTEGRATED APPROACE IN FUNCTIONAL LITFRACY, POPULATION

PLANNING AND FAMILY In the organised search for answers to the foregoing questions, the team decided to establish certain basic hypotheses that would provide guidance and direction for the various stages of the team's work. Based on actual experience and on further developments, the hypotheses may be modified or altogether discarded. The hypotheses sten from the following formulations:

A. On Adult Education
Through education, men and women should be able not only to cope with their environment and the problems it presents, but more imnortantly to reshape their environment, if Thus, education can help sustain human develop- necessary。 ment and liberation. Through a process of education, local people can become aware of, and consequently, enhance their contribution to the social and economic goals of the country. In this way, adult education becomes part of the total effort

towards the country's development. Therefore, an important criterion of the success of the educational efforts is its ability to develop the people's capacity to contribute to and share in improvements.

B。POPULATIONAND FAMILY PLANNING PROGRAMMES

?s it is in education, nopulation and faily planning programmes should be geared to the ultinate objective of improving the quality of human life. Hence, population and family planning activities should promote the various aspects of the life of the people:" political, social, economic, cultural and spiritual.

THE HYPOTHESES

on the degree of motivation and relevance of educational opportunities.

family planning acceptors if the educational programme is based on critical thinking rather than just simply persuasion.

Population and family planning are relevant theres 3。 for literacy programmes.

4。 Literacy can accelerate acceptance and practice of family planning.

5. Given adequate prenaration and guidance, adults will be able to develop their own materials and approaches for a sustained eâucational programme.
   D. THE LITERACY AND POPULATION/FAMILY PLANNING PROGRAMMES OF INDONESIA AS THE FRAMEWORK
   

   Considering the need to integrate the programme (to be

designed by the team) into Indonesian national development

goals, the team found it necessary to study both the adult

education and population/family planning programmes of the

country. The purpose of this inquiry is to determine the

objectives and activities of the two programmes as well as

the problems thus far encountered. In this respect, the lectures and documents provided by the Indonesian Ministry of Education and Culture and the National Family Planning Board proved to be most valuahle. The following table provides the framework within which the team vill design its educational programme. Programmes GeneralDescription of National -Table1 Adult Edycation/ Fopalation/Family Programme Literacyl Frogramnes Plamming2 Programmes

A. Goals Development of democra-Improved health,
tic and enlightened education, level of citizens, of good living, quality of character and responsi- life of the people bility for promoting the welfare of the community and nation

1. Total of 6 million
   B。 Targets 1. Eradication of illiteracy acceptors over 5 yeers

2. Integration of civic 2. At least 1 million

responsibility, know-acceptors per year ledge, vocational skill, family life development into adult education

1.Soenarjono Danoewidjojo, Adult Education in Indonesia
Literacy Work. with Special Emphasis on 2。Haryono Suyono, A Note on Population and Family Planning Programin Indonesia.

C. Projects 1. Literacy an² post 1. Fublic informa-
literacy courses tion through mass media

2. Development of 2. Community educa- village libraries tion through work-
   shops, seminars, group talks and community-oriented campaign

3. Vocational and indus- 3. Person to person

trial courses

4. Women's classes in family education

5. Establishment and maintenance of community education centres and Culture:
   tions/Agen- cies involved Formulates educa- tional policies and planning and provides financial resources

capaigns using specially trained fieldworkers to visit eligible couples in their houses

4. Population education in schools
5. Setting up of family planning clinics to provide services Planning Coordi- nating Board (B.K.K.B.B.): Plans, supervises and evaluates the national programme
   D. Organisa-Ministry of Education l. National Family

6. Directorate of Commun-?. Family Planning ity Education: Organisation of Plans and supervises Indonesia nationwide community (P.K.B.I.): education programmes Provides family
   planning infor- mation, education andevaluation

7. Inspectorate of Community Fducation in the Frovince: Elaborates and supervises program imple- mentation in its respective province

8. Office of Community Education in the Sub-Province (Kabupaten): Fxecutes and supervises programmes in the field
9. District Community Education Supervisor: Organises and supervises community and adult education activi- ties
10. District Family Planning Clinics: Provides family planning information, education and service for couples
11. Police (SESKOPOL) : Provides family lanning informa tion and education to wives of SESEOPOL Personnel.

12. Fieldworkers:
    a. Provide information to the villagers
    b. Contact acceptors
    Problems

13. Geographic diffi- culties

14. Diversity of languages
15. Lack of profi- ciency among volun- teer teachers
16. High drop-out rate in adult education classes
    a. universality of marriage
    b. early age of marriage
    c. desire for son (s)
    d. obligation of parenthood
17. Social-economic factors:
    a. low level of education
    b. low standard of living
18. Cultural factors
    E. Main 1. Lack of funds

F.
NEEDS III. DETERMINATION OF LEARNERS

A. Desired Learners' Conditions
With the Indonesian programmes on adult education/literacy and population/family planning as the frame of reference, the team proceeded to determine educational needs vith the objective of formulating innovative approaches within the context of the national orogrammes. As an initial exercise, the team listed hroad descriptions of what could be the desired conditions of adult learners after going through the educational programme to be de- signed by the team. No attempt was made, at this stage, to classify or express the conditions into clear-cut educational objectives, as these conditions would have to be forulated in the light of actual findings in the village. These conditions are listed below: 1。 Adequate knowledge of family planning and methods Favourahle attitude towards small family size

2. Actual.practice of family planning 3。 Active interest in reading,riting and numeracy
3. Improved skills in reading, writing and numeracy 5。 Ability to learn how to learn
   6.

Ability to create educational materials 7。

3. willingness to discuss community interests and needs
   

   9. Ability to follow democratic processes and participate

in decision-making 10。Ability to contribute activity for community velfare Active participation in the implerentation of the 11。 ten aspects of family life development Receptivity to adoption of, and assistamce to, the 12。 diffusion of innovation

B. Study of the Invironment
1. Scone of the study: The desired changes in learners provided indications of possihle content and approaches that the tean vould consider. Attention was then turned to existing conditions. With the foregoing desired conditions as outputs in the community system, an inventory of the present inputs and processes
The team decided to in the community had to he obtained.

undertake an inquiry on the present state of the following

themes in the community: 1。 Economy

2。 Health practices

Family relationships 3。 Felt neećs 4。 Education and knowledge

5。

Civic mindedness

6。

Existing institutions

7. Value systems 8。 The team felt that a study of these themes could provide an insight into the environment within which the educational programme will be undertaken. The study would also reveal

the extent to yhich the peoule see themselves as innovators or change agents. Questions were then develope around these themes. Each there was assigned to one or two ebers of the team, recognising, however, that there ould undoubtedly he dupli- cation and perhaps some gaps in the questions thus formulated. The idea was to consolidate these questios before pre- testing. Hovever, time did not permit this on the pre- testing day. As a result team decided that each draftee should try out the questions separately to estahlish the degree to which the questions were understd by the people interviewed and relevant to their specific situation. After necessary revisions, the team consolidated the questions and undertook the survey. (Appendix A presents the interview schedule).

2。 Design of the Survey Instrument The Survey Instrument developed by the team was designed to collect data on the following: What is the perception of the population of its a。 situation in terms of the eight themes?

b. What should be the ohjectives of the educational activities, its themes, content and approaches? hat existing institutions can be used either to C。 implement or support the educational activities? 3。 The Sample:
Inasmuch as the ultimate targets of education and family planning activities of the programme are the adults, the team decided to anply stratified random sampling. Four

main classes of respondents were identified as the pros-

pective target groups. These are: a。 Opinion Leaders Married Adults (Male and Female) beyond the b。 childbearing age

Married Adults (Male and Female) within the C。 childbearing age à。 Unmarried Adults and Adolescents (Male and Female) These groups are deemed important for the purposes of the prograrme either because they woul be the targets of the educational activities or that the would have a very strong influence on the outcome of such activities. 3。 The Community: CIKAHURIPAN Cikahuripan is a village 5 kilometres south of Lembang. The village has 6 kampongs (communities), 18 Rukun Kampungs (neighborhoods). Farming is the main activitv of the vil lage with vegetables and oranges as the rain produce. Cikahuripan has a total population of 13,06s, of which 7,064 are females and 6,004 are males. Ahout 51s of the population belongs to 0-14 age group, 37% to the 15-64 group and 12% to the 65 and above age groun. An average of 131 births and 21 deaths are renorted annually. It is reported that 30 women have accepted faily planning (10 in Eangkor, 15 in Pojok and 5 in Pamecelan) and all of them are using pills. These acceptors are provided services by the clinic staff located in Jayagiri, approximately 7 kilometres asay. The village administration is headed by a Lurah wao has a staff of 14 persons. le is also assisted by 18 Rukun Kampung heads and 75 Rukun Tetangga heads. There are 6 elementary schools in the village (one in each kampong); There are 36 teachers and 934 students. The student popu lation is evenly divided between the sexes. The village has 5 mosoues and 4 Ulama (religious leaders). Three kinds of organisations are found in the

community: the Lembaga Sosial Desa (a mutual help organi

sation sponsored by the Government) with a membership of

50, the Muslimat (vomen's religious group) with 20 members, (cooperative) with 100 members. and the Koperasi

The organisers of the serinar assigned 3 kampongs of Cikahuripan to team A: Pongkor, Pojok and Pamecelan.

Table 2 presents some information on these three kamponas.

Tahle 2 Data on the 3 Kaons

Total Tumber of umber of Kampong Househcids Illiterates Population male female

1700 350 75 95 Bongkor 65 75 1400 300 Pojok 1500 450 €5 95 Famecelan

Because of limitations in time, the team decided to confine its survey to Bongkor, vith l0% of the households to be covered.

