Baca PDF (OCR): Functional literacy-1

FAMILYPLANNING

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 association with

WORLD EDUCATION INC.

CON TE N T S

I. Introduction

II. Tean Reports a. Team A Report b. Team B Report c. Team C Report

III. Synthesis of Team Reports

IV. Annexes

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

ETRODUCTIO!

The Regional Field-Operational Seminar on Functional Literacy linked vith Populatim / Family Planninq was organised pursuant to Resnlmtion 1.332 adopted by the General Conference f uNEsco at its sixteenth session within the fremerk of the Organisation's approved programme. e Seminar was organised in collaboration with the Umibel Hations' Fund for Popalaticn Activities (m), nd with the Govermment of the Republic of Imdonesia, who together, in association with Vorld Edmcation, contributed liberally both technically and fimancially towards the surport of the Seminar.

The first field operational seminar to be held in Asia under the sponsorship of the United Nations' Educational, Scientific andCultural Organisation, this activity took place fron ebruary 26 to March 18, 1s73, in the Lembang 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 diversified field experience in the approaches, principles, methods and technigues of functional literacy. The Seminar served as a training exercise for the articipants (a) to study a particular environment and identify problems and needs in relation 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 planning: 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 Sducation in Asia, Tangkok, 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 ports and Youth, the Fational Ponulation Tducation Project, the Institute for Teachers Training (IXIF), the Indonesian ational Coordinating Foard for Family Planning, the Communication Service Centre for Family Life Planning and the Office of ducational Development (EPP).

The Seminar was officially opened on the morning of Fehruary 26, 1973, in the Conference Hall of the New Grand Hotel in Lembang.

In his brief introductory remarks, the Chairman of the Organising Committee, Drs. Soenarjono nanoewidjojo, extended a warm welcome to the participants and expressed his gratitude to the Ministry of Education and Culture, the Office of Educational Development, the Indonesian National Commission for UNESCo, the Indonesian Wational Coordinating Board for Fanily Planning, and orld Education for their splendi cooperation and support. He also thanked the Eonourable 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 hope hat the objectives of the Seminar will be fully attained.

In his inaugural address, His Excellency Mr. Mashuri, Minister of Education and Culture, exprecsed 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. e 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-formal education. The reforms called for curriculum revision, hence the introduction of population education and family nlanning into the curricular programme of the Development Schools.

Before declaring the Seminar opened, the Minister emphasised the need for functicnal literacy linked with population / family planning and hoped that the participants would exchange experiences and explore new alternatives which should lead to a more effective implementation of the proorame.

In welcoming the participants, the Honourable Governor of West Java, Major General Solihin, stressed the importance of the event and called attention to the significance of Asian experiences in the total context of development. He pointed out that Mest Java, and in particular, the city of Eandung, had in the past frequently hosted international meetings. Ee 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 Mational Coordinating Foard for Family Planning, expressed his interest in the activities of the Seminar and pointed out that in the past there have been manv discussions on the need for family planning, but he emphasised that what 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. Marcel de Clerck expressed sincere appreciation 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 my countries of the Asian region. The world as a wholle is witnessing a fantastic population growth with emormous adverse effects on the cuality of life.

In the field of population edmmmtion, UNESCO"s prospective programes vere endorsed ats Execu tive Board at its 77th session in o 1967 and adonted by the General Conference EsCo the following year. The programmes covem both the dissemination in schools of knowledg put population factors and their implicatiomss ed the introduction of population material into It education. As one of the activities carried t in the implementation of UNESCo's approved prugme: a Regional Vorkshop on Population and Family Education was organised by the UNEsCo Regiomal Office for Fducation in sia, Bangkok, in 1970. The workshop prepared a suggestive curriculm for secondary and upper elementary levels of education, especially geared to population and family education. The Lembang Seminar, 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 