4。 Cursory Survey a。Procelures Pdopted: The team conducted a cursery The survev with the assistance of 4 interpreters. plan was to conduct all interviews in the harlet of Rongkor and to corplete them in one day since there vas danger of a snill- ver effect from those already interviewed if part of the population vere to be interviewed subsequently. Rowever, the interviews had in fact to be continued the following day hecause of lack of time and the unavailability of some of the respondents. Also, due to circumstances bevond the team's control, the Pongkor contacts could not be reestablished in time the following day-which meant Thus that the original samole could not be completed. about 9 or close to 26% of the sample cane from the neighbouring hamlet of Pamecelan (the kampong of the village head). While this shift was inevitable, the tean considers this a limitation on the survey results as it changed the base of the sample studied.

The warm hospitality with which the people received the team, an indication of rapport, -ade the task of surveying and intervieving much easier: on the other hand, it connlicated the task of conductine interviews individual- ly and privately. The keen interest ef the kampong eople in the activities of the tes resulted in an ever oresent audience including nuarous children during intervievs. lany of the intervievs, even in private homes, accordingly developed into group interviews. Thus 9 resnondents had to be loft oat of the tabulations, since their answers cculd ave been made under strong pressures for conformity.

After the survey, the team divided itself into two sub groups to save time. thile one subgroup proceeced to tabulate and analyse the results of the cursory survey, the other sungroup discussed various options for materials or methods which could be used for the curricular programme. The list of options zanged from the traditional formats of teachers manuals and vork- books to the never and more flexible methods of teaching such as loose-eaf folders, games, groun discussion, projective or other learner-centred materials and techniques.(Appendix B shows a listing of materials and techniques reviewed by the team.) The review of the different materials revealed that one or more should he used in the projected programme.

When the results of the cursory survey had been tabulated the two subgroups came together for a discussion of the findings.

. Data Analysis: In the tabulation and analysis of the

data obtained in the survey, the team decided to focus on certain aspects which were considered to be vital to the educational programme. lence, although the

interview schedule provided a broader data base, some

items of information were not included in the tabulation

and analysis. The following findings are presented as indications of the areas of concern for the educational

programme.

(1) Exposure to modernisation. Seven opinion leaders

were interviewed, three of whom are teachers and

the remainder are the headman, vice headman, the

Ulama and the village midwife. The opinion leaders

come from the landowning class and have an average

of 2.83 hectares, more than the average landholding of 0.4 hectares in the village. The opinion leaders show a high degree of onenness to modernisation in agriculture and all report an increase in produc- tivity per hectare.Of the adults bevond childbearing age (7 respondents), none uses hich yielding variety seeds or irrigation. Only ?s reported an increase in proluctivity. Of the 15 resnonlents in the category of married adults vicrin childbearing age, 13 are owner cultivators. Sixty-seven percent of these respondents reported the use of modern farm inputs, 6 reported none-use of these inputs. Forty percent use HYv seeds, 35s do not. Increase in output is reported by 50%; 6.5% revorteć a decrease and 6.5% reported no improvement in yielć. Harried females comprising 27% of these grouns, concerned only with househoid chores,indicated that they were not aware of the use of modern farm inputs. There were 9 respondents in the unmarried young adults category, 4 males and.5 females. Only the male respondents owned land, an average of 0.4 hectare. Among the male respondents, use of modern inputs is common and everyone reported increase in yield.

(2) Institutions: Considering that cooperatives can be an extremely important institution for rural develop- ment, the team examined the status of cooperatives at the village level. Coverage of the cooperatives is high among opinion leaders, with 86% of them heing members.However, adults beyond childbearing age are not even aware of the cooperative's existence. In the case of married adults, the cooperative coverage is considered low with only 33% being members. Under the circumstances, the cooperative in the village does not seem to be, as yet, an effective institution to support any functional literacy, population education and family planning programme. It was found, however, that the majority of respondents are involved in some type of organised social activity. Seventy-one percent of the opinion leaders, 75% of adults beyond the childbearing age and 100% of unmarried adults are members of the Lembaga Sosial Desa. The majority of respondents participate in the activities of the Majelis Ulama, a religious group. This suggests that through the

L.S.D. or the Majelis Ulare, activities integrating functional literacy, population and family planning programmes can be strenothened.
(3) Literacy and Non-formal Courses: The survey indi- cated that 100% of the opinion leaders interviewed are literate and have completeà elezentary schooling. This is very fortunate since any motivational and leadership training programme crgaised. for tha (e.g., for the village headman, ridife, teacher or the Ulama) would be greatly facilitated by the fact that they can read and write. If smch training were conbined with the desired econoic content or targeted functional components, a natmral and infiuential nucleus of modernisaticn culd be nurtured in the area. In the category of adults beyond childbearing age, anly 50% of the respondents have ever attended school and all claim to have dropped out, or heen unable to attend, due to economic reasons. Aonc the married adults vithin the fertile ace bracket, none is unschooled (unlike their previcus genera- tion) but the drop-out rate is 44º, agair on ground of poverty. Among the young unmarried adults vho were interviewed, the drop-out rate is zero. They have either completed elementary school or are in school. If this is indicative of a trend, we nay conclude that the number of iiliterate adults is not going to be substantially enlarged hy school dropouts. However, the need for functional, non-formal education programmes remains acute since roughly 75% of the children of school age in the Lembang District are never ahle to enter school. In this connection, it should be noted that almcst all the young respondents are interested in non-formal courses relevant to their occupaticn and/ or felt needs.
(4)Mass Media: Almost everyone interviewed listens to the radio. The resnonses indicate that radio programmaes involving music, folktales, drama and local news are of primary interest.These prograrmes might well be used to aid a functional literacy and family planning programme, provided that they are not overloaded to the point of creating a disincentive.

(5) Village Meeting: The majority of the people in Cikahuripan atten viilace meetings. The young married adults: the rotential group which the family planning programne hasto cover eventually, appear to be more interested thar. their earlier generation. The team believes that the village meetinos could be utilised for promotional purposes and are likely to be effective provided the funetional literacy and related family planning prorame are made interesting to the audience.
(6) Felt Needs: The tear found in analysing the felt needs of the various sample groups that education gets a very lo priority in the case of olãer people. The unmarried acults, however, put first priority on education. Among the married adults within the childbearing age, only ll gave priority to education. To get at felt needs in another way, respondents were asked to menticn specific re- quirements needed to improve thenselves. The comon reply was "money" by opinion leaders, "increase in farm productivity" by 100% of aduits beyond childbearing age, and "to possess more land by 89% of the married aduits vithin the reproductive age brackets.Only the younger generation men- tioned specifically the need for education.
(7) Family Planning: Findings regarding the attitudes of respondents toward fanily planning shov that the trend is towards large families with at least 4 to 5 children. This is evident in the context of a traditional agrarian environment where nan- power is the mainstay for generating family income. The propensity to have more children is likely to be strong. Oinion leaders and older adults seem to be well aware of family planning and PKK (Family Life Planning). Eowever, there is a critical knov- ledge gap among the most important group from the family planning point of view, the married adults within childbearing age. Forty-four percent and 78% of respondents in this group seem never to have heard of family planning and PKK respectively. A significant gap also seens to exist between current knowledge and vractice of family planning. One hundred percent of opinion leaders are aware of family planning and know the means of preventing conception, but only 43% actually use any type of family planning devices. Opinion leaders are expected to he the pace- etters for the community. Their practising family planning could have an exemolary effect on the community. Since the opinion leaders are literate, they are out of the purview of a literacy programme related to family planning or otherwise. Fut a separate programme for the opinion leaders, in so far as family planning and population education is concerned,

seens to be necessary. This may perhaps be taken care of through follov-up literate and concen- tratel family planning extersion efforts involving this particular group. Fronç the married adults within childbearing age. this vawning gap between knowledge and practice is all the more serious. Fifty-six percent are avare of fanily planning but only 22s actually practise what they know. If this reflects the actual sitmation in the village as a whole, there arpears to ke an urgent need to design and create the kimd of nopulation/ family planning cäucation programe, incentives and services, by which married aduits zot only acquire knowledge but develop conviction leading to action. A suitable curriculum built arcund the learner's motivations and priorities needs to be evolved, inte- grating family olanning and bridging the gap between knowledge and practice.

IV。 DESIGN OF THE EDUCATIONAL PROGRAMME Through the survey, the team obtained an overview of the forces at work in the environment of the prospective learners. The survey findings indicated to the team certain imperatives for the educational programme in terms of goals, objectives, design features, content, materials and methodology (Sectiom IV-z). The team then proceeded to the selection and description of its target group of learners. It was felt that the three literacy classes currently being conducted in the village were convenient target groups.The use of one of the classes would obriate the problem of setting-up a new class which probably could not be sustained as not all of the teaching units in the curriculum would be completed within the seminar period. As the learners profile had to be obtained bofore definite educational approaches could be determined, the team ¿eveloped a set of tests that would provide a desoription of the status of the learner. The tests were administered to the members of the selected class, and the results tabulated and analysed. (Section IV-B). The team then started the development of the objectives and content of the educational programme. As its first step in

this phase, the team reviewed the hypotheses and desired learn-

ers' condition which were established earlier. The tean then divided into 5 smaller groups with each group formulating

soigested objectives. These objectives were then classified to general and specific ohjectives. The general objectives tanded to be broad and all inclcsive. thereas the specific mjectives were expressed in behavioural and measurable terms. Fter classifying the specific objectives under the broad ones, a set of objectives vas adopted for tze ečucational programme [Section IV-C). Jased on the objectives, the team identified content areas: literacy, occunaticnal possibilities, family -lenning and human developrent. The tea- considered these areas essential to the integrated educatioral prograrme; the cbsence of one will seriously impair the effectiveness of learning in the other three areas, and ultinately the success of the antire programre. Topics under each of the 4 arezs were then specified. At this point the team realised the need to present the curriculun in a nore functional way. The curriculun format must show not only the interrelationship among the various topics. but also the basic strategy: learning through problen solving. (Section IV-D). After designing the curriculum in the hroad outline, the team decided to explore 4 different strategies in developing learning experience for adult students. Fach strategy vas to represent a different point in the continuum from content-centred to learner-centred activities. This grada- tion was to be reflected also in the degree of pre-planning or structuring of each lesson. The tean felt that to safequare the experiment, it was desiralle that the lessons be developed independently by 4 sub-groups, in accordance with their respec tive concepts of the characteristics of their particular types of learning experience. This also would avoid anv possibility of nutual influencing on methods and approaches of the sub-

groups. In so designing the experiment, there was no

a-priori implication that any one of the strategies was necessarily superior to the other or erually suited to all adult learners concerned. On this hasis, the team divided into 4 sub-groups to prepare the lesson plans and materials for these approaches:

• Highly structured lesson:
• Puppet show Group điscussion;

• Experiential story telling (Section IV-E).
  As the 4 learning strategies were being developed, special subgroup was assigned the task of developing an evaluation systen. The system adopted by the team consisteú of 3 components:

• Pre-and post-test: Observation on participation:

• Analysis of attendance. (Section IV-F). 3。
  Imperatives For The Fducaticnel Programme The pressure on land in Fest Java is vary high. Sixty percent of Indonesians live on the island of Java which covers only 7-l/2% of the total land area. With li:ite farming lands and lack of employment opportunities outside agriculture, there is a high rate of under-employment and unem-icvrent among the working population. The need therefore is twofold: firstly, to increase farm production through higher yields and greater cropping intensity, and secondly. to make the population aware of the nossihilities employment skills. of diversification in job opportunities thrcugh a variety of En Java, the Xalthusian spectre is an agonising realitv today. The survey indicates that the conpleted families have an average of 6 children. ith so many newy births, any increase in income will be wiped out by the growing population. The net result will be a stationary or a reduced income level. One of the primary objectives of any functional literacy programme, thus, of necessity, is to promote rational decision-making vith regard to family size. It is not the function of this team to propose in ¿etail any specific occupational alternatives but only to create the awareness, the critical thinking and the ability to explore the possibilities further. The team however, considers it extremely important to relate functional literacy with the national economic programmes. Any functional literacy programme should first of all catalyse striving among the adults for higher income levels. The relationship of functional literacy with improved occupational skills is obvious from this assumption. Population education and family planning together with economic content are the next most important areas to be emphasized. The need for a reduced family size, knowledge of fanily planning and motivation for regular practice are the 3 essential components in this respect. The purpose of a functinnal literacy programme geared to the need for family planning will be to

expand the knowledge base: make everyone avare of family planning

and then bridge the gap betveen knowledge and oractice. It may

be useful to invostigate the reasons for this gap. The team was

not able to examine this proble.: in depth but some respondents

incicated that they have experienced logistic difficulties,e.g.,

home visits by the family planning field vorkers were not

frequent.

There are several factors which inhibit the adoption of family

planning practices. ithin the survey area the team identified, among others, the following factors:

• Insufficient staff from family planning agencies to provide the necessary coverage Location factors including distance fron the family planning clinic;
• Lack of identification by the local people vith national aspirations. (The peonle see themselves apart from the governnent so whatever is crojected by the government tends to be rejected hy the individual as being above and Leyond him). Family planning is something ner and difficult to relate to the existing value structure. In any traditional society, the rejection rate of any new practice for the individual, farily or scciety tenás to be very high.
  

  E。Description of the Learner

l. Test Design: Tests vere devised to find out the present literacy level of adult students in existing classes, the motivation to learn, and their knowledge and attitude towards population problems. Thus the following three tests were developed and administered to one of the three adult literacy classes:
Motivation test. In order to find out to what extent

a. the respondents were motivated to attend the literacy classes, 9 general questions were included-some dealt directly with motivation to learn to read, others focused on behaviour indicative of the desire to learn, while some dealt with attitude towards participation in group discussion and with degree of ready acceptance or rejection of new ideas. (Appendix C) b。 Literacy test: A literacy test was designed to find out the reading ahility of the adults. The test consisted of 3 sets of 3 words of graded difficulty. In addition, 2 brief writing items were included, one reguiring the respondent to write his/her name, and the other, to note down the distance walked to reach school. A copy of the test is enclosed im Appendix C. The test was administered to the class with the help of interpreters and was scored as follows:

score l = 1 mark for correct reading of each word in set l; score 2 = 2 marks for correct reading of each word in set 2: score 3 = 3 marks for correct reading of each word in set 3 scores 4 and 5 = 1 marl each for correct writing of each word. Knoyletve test: Six sets of pictures covering the C。 Jifferent aspects of farily pianning were developed to find out the level of knovledçe of respondents with regard to far ily planning. The resoondents were shown the different sets of -ictures (shown in Appendis C) and asked the folloviig questions:

(1) Phich of the folloving pictures best describes the objectives of fanily planning?
(2) tho from the pictures of husband, vife, or both, should be involved in the practice of family clanning?
(3) Phich of the folloving 5 pictures does not relate to family planning?
(4) Which of the following 4 pictures properly illustrates the concept of fanily planning?

(5) ho (fror the pictures: policeman, village

doctor, clinic staff) would you approach if

you are in need of help or information re- garding family planning?

(6) Uhich of the following pictures represents an ideal family size? The test was scored by assigning one mar!: to each correct answer.

2. Learner's Profile: The test to determine the learner's profile

was administered to an on-going literacy class consisting of

26 members, 85% female, and 15% male. The class is composed

of relatively young memhers, the mean age heing 24.4 years only.

Fourteen respondents (54%) are below and 9 (35%) above the

mean age.

Motivation 3。 Reasons for joining the class: Eighty-one

(1) of the responcents joined the class after having heard about it from: the village headman, 35s, neighbours and friends 278, and the teacher. 19%. Only 15% of the respcndents mentioned personal needs as a reason for joining the class. Eighty-one percent of the class is engaged in agriculture, and 50% of them are owner cultivators and 3ls far labourers. The rest are housekeepers. The ability to read and write: Sixty-five
(2) percent considered literacy as the means to increase knowledge. Twenty-seven do not see any scope for immediate application of reading and writing skills. ighty-five of the adult learners vent to school when they were young
oniy but all dropped out at some stage. 4% reached the 4th grade, 73% the 2nd grade, while 59% dropped out after first grade only. When giving reasons for dropping out after first grade, ?5% mentioned family problens, 27% mentioned economic reasons and 15% (3) health problems. Of the respondents, only 27% (3) have previously attended any literacy course。 Twenty percent of the respondents send their children to school. Since the average age of the adult learners is only 24.4 years, most of their children have not yet reached school age.

(3) Neans of learning: Fifty-three percent of the learners think that remaining quiet in the classroon is the best way of learning. Twenty-five percent think that it is better if only a few other people do the talking. Only 15% consider active participation in classroom activities as a nore effective way of learning.

Acceptance of ner ineas: Forty-two

(4) nercent stated that thev rould accept new ideas and change reelily and villingly. Twenty three percent would consult others before deciding whether to accept or not. Another 23% would reject such new ideas outright. Class attendance: Sevartv-six percent of
(5) the adult learners faco ne difficulty in regularly attending the classes. Only one responcent, i.e, 4s, is not in a position to ensure reqular attendance ¿ue to various fanily/household problens. Literacy Test: The results of the literacy test
b. indicate that 46% of the class are at the fluent level, l2% at the reading level. 15e at the difficulty level and 27% at tho frustration level. Roughly 50% of the aduit learners have aczuired the desired level of skill in reading anl 50% are much below the level. In terms of writing, only 58 could write their names correctly, indicating that the vriting skill of the projected level was attained by only 5% of the learners, the sane grou who attainez flency level in the reading test. In the numeracy test. only 7 out of 26 learners came un to t'e desired level and these 7 also attained the fluency level in the reading test. Rased on the literacy test including readimg, writing and numeracy compcnents, the learners: group of 26 students could be divided as follovs: Literate level: Seven attained the literate level. In terns of reading they are at the fluercy level. They also showed the desired competency ir the writing and numeracy tests. Semi-literate lovel: Five attained this level. They are at the reading level, qualified in the vriting
test, but failed in the case of numeracv. Illiterate level: Fourteen are still at the They could do the reading but level. illiterate no writing or arithmetic.

c。 Knowledge Test Regaräing Family Planning:

Based on the responses, the group has made the

following observations.

(1) There seems to be a serious misconception about the goal of fa-ily planning in that around 54e indicated that the aim of family planning is to have no chiláren at all. Only 35% of the respondents ansvered correctly. Other misconceptions also showed up in the course of the test but they are subjected to another verification.
(2) As regards who should he iavolved in the practice of familv plannin7, 7.5% indicated correctly, that hoth (i.e., hushand and wife) should he involved, while 21.6% said it should be the husband alone and 4% said it should be t'e wife only. The tea rowever felt that responses to this iter might perhaps have heen conditioned hv traditional decision-making roles within the farily, or by the type of contraceptive device which sone respondents associated with effective family planning.
(3) The respondents' knowledge of available services reveals the necessity of better information. Given three altematives on whom to turn to for more infornation on faily planning, only 67.5s said health and family planning personnel, 24.3% would rely cn the advice of the policeman, and one respondent would prefer the fortune teller.
(4) Finally, when given a free choice to indicate the number of children they would like to have, 81% said 2, 10.3% said as nany as 7 children and 2.7% said no chiidren.
C. The Objectives:
1. Broad objectives: A list of general objectives was drawn up by the team based on the study of the environment and the learners' profile. These objectives are:
a. To improve the self-image of the learner as a person capable of rational thinking, creativity

and sound decision-making;

b.
To strengthen his role in democratic dis- cussion, group planning and community efforts C。 To increase his avareness of his economic potential, both indivisually and collectively, and his ahility to utilise resources more effectively.

d.
To help hin overcome the imhibitions of outmoded beliefs and practices, and promote openness to new ideas and inmovations which can directly contribute to imoroving the quality of life; e。 To develop his capacity to disseminate inno- vative ideas and approaches: f, To deepen his knowledge of family planning, its methods and services, and helo hin develop deep conviction as to the importance of planning family size; g。 To develop greater interest in reacing and increased skill in using written language and numeracy to improve standards of living; h。 To make the educational experience emjovable as well as profitable, so as to sustaim lifelong interest in learning.

2. Specific Objectives: Specific objectives were also foru- lated by the team. The specific objectives would determine the subject matter and the possible educational methodology, and at the same time indicate a systen of evaluation.
   a. Skills:
   -ability to read, understand and react to items of simple newspapers; -ability to fill in application forms and write simple letters; -ability to symbolise number concepts and perform basic numeracy computations (addition/subtraction/multiplication/ division.)

b。 Knowledge: -of family planning and ability to discriminata between its different methods and objectives of resources and services. C。 Attitude: -desire to make uce of available reading materials and notices. -interest in writing, making notes or conputing daily business transactions: -willingness to discuss farily planning and visit clinics; -willingness to look for resources and make rational decisions.

D.Content Areas:
The team decided to include the following content areas in the curriculum:

1. Family planning:
2. Literacy;
3. Occupational possibilities
4. Human development. Under each area, topics were identified as shown in the table on the following page:

CONT NT AREAS 二 2

MSE I encoding and decoding simple words and sentences. counting, reacin and writing nuno. rs (1 - loc). writing names, adress and commonly usoc vords. 2S3 II comprehension recding simple sentences, labels, signs and an- nounceuents. reading specially prepared nevs- papers, bulletins,,pamphlets, posters. speed roading 25, minute. writing simple Lessages, letters, applicatio, forms, money orders, cerbain forms. counting, rcading and writing numbers (1000) multiplication tables. simple fractions. weights, heasures, volumes, areas, time. simple household cccounts. n x,

.+，-9 LASE III critical reactions to what he readsl writing instrucbions, taking down notes. farm plants. counting budget analysis percentage. skill in discussion. ability to sek out, mobilise resources. greater community participation. improved problem solving abilities
a. ability to understand cause and effect
b. ability to separate opinion from facts
need for family plannirg. à.rational goal, policy and programmes. koxledge of family plannirg

3.
es ods, devices, services ircluding side effects.

4.fiir icome and fanily size.
5.niseseptions regarding famiiy
p-az

6. chilárizs, nutrition, paren ressibilities.
   7.physioi:y of human reproduction. maternaesith and family size.
7. OCCUPATICNAL POSSIBILITIES

8. crop rotation.
   2.modern netrci input, seeds,fertil-
   iser, ins÷cticides/pesticides, irrigation.

9. cooperatives.

10. investment/credit. marketing.
    5.
11. home consumption or srketing.
12. diversificution of occupation,
    poultry, dairy, horticulture

8.vegetable production
9. food preservation and prccessing
10. occupation alternstives

(bamboo craft, tailoring).

c. willingness to oonsider non traditional alternatives
d. ability to seek out resources
e. ability to set up priorities
f. sustained effort.
5. openness to new ideas.
6. civic service and responsibility
7. cultural enrichment.
HUPIAN DEVELOPMENT

The tean felt at this stage that a more functional format of

the curriculum had to be develoned. This curriculum des- cription should reflect not onlv the relationship of the topics in the curriculun but also the basic philosophy:

learning through problem-solving. This format is illustrated

below :

Problems Goals

a. puppet play
a. more vield ner
a. less vield
Ed

b. less income
experience of modern mathods

b. more income

c. balancing faniiy

size and resources

age ilies th too mny mildren

a. less income per family nember
b. less oppor- tunities for schooling
c. less clothing
d. less fooà per number of the family
e. less happiness
a. smaller family size
b. increased production
c. more oppor- tunities for schooling
e. structured lesson (lecturer) .¿iscussion on occupational osportunities, family clanning
raditional arming Tactices

b. inadecuate incone
cultural practice

b. occupational divursifica lon
c. small family size
a. grous éiscussions
b. problem-solving
c. literacy exercise

a. not enough land a. improved agri

Σ。 Learning Exneriences: Four learning experiences incorporating topics in the curri- culum were developed. (The lesson plans for the 4 approaches are shown in Appendix D).

1. Structured Lesson: The lesson introduces the concept of a Hapny Family"The lesson consists of ? arts: reading and uriting. In the reading portion, the teacher reads a short story of a family that has achieved happiness with the help of family planning. The story is nade vivid by eans of pictures that are shown to the learners. Discussior. leading to occupa- tion opportunities, farily planning and hunan developrent ensues. Key words and sentences of the story are writtea oa the hoard and are read first by the teacher, then by the learners as a group and then individually. New words and sentences are studied further. In the writing portion, words ane sentences on the blackboard are copied by the learners in their vork books. Numbers and simple arithmetic operations are made on ages, distances, income and time.

2. Puppet Show: A puppet play is presented to the class. The nlay is an adaptation of a local story vith built-n elerents of family planning and inproved agriculture. At the end of the nlay the class is divided into 3 groups. Fach group is asked to discuss topics from among the following:
   a. How to get the most out of the land:
   b. low to seek the right person for advice;
   c. How to increase income.
   Each group is askeć to present conclusions regarding its topic. Prepared sentences concerning modern farming are writtem on the board, then read and copied by the students. Learners are asked to form additional words with syllables of the words written on the board. Finally, a game in arithmetic is played. Two groups are formed and asked to work on problems based on the puppet play. The group which writes the correct answer on the board ahead of the other wins the game.

3. Group Discussion: The lesson is intended to help learners see the relationship between small family sizes, literacy and better standards of living. The session starts with the pre- sentation of a picture to the class. Comments are elicited from the students. The teacher then suggests that the class elect a chairman, a vice-chairman and a secretary. A guide topic

relating to a perceived condition and its consequent problems is introduced for discussion in the class with the chairman acting as the discussion leader. After agreement concerning possihle solutions is reached,members of the class are encouraged to continue studying the oroblems and possible solutions. Groups are formed and asked to study, fter the class session, certain aspects of the problems and to rerort their findings to the class in the subsequent session. Litoracy exercises are then conducted on the words and numbers used y the students during the discussions.

4. Learner-Centred Experience This apprcach seeks to promote active and creative particination of the class and in the process relate pooulation, family planning, literacy and human development to the experiences and lives of the learners. The class is divided into groups. The groups are asked to depict by means of flexible paper figures on the flannel boards a
   The groups problem, an event or situation in the village. label their pictures with the aid of syllahle cards from a syllable/nurber chart. The groups then take turns in des- cribing their pictures. Each description is folloved by a The class is then asked to summarise discussion between groups. or draw conclusions fron the group presentations. Literacy and numeracy exercises derived from the description of the situation and the ensuing discussions are held.

F. The Evaluation System:
To determine the effectiveness of the "learning exerience developed by the team, an evaluation systen was designed. Through the evaluation system, the team wanted to check the degree of learning achieved by the members of the class, the amount of participation in the sessions aud the attractiveness of each learning situation to the students. To measure the degree of learning, an achievement test based on the 4 lessons was developed. The test was to be adinistered before and after the 4 lessons. The test consisted of reading, writing, comprehension of family planning concepts and numeracy items. The degree of participation of the members of the class was also considered to be an important item for evaluation. How- ever, as the team did not have the opportunity to measure the actual degree of participation prior to the 4 lessons, it was agreed that the tean wouid merely conduct an observation of learners' participation in terms of:

-Response to the teacher's stirulus: -Supportive and sharing activities shown by the nembers of the class; -nitiative and leadership as deronstrated by voluntary activity on the part of the learrer. 7 tally of the freouency of these 3 tvoes of learners'activities would be made for every twenty -inotes of the one hour sessions. Since the team vas narticularly interested in degree of participation of the class, an item which had appeared in the survey's interview schedule vas included in the nost-test to determine any change in the attitudes of learners towards participative activities in the class. (The Evaluation Instrmemt and Ohservation on Learners' Participation Sheet are Fresented in Appendix E).

The third component of the evaluation systen was Jesigred to reasure the attractiveness of the learning experiences. Cn assumption that the learners are free to come and leave the room at any time during the lessons, the team was to zimtain a record of the attendance at the start, middle and end of every session.

V. IMPLEVENTATION AND IVALUATION OF THC EDUCATIONA PROGRANTE After completing the four instructional units, the tezs selected the teachers who would conduct the 4 learninç eeriences from among the interpreters and local teachers who handled the literacy classes. A brief orientation and individualisez training of the selected teachers was undertaken by each sub-ro. The training was intended to familiarise the teacher viti the objectives, the content, sequence and materials to be used in the lessons. The teacher training being completed. the team went tc the mext ohase of the implementation-the administration of the pre-test to the target class and the try-out of the 4 lessons in the other two literacy classes in the village. As the pre-test was administered in the target class, the 4 sub-çroups tried out their respective lessons in the two other classes. (Section V.A.). The team then evaluated the results of both the pre-test and the try- uts and on the basis of this evaluation, the 4 sub- groups reconvened and planned out modifications of the lesson plans that each sub-group hoped would enhance the effectiveness of the lessons in terms of literacy, opulation and family planning. The teachers were then briefed separately by each group on the changes in the lessons. The 4 lessons were then conducted in the target class. Obser- vations during the 4 lessons are presented in Section V.B.. The post-test was administered after completing all the 4 lessczs. The results of the post:-test were then compared with those of

the pre-test. Lased on this analysis, the team formulated its conclusions. (Section V.C.).

A.Preparatory Activities
I. Teacher Training: Teacher orientation and training were wndertaken by each sub-group. The local teachers and the interpreters were considered as the pros-ective teachers. Tvo or more teachers vere trained by eack sub-grouo for its particular learning approach. This was cone to take care of any contingency that nay arise. The training consisted of familiar- zation with the objectives, content and methodology of the specific learning approach, afterwhich the prospective teachers were asked to make return demonstrations.
2. Fre-testing and Try-Outs: The team split into 5 sub-groups to conduct pre-testing and try-outs of the lessons. As the pre- tests were being aâministered to the target class, try-outs of the lessons were conducted in the other tvo classes. After the try-outs, the team again met to discuss prohlems that vere encountered regarding the performance of the teachers, the suitability of materials used and the sequences of topics and activities. The team again divided into five sub-grouns. Four of these sub-groups attended to the recuisite modifications. the fifth tabulated and analysed the results of the pre-test. As the group discussion, uppet play and structured lesson went on quite vell during the try out, there vere very little revisions made in these approaches. As expected, however, a more thorough review of the learner- centred approach had to be undertaken. More detailed and specific instructions on the procedures in the lesson were prepared. This lesson was given another try- ut, and final revisions were made.fter all desired modifications and improvements had been completed, the sub-groups again hriefed their respective teachers.
E。Actual Lesson: The preparation being completed, the team undertook the actual lessons in the target class. The following observations were made on each lesson.

1. The Puppet Show; The class began at 3.52 p.m. The first 20 minutes were devoted to the actual puppet show which is an adaptation of a traditional folk tale and applied to real life problems and situations. The purpose of the show was to communi cate to the students some real life problems and to suggest ways to solve them. The second 20 minutes were utilised for elicit-

ing comments on the show from the learners on the basis of which reading lessons were built up. The last 20 minutes consisted of writing and numeracy, the contents of which were again derived from the puppet play. The table below indicates the various types of responses during the class hour: 3 Table Class Tyne of Frequency Time Activity of Response to Teachers First Puppet 20 Flay Hinutes Second Comments 74 20 and Reading ilinutes Lesson Third Comments

1.7
20 and Writigg Minutes; and Numeracy

Frequancy of Frequency Total Sharing and of Learners Frequency Supporting Initiative Experience and Leadership c7

TOTAL 1

75% of the total participation. conveyed to the audience.

and population education.

10 32 116

é 7 30

16 39 145 Grand Total The puppet show itself drew the attention of the learners during the first 20 minutes and it appeared that the audience foud it quite interesting. This is further borne out hy the fact that there was frequent participation by the learners during the subsequent 40 minutes in terms of frequency of response to the teacher, sharing and supporting experience as well as initiative and leadership. Seventy-five percent of the learners carticipated in this exercise. All of the 3 tynes of responses vere, hovever, dominated by one individual learner who was responsible fer An analysis of the comments showed that the message was adequately Many implications of the real life situation were not explicit in the puppet play. It is interesting to observe that the learners, during the post-play discussion from which the reading/writing lessons followed, ere able to bring out the implications, s well as the various alternative solutions to real-life problems, uite effectively. It therefore appeared that a well thought-out lesson plan based on an adaptation of traditional puppet plays could be an effective educational medium in adult literacy classes geared to the needs of family planning

2. Group Discussion: The class started at 4:54 p.m.. The tzecher
   The introduced the methods and the procerures to be observed. learning process was novel to the learners and they were

immediately responsive to the classroon activities. The class selected the chairman, the vice-chairan and the secretary for conducting the discussion session. The preliminaries were all completed by 5:00 .m., exactly 7 minutes after the class began. The class was highly responsive at this staga. There were as many as 76 suggestions, ooinions, conrents, etc., based on an actual count. The discussions then followed after the teacher introduced the subject matter in accordance with the lesson plan. The discussions continued for about 17 minutes. rithin this short period, there was a tendency for the group to coe to a dead end. The teacher intervened, clarified some points within the lesson plan and the discussions again picked up. This develop- ment was quite contrary to what the tean experienced during the try-uts in another class. One possible explanation may be that the try-outs were done with a more mature group of learners; the average age of the trial class vas higher thaa the students of the target class. This may lead to one important iplication: the discussion techniçue ray be nore effective in a class of mature learners vhere the realities of the outside vorld have exposed the students to a variety of experiences and ideas for a sufficient perioá of time. After the discussions, the regular class resumed with the teacher undertaking reading lessons based on the learners' experience during the group discussion. The responses picked up. The vhole class participated in answering the teacher, in sharing and supporting experiences of one another, s well as takisg the initiative and leadership in the process of acouiring better literacy skills. The lessons continued for 17 minutes. The last 10 minutes of the class consisted of vriting exercises including numeracy. During this period, all the learners wrote dowm some key words and short sentences in their own notebooks. The participation at this stage appeared to be 100%. The table on the following page indicates the varicus types of responses given during the class:

Table 4

FREQUFCY OF Type of Activity Initiative Total Remarks Fesponce Sharing 8 Fre- to Teachers Supporting & Leader- shis quenies Experience 1 76 Election 75 of Chairman, Secre- tary π32 90 ndGroup Dis-58 cussions 13 39 248 Realing 200 Lessons e100% Writing partic Lessons pation

The responses during the election process alnost entirely related to the teacher's questions. During discussion, there was a high rate of participation in terms of sharing and supnorting ezper- ence.The initiative and leadershin, at this stace, were nostly from the chairman of the discussion session. During the reading lessons, the responses were mostly stimulated by the teacher.

3. Structured Lesson: A structured lesson was designe based on
   In simole and easy the stated objectives for the lesson plans. Sundanese an initial story was developed to convey the ideals of a small family. At the second stage, discussions developed based on the same story. At the third stage, reading and writing were initiated also on the basis of the story. Throughout the hour-long lesson, participation by the majority of the students was very pronounced. The following table indicates the type and number of responses:

34.
Class Frequency of Total Fre-

Leadership

First

Second 20

145 20

During the first 20 minutes when the narration of the story vas made, there were frecuont responses to what the teacher saiù. lore suggestions and comments vere also pade and a significant trend towards mutual sharing of exoeriences was also noticeable. During the second and the third 20 minutes, when the lesson became more and more learner-centred rather than story-centred, the level of participation tended to taper off. This may be due to 2 factors: the interest that the story generated and/or the skills of the teacher in its presentation.

4. Learner-Centred Approach: The lesson was intended to provide the learners with an opportunity to express themselves through various colourful and flexible paper figures of objects common in their day to day lives. The learners were asked to develop a picture of a situation, an event or a problem that they experienced in their village.A flannel board provided the base for the pictures. The class was divided into 4 groups which were asked to form their respective pictures and provide captions. Discussion and literacy exercises were then con- ducted based on the pictures. It was a new and novel experience for the learners. bviously, they were exposed to such an exercise for the first time. But it is interesting to note that the learners cuickly picked up in their initiative, and participation increased. The types and frequency of the responses are shown in the following table:

Table

FREQUENCY OF Total Initiative Class Sharirg ef Fre-Response to & Leadershin Time supporting Teachers Experience 53 13 First 5

33 5 74 Third 15 20 Rin. The lesson seemed to have been vell prepared an: the technical The teachers' role quality was of a fairly high level. With better orientation, appeared to be the critical factor. a cetter performance could have been achieved.

C. Evaluation:

Before introducing the 4 lessons designed by the grou-: a pre-

test was conducted for the target group of learners to fini out

the level of literacy in terns of reading, writing and merccy.

as vell as the knowledge-level regarding fanily lannimg. after

the lessons, the sane test was administered to find cut the

differences, if any, hat nay have occurred as a consemence

of the lessons.

l. As regards literacy levels, a significant difference in the

mean value vas observed. The table below gives the dstaiis of

the literacy tests. in terns of the nean value of narks crtained

(the maximum and minimum marks obtained were 10 and: resrectivelv).

Table 7

Total Arithnetic Writing Reading Type of Test

6.3
C.1
6.2
6.4
Pre-test

3.1
6.3
3.9
9.4
Fost-test

-

Lnificant improvements are indicated in terms of reading and iting ability: the mean values for the target group as a wholeThis creased by 3. and 2.7 points, resoectively. In the case of -eracy, the increase was rather low, only 0.2 points. ht have heen due to relatively less sphasis on numeracy.

I. In individual performance, significent irprovenents in terms literacy levels vere observed. The tahle below shows the rssults of the pre-and post-tests in nercentages:
Table Percentage of StudentsArithmetic Total Friting Post Fange Pre Reading Post Pre of Post 18% Pre rost 23% Pre 9 23% arks 18% 23% 90 238 0 -2s 9 8 0 0 9 8 3-4 18 15 9 8 9 15 9 8 5-6 29 23 29 23 18 15 29 23 7-8 1008 100% 100% 1008 1008 100% 100% 100% In the pre-test, 3% of the learners obtained marks betveea 0 and 2. This was significantly reduced to only 98 durimg the post-test, Similarly, in the case of the highest marks li.e.. etween 9 and 10) obtained, the nercentage of students im this category increased from 38% to 44s. In the mid evel as well, considerable differences occurred between the pre-and post-tests. Further analysis of the literacy content also indicates corres- ponding developnents in terns of reading and writing skills or ability in arithnetic.

3. The lessons were also related to family planning needs of the local community. A pre-test and a post-test were also conducted to find out the increase, if any, in terms of knowledge of family planning. A cuestion was asked as to which of the following sentences best conveys the nessage of family planning:

• couple should have five children: A couple should have tro children: -A couple should not have any children.

In the pre-test, nly 23% of the learners answered correctly in the sense that a couple should have only 2 children. In the post-test, the figure increased to s2s, change of significant dimension. The percentage of students preferring a large family of 5 children decreased fron: 39% in the pre-test to only 13% in the post-test. During the lessons. -ore of the learners participated in finding out an answer to the problem of having large families. I second question was asked as to where the family planning services are availahle: in the mosque, school, clinic or the police station. In this case, only 23% ans ered correctly in the pre-test and 52% in the post-test. Sixty-sevem vercent gave no answer in the pre test while only 25% failed to provice an answer in the post-test. On the basis of the results, the tean ohserved that if the family planning knovledgo is integrated within the lesson lans vhich are non-traditional and ensure a high rate of marticination and invclvement of the adult learners, the messace could be conveyed and understood effectively. The results of the 4 lessons clearly point to this conclusion. The lessons desigae bv the teane were more learner-rather than content-centred. Also, a maximazation of learners involvemont and narticination in the learning process was kept in viev. Finally, the lessoas focused on the real life situations faced everyday by the adult students and the felt needs of the people and the community. As a consequence, in the 4 lessons, each of a differezt tye, pronounced changes in terms of literacy skills as vell as kev- edge of family planning were achieved. PRATELENTS CONCLUDING VT。 Literacy,Population Education and Fanily Flanning.

a. On
The tean initially formulated a set of hypotheses, impression- stic in nature and derived froms the integrated approac considered appropriate for functional literacy, population education and fanily nlanning. In their totality, the lessons vere designed to reflect an optimum combination of learners vis-a-viscontent-centred learning experiences. An adult illiterate coming fron the traditional rural environment was enabled to cone forvard and participate in the discussion, respond to the teacher's stimuli as well as initiate the developrent of reading materials by formulating his ovm stories through pictures and boldly lettered vords and syllables. All those vere again tased on real life situations vithin the

environment of his own village. The learning strategy thus developed was apolied to the target class and the original hypotheses vere tested in actual field conditons. The results, the team orserved, were quite en- couraging. Since the strategy put oriority on learners' initiative and the lessons were relevart to the learners roblems in day-to-day life, it was ncssihle to sustain a high degree of motivation thrcugh greater frecuency of learners participation throughout the four lessons. Functionality of adult literacy courses in ters of population education and family planning was the other inportant aspect of the lesson designs. The team observed that family planning could re a relevant theme for literacy programmes, rovided that the combination of teaching methods, materials and clinate give the desirerl interest which sustains a high level of studentAfter only 4 lessons, the level participation and initiative. of knowledge regarding family planning was substaatially increased. In order to fill up the yawning gao between know leäge and practice, the team observed that the educational strategy can be made to play a critical role. If educational efforts are focused on the learner, rather than the teacher. relying more on what is given out by the learners themselves as their ideas and thinking, the faculty of critical thinking coula be broadened. An expanded knowledge hased on family planning will interact with the continued incentives on the learner to enhance his capacity to think and consider alternatives critically throughout the learning process. The interaction, which is the literacy experience itself, can accelerate acceptance ad oractice of family planning, provided the clinical facilities am other inputs are also made available.

B. On Objectives of the Seminar
The team was of the consensus that the objectives set forth for the operational seminar have been achieved to a consicerable extent in that the participants attained a fairly clear insight into the various steps in the process: from the fcraulation of the educational programme to its implementation and evaluation. Despite the various limitations in terms of time available, the participants felt that this experimental project will have far reaching consequences in developing the impetus for integrated and functional literacy programmes not only in the villages covered by the experiment but also, through diffusion, in other countries of the region. The tean members strongly feel that in addition to holding operational seminars in other regions, an inter-regional operational seninar may prove most profitahle in terms of experience-sharing and mutual cooperation.

TEAM A APPENDICES

AInterview Schedule. pre i-x BLearner Materials and Methods of Teaching. paze d C Tests to Determine Learners' Profile. page xii-xiv DLesson Plans. page T- xxviii

E Pre- and Post Test. pagei -

i A GROUP

QUESTIONNAIRE

District: Village: Kampung: Province:

MALE! FEMALE: AGE: MARITAL STATUS:

ECONOMY

1. To what category do you belong?

a. owner/cultivator
b. tenant
c. share cropper
d. farm worker
2. Do you use the following?
a. HYV seeds
b. chemical fertilisers
c. irrigation
d. insecticides
e. pesticides

f. others (specify)

3. Has your yield increased?

yes_no

4. Is there a cooperative in your community?

a. yes
b. no
c. not known

S Do you attend ocoperative mestings?

a. occasionally
b. frequently
. In what way is the coop helpful to you?

7. Have you ever had the chance to attend a school? yesno
   

   7.l If yes, up to what level and why you discontinued?

a. economic
b. school not available
c. married
d. others (specify)

7.2 If not, what was the reason for not attending school?

a. economic
b. schcol not available_
c. heal th
d. others (specify)

8. Did yoù have an opportunity to attend any practical courses?

yes no

8.1 If yes, specify
o.2 If not, five reasons

9. Are you interested in attending some courses?

no yes_

9.1 If yes, specify
9.2 If not, give reasons

iii.,

l0. At what time of day would it ze convenient for you to attend courses?

KNOWLEDGE ll. Do you like to listen to the radio yes_ no

12. If yes, what programmes do you like test?
    a. music
    b. news
    c. speech
    d. drama
    e. others (specify)
13. Do you attend meetings in the village hall?
    a. al ways
    b. sometimes
    c. never
14. Please give reasons why FELT NEEDS
15. Are you content with your standard of living?
    no yes_

15.1 If yes, explain why
15.2 If no, which aspect of your life needs irprcving?
7s

a. all
b. housing
c. food
d. health
e. education
f. others (specify)

ivo

16. what is your present main job?
17. What kind of job do you like?
    a, mərchant

b. farmer
c. cificial
18. What do you need to upgrade yourself in your field?
a. finance
b. tools
c. guidance
19. How do you think you wouid get the help you need ?

SOCIAL
20. Do you think your community is progressing?
yesno 20,l What is the achievement in each field?

a. eromic (good__) (fair ) (bad)
b. social (good__) )fair ) (bad_)
c. education(good) (fair _) (bad
d. health (gooá__) (fair ) (bad)
. 21. What; do ycu need to achieve progress?
a. manpower
b. linance
c. tools
d. facilities
e. infrastructure

V

DEVELOPMENT

22. What efforts have been tried?
    

    23. When you have ready money from the Government, what do

you use it for?

24. If you won Rp 500,000 in a lottery, how would you use it?

a. Go to Bandung and have a nice time
b. Buy beautiful clothes
c. Remodel your house
d. Buy a tractor
e. Pay off your debts
f. Save
g. Buy land
h. Buy a car
25. Who are staying in the same house with you?
a. grandparents
b. parents
c. children
d. brothers €. sisters
26. How many rooms do you have in the house?

27. Who decides in connection with the following:

ii. mether

a. education of children i.father
i.father ii. mcther
b. upgrading of house
ii. mother

i.father
c. furniture buying

vi

28. Whom do you consult in solving the following problems?
    ii. mother

a. children's education i. fther
ii. mother

i. father
b. house/ furniture
c. investment i. father ii. mother
29. How many children have you?
a. boys
b. girls
How old are they?

How many have died?

30. How many chilaren do you think you would like to have? Why

31. What would you like to see other people have?
    12 3 4 5 6 Why?

32. Where do you go for help in delivering a baby?
    a. local midwife
    b. government clinic

33. What do you feed the baby from birth to six months
    a. mother's milk
    b. mother's milk and others
    c. others
34. How many children go to school?
    a. what do the rest do?
    b. why?

vii

3i. Have you ever heard about faily planning

no yes

35.1 Have you ever heard of Ps.
no yes

36. Could you describe what it is?
    

    37. Do you know where the family planning clinie is?

no yes

38. If you are a member of family planning, wat devices do

you use? a, pill

b. IUD
e. condom
d. foam tablet

38.1 Why do you prefer the method you have chosen

38.2 If not, why ?

39. What is the source of your information?

a. government field worker
b. private organisation field worker
c. midwife
d. village head
e. teacher
f. radio
E. newspaper
h. neighbour
i. others (specify)

vi:i 一 INSTITUTIONS

40. Do you have a literacy class here?
    no yes

40.l If yes, which agency runs it:
a. government
b. religious group
c. social organisation
d. others (specify)
40.2 If an: wer is yes, what kind of help:
a. money
b. service
c. in kind
41. Who helps in the family planning activities?
a. government b, religious group
c. social organisation
d. others (specify)
42. Are you a member of any organisation?
yes_ no

42.1 If yes, which
43. Is there a Lembaga Sosial Desa in your community?
no yes_

44. Are you a member of the Lembaga Sosial Desa?
    一 yes_ no

45. How many in your community are members of the LSD?

ix

46. What do you think are the functions of the LSD?
    a. to develop spirit of cooperation among members
    b. to provide assistance to members in time of need
    c. others (specify)
    

    47. Do you know of the existence of a Majlis Ulama in your:

a. kampung
b. ruang
c. others (specify)

48. What activities of the MU are you aware of?

a. lectures
b. Koran recital
c. discussion groups
d. information exchange
49. What activities have MU undertaken?
a. lectures
b. Koran recital
c. discussion groups
d. information exchange
50. How many times do they conduct these activities?
a, once à week

b. twice a week
c. thrice a week
d. four times a week
e. others (specify)
51. Do you participate in these activities?
no yes

x

52. How many members of ycur community participate in these

activities?

a. few members
b. most
c. all
53. Do you know of the existence of a clinic in your area?
no

54. What services does this clinic provide!
    a. family planning
    b. heal th
    c. maternal and child welfare
    d. others (specify)

55. Is there a school in your area?
    no

56. What activities take place in this school?
    a. classes for children
    b. adult classes
    c. community meetings
    d. others (specify)

57. Who is your Village Head? What is his name ?
58. What do you think are his duties? (open-ended)

zi

LEARNER MATERIALS ANE:CDS OF TEACHING

1.Puppets
2. Primer Loose leaf 2+Slides Flip chart Flannel-graph
7. Three dinension models
8. Films borrowed 9。 Cownunity acting
10.Picture strip
11. Socio-drama
12. Read out story Letter-word bulding
13.
14. Folk song
15. Games
16. Comic strip
17. Student developed "materials
Pictures a。 Fol

c.Personal experience story(en the spot)
d. Student magazine
18. Posters
19.Wall newspaper
20. Pamphlets
21. Student workbook Flash cards
22. Group discussion
23. Tape recorder 24 Identity cards or tags
25. Word bank
26. Magazine cut out sentence building 27。
28. Filling in forms.

zii

LITERACY S

Diffi|Read Frust, evelLevel Level

Feading and writing ability levels

45 85 95 I bibi babat bibit unggul babi babat bubi bobi

11.11f
45 65 75 II dulah salah nga ngala binih malah ilah dalah clah 45 65 65 TII naha wadi make gering. garong gawe wera weureu

l. Write your name.

2. How far is your house from the school?

xiii

PRE-TES-Motivation and attitude tcweris literacy

l. How did you happen to join this class? (s urce of informetion)
2. How can learning to read end write help you in your daily life?
3. What is your reaction when you ses sczebody else read and write?
. 4. Did you attend school as a child? If yes, up to what grade? Why did you drop out?
5. Have you attended any other course? If yes, what kind?
6. Do you send your children to a school? If not, why not?
7. What problems do you have in attending tze elsss regularly?
8. In. class work which of these things do you like best?
l. Remaining quiet
2. Asking questions
3. Sharing experiences
4. Letting a few persons do the talking.
9. If a stranger comes and says to you that the rice you are using is very bad for health, what weii you do?
1. Accept his advice
2. Consult the headman
3. Wait to see what your neighbours do
4. Reject the advice of the stranger.

xiv TEST ON FAMILY PLANNING KNOWLEDGE One of these pictures is related to family planning. Which one is it? Check one of them!

In practising family planning, who are supposed to be involved? Check one of them!

3. If you need family planning information, with whom will you consult? Check one of them!
4. If you can determine the size of your family, which one would you like to have?
   3.M.

XV LESSON PLAN Puppet Shcv/Golek Methcs Problems Material Goals máitions of teachirg Puppet play Set cf puppets More yis-

per unit land per unit Discussions Lessen clan of farming Literacy dern met

Teacher

l. Welcomes students
2. Helps arrenge seats
3. Asks the player to start the show.
Player The player manipulates the puppets depictirz Three scns of a dying father went in different directions to seek the sacred amulet, called "Mustika Tri Warna", which was si posed to hold the secret of producing miracles. Only by obtairin this amulet could the father know best how tc iis-

tribute his landholding of 200 tuabaks, a busssle

and a hut. The two older brother consulted the wrong persons and consequently were badly sstised:. but the youngest one went to the right persr

(depicted as a man who is competent in farur i.

an agriculture extension vorker). Upon their return to their hone, their fatrer bequeathed the property to the youngest ser as e was the one who successfully unveiled the secret of Mutika Tri Warna. Teacher

1. Invites comments from students.

2. Asks the students to divide themse_ves isto three groups. Discussion with suggested topics: Group I : How to get most out the lani.
   : How to get the rigt perscr Group II for advice. inece. Group III; How to seek additicrsi

3. Asks them to come -gther again and each should state its cccciisicns in front of the class.

4. Introduces prepared sertance patterns concernins modern farming methods:
5. Reads the sentence slowly ssverai times and asks the students to repeet i:.
6. Asks each student to read.
7. Asks the students to write down the sertence in their exercise book.
8. Asks each student to re-arrange the syllarle for new words.

• recess 10 minutes -
  Teacher

l. Organises team game in arithmetic. The s-sss is divided into two groups facing each other.
2. The family depicted in the puppet show crs 200 tumbaks of land. Since there are four of them, how many tumbaks does each one receive?
3. If the family consists f only two persons, how many tumbaks will they get each? With these two questions, the group who writes the answers on the board first, wins the game.
4. Teacher carries on with addition, subtraction.

xvii

SCRIPT Kinis of Amulets" "Three

ict I: The father is lying on the iiver suffering from e serious illness. He is surrcnieć by his three sons, Sadir, Sadur and Sadar. Father: " Sons! Come closer to me! S.ir: Sadur! Sadar! I think I will not live very zich lenger. Before I die I want to convey a zessege to you. Listen well: As you know, we have cnly 0.28 kecteres ef house. For a long time I have beer rorsering how to distribute these equally aucr to use as your own after my death. Setere nights ago, however, I received a inessge from God, instructing me that I would kc how to distribute this property wisely amocs you, if each of you were to go out and dis- cover the wiraculous "three kinds of amulets" and bring your discovery back to me. I suggest therefore, that before I die, each of you gc out and search for these amulets and bring them to me as scon as possible".

• the three sons leave -
  Act II: The three sons discuss among themselves how cest to find the arulets: Sadir (the eldest) to Sadur (second son): (in whisper) "Sadur, I have an idea. Ew a5cis sending our youngest brother, Sadar; te the forest. There are many wild beast tere ani surely they will eat him up" Sadur to Sadir: "A good idea ,brother! That way, we -ist y divide the heritage between the twe or as. and we will each have larger shares". Sadur to Sadar: "My brother! I think it would be wise if reu search for the amulets in the ccrtrern art of the forest. Why not start right awey? I wish you much luck".

xviiz

"Good, brother. I an y way then now". Sadar: ct III: The search Sadir, in his search, meets cld shaman, who is reciting prayer. Sadir -inks that the shaman could perhaps give hia eivice es to how to find the amulets: "O son! It is my opinion ta:: the thr e kinds Shaman: of amulets could only be l) -terial, 2) jewelry, and 3) vehicles, such as a tcrevcls and car". Sadir is pleased with this and he ishes baek to give the news to his father. Sadur comes to one of the toughest firs asi strongman in the area and he tells ki f his desire to find the amulets. ET "Oh, that is a very easy matter. I Fighter: experiences with such things. The t of auulets are no more and no less most pleasant things in the world,

1) man, 2) woman, and 3) child. A ez zas t marry à woman and then beget a chii
Sadur is pleased with this advice and rszes tsck to tell his father. The three sons gather again together beitr: their Act IV: father and each one forwards his findiris the amulets: "Father, according to a famous shere. the Sadir: three kinds of amulets can only bs: - :tres, material, 2)jewelry, and 3) vehiclss. s as : motorcycle end car. I ccnclude, the that we should sell our property an s: the money to buy these more important i : ies hai "Father, according to my adviser; Sadur:zes couli much experience with amulets, the only be 1) man, 2) woman, and 3) means that we should all three get car-iei. In

order to do this we must first sel- a ci

property."

xix

Sadar:"Father, I heve esse through a vast forest in accordance-e vish of my eldest brother. For airs e lays and two nights I prayed to God tha: Es zight give ne an understanding of wa-Ee zeans by the three kinds of amulets. Whie I was praying, a kind and gentle old mar zassed by, carrying a case as if he was abext tc gc to his of- fice. I stopoed him for s -eat erd told

him of your message and ast. Ee was

wise and kind enough to guie ne Ee said to me: axulets "Boy, actually the three inis c are simply the symbols illustrati: Er treasure that they are: l)Physica_. spiritual discipline, to obey and car the religious order, in order to acr security and to disccurage trouble er- ssiness

2) Health, in the sense that you are ce healthy as well as physically helthy. I reach the goal, you must plan your faui size in proportion with the standard of living you can afford. Never lie. Be helpful to others; 3) Prosperity, by pro- moting your farming efforts in termof the following:
- to cultivate land in the right order:
- to select the best fertiliser;
- to practise modern methods by using modern farm tools;
- to irrigate;
- to kill insects. That, Father, is what the old man teii ze ari what'I have learned".
Father:"My sons! I have received each ef reports. It is my belief, however. -at the three amulets are those as descris:i Saiar. It will not surprise you therefore that I am willing all of my properties to Sssaz, sirce he is the only one who will be acle tt apply them for the benefit of you sl, iz czier to

achieve a prosperous life, phreicalf ss well

as mentally.

And so, my sons, good luck te you, a: live

well." Father dies.

ZX

PLAN BASIS FCH GROUP Topic-Oce: ESCUSSION

a. se-tins corditions

pre-ers frcr the con-

c. ways sclve/i agricultire
- look : natives
sise. small femi

2. Functional literacy
   3 (reading, writing, metical skill) related to the lesser reach the ultimate better standard of

Group Discussion Technique

A. Objectives

1. To help students understand the importance of

group discussion;

2. To involve students and enable them to participate

actively in the teaching-learning situation;

3. To help them read and write the word pa-da-me-iar

and build sentences from the word;

4. To help them aquire arithmetical skills in aciins

and dividing numbers and symbolising them.

5. To help them see relationships of small fami-r

size, literacy skills and economic activities

leading to a better standard of living.

B. Aids and materials
l. Picture of farming
2. Chalkboard

3. Tape recorder

4. Student-produced materials

xxi

Procedures:

1. Introduction
   a. The class is arranged ir seri circle with the teacher at the centre.
   b. The teacher greets the stiiets and presents a farming picture with the ce ticn pa-da-me-lan at the tr-toz.
   C.The teacher invites corments aii ideas from the students. à。The teacher suggests that to cilizste discussion the class elects a chsirzan, s vice- chairman and secretary.
   e. The teacher explains the rules fer Eroup discussion.
   

   2. Group discussion

a.Chairman presents the condition e aing-Discussion leads to acçeptance of -ris situation. b。Chairman then leəds discussion to ce second step: what problems stem fre. tnis. present condition.
C. Guide topics are identified and discussed too little land- enough land too little income- enough incoe.
d. Chairman leads discussion to the tcirs ste solving the problem. e。 Guide topics are discussed: improved agriculture, cccupational alternatives, smali family size.
f. Conclusions are drawn and the class eetr summarises all the discussions.
g. The chairman forms subgroups and ess-ss io further study, topies previously ciscissed.
3.
Break 10 minutes

3. Reading, writing, arithmetic Teacher writes on the board the followiig word:
   

   pa-da-me-lan.

Beginners:

• teacher reads it slowly and clearly 3 tizes;
• teacher asks students to reau as-:r hiz 3-4 times;
• teacher asks everyone to read ene by cre qiczlyi
• teacher asks each student tc ccze ari write on board.

xxii

Advanced students:

• teacher asks each of àe. t ceze end write one sentence on the board;

• advanced student reads his sctence slowly and clearly 2-3 times.
  Continue until all the sentences are reai.

• teacher asks all students to vrite ¿own the sentences in their exercise books ,rsil page);

• teacher asks students to write number c concept of land each one has;
• teacher asks students to write number ef children each has;

• teacher reminds the students to please carry the assignments (small group assignnent cf the three topics) to report ideas and findings to the next class meeting.

• Group 1 = explores ways to improve agriculture

  2 = explores other possible alternatives

3 = explores appropriate fanily size.

xxiii STRUCTURE二 35ON How to teachGoals miitions ProblemsSolutiers

1.Small fsi-Structured les-Have

sen acccrding Large fa-ly like -is facilities structions: Eteracy skills high many 4.Less food of l4V- duction. happin ing ess.

3.Good family life.
4.Betterdeve schooling facilities

Ghals: To teach the words "The Happy Family"

Eeaching

-Material: a paragraph giving s story "Ali's hapey family"

" Ali lives in Cikahuripan village. Ali's wife is called Umi, she is also called Mrs. Ali. The first child, a son, nəmed Kasim

is l0 years old. The scond child, a daughter

named Aminah, is 7 years old.

Umi is a momber of a family planning associati.

Kasin is in the 4th grade of the elementary

school. Aminah is in the second grade of the

elementary school. Ali's family wakesup early every day.

Ali works as a farmer, he is planting rice.

Mrs. Ali goes shopping in the market. She serves nutritious food.

This family has enough income, and it ca swe

money in the ccoperative.

Every Wednesday and Saturday Mrs .Ali ins

course which begins at 3 c'clock. Ali is also a member cf L.S.D. Once a month he goes to the meetire. Ali's family is always healthy ari ga:

Under such conditions you see a Espr fai

xxiv

Sieps: A.(Reading)

1。Teacher reaus ne story Teacher shows the pictures

2. Teacher asks questions
3. 4。 Discussion follows: inel.: cccupations
   family planning human development. Decision making

5.
6. Teacher writes the key sentence/words
7. Pupils read (imitate the teacher)
a) together
b) individually
8.Teacher writes and reads new words, syllabies. new sentences Teacher shows the flash cards.
9.
B.(Writing)
Pupils copy the sentence and words given by the teacher.

C. Reading and Writing ir srithmetic: incl.: ages
distances incomes times etc.

D。Teacher makes conclusion by saying: " A small family is a happy fanily".

E. Song.

XXV

I. READING MATERIALS
1. Key-sentences A planned family will be s sy family.
2. Key words Happy family.
3. New words
a。ethic Family: b。dynamic (clever)

C. aesthetic à。 rich e。 healthy harmony
f. religious
g.
h. grouping learning
i. working
j. deed k。
1. planning
II. ARITHMETIC Number of the children.
Number of members in ths family.......
Kasim is .... years old
Today is March .....

Go to the course at ....... oclock....km.

Distance from home to the course ..

Distance from home to the clinic ....... km.

Income per year ....... rupiahs

Outlay. per day....... rupiahs

Saving per month ....... rupiahs
Total saving in one year ....... rupiahs.
III. WRITING MATERIALS / EXERCISE

1. Family P,anning, Happy family
   2.6+4=
   二 7+ 20- 14- 二 4x 20:36552

xxvi

N PILEULE

5 1 7 5 YAN LEU PILEU 4 RE 1 7 5 YAN PILEJ LEU 4 3 5 3 PA PATU RAY 1 1 2 3 TUR HÁ YU BA 1 2 1 3 DA U PA RANG 1 2 1 3 BA TUR HA YU 2 1 1 3 DA PA URANG

115 67 PILEJ 3 2 3ma

PEGAT

6 5 67 LEU PILEU 2 4 3

1111

DET PANG TE 4 3 2 2 TUR BA YU HA 1 2 1 7 AN so NO -SO 3 4 2 2 TUR BA HA YU 1 1 7 2 AN NO SO so

2 3 1 1 U BA DA RANG 1 1 7 2 TU RAY KAL PA

Note: Sundanese song, meaning:

"Goodbye, till we meet again".

xxTii

APPROACH LESSON PLAN: LEARNEE-C

A. Obiectives:
The objectives of the learner-cs-reć experience are as follows:

1. To promote among the learners actite ni creative participation in group activity;
2. To develop the learners' confidence-presentating and interpreting their perception of reclen: an event or a situation in their villsge To help the learners derive, by themseives:
3. vocabulary and enhance their reading ski_s the problens or events they have presentei; To help learners apply numeracy skills as a 4。 integral part of their discussions during the greip activity; To help learners perceive the family planning and

4. demographic imphcations of the situation they depicted.
   B. Materials needed:
   syllable/number chart;

5. flannel board;

6. flexible paper figures for flannel board; 4。 blackboard; chalk and eraser;
   5.

7. learner's workbook.
   C. Classroom seiiing: 1。 The class is divided into two groups;
   Chairs are arrenged into two "j" shaped se-s

8. for the members of the two groups; Adequate floor space is left open at the frzt of

9. the seats for work on the flannel board:

10. The teacher is initially positioned in t of the class.
    D. Procedure:
    Thé class is divided into four grcips;

11. 2。The teacher creates an appropriate asiosnere in the class and explains the process; The groups are asked to depict ty zeers : tre 3。 paper figure on the flannel boars a crsc-em, a event or a situation. The tesere- ez-rasises

xxviii

the importance of using te zvetle parts of tce figures to indicate moverer ezpress feeling. From the syllable/number chan:, the groups forn a title or brief description c -heir respective pictures (8 minutes). 。Each grup selects a spokssman vi Ftes a verbal description of the problem, situsti r etent depicted by the picture. The teacker rozes cn the blsckboard key words or numbers used ir ies:rioing the picture.

5. Questions are then asked by members of c us regarding the picture described by a grour. Any member of a group may answer these questicns.
6. The groups take turns in describing their pic- through its spokesman. .Questions are then asc of the picture.
7. The teacher asks the class to summarise, restate the problems identified, the conclusions reached and the indicated solution to the problems, if any.
8. The teacher then calls the attention of the class to key words and numbers written on the board.
9. The teacher asks members of each group to read aloud the key words and numbers, pertaining to their pictures.
10. The key words and numbers are then copied by all members of the class in their workbooks. 1l. Learners are asked to solve on the board simple arithmetic problems derived from the situaticr depicted on the flannelboard.
11. Learners are asked to comment on and evalua:e the learning experiences in terms of what the felt they had acquired in the process.

xxix

SIME: zax.marks:

A. ORAL TESI
i. Read the following words:
1. Occupation 5. Sufficiert 7. Clinic
3. Happy
4. Income 6. Need
2. Farming.Eealthy
2. Write the following words: (didation) 1, Tailoring 4. Condition 7. Childrer
2. Fertiliser 5. Guidance 8. Family

6.Wise (8 marks)

3. Nember
   B. WRITTEN TEST
   i. Ali has two children. Kadir has 6 children Ali lives in a good house, whereas Kadir lives in a hut.
   Who has two children? Who lives in the hut? (2 marks)

2. a. add 6 + 10 = ..

b. subtract 6 - 3 =

c. count the number of letters in the words
"Panca-sila"Da8000000

d. Hasan had 4 ha of land. He purchased two hectares
more cf land. How much land does he have now?......
Umi had 15 zoata Seven died from some discase..

e.
How many goats are left?.......
(5 marks)

3. Which of the following sentences best convey the ss-

sage of family planning? Check one of them.

a) A couple should have 5 children
b) A couple should have 2 children
c) A couple should not have any children
(1 mark

XXX

Where do we get family plarnirsservices? Check one of them.

a) mosque

(2 zer)

5. In a classroom meeting, which of these chings would you like to do?
   a) remain quiet ask questions let a few persons do the talking share experiences. 060O
   (no mark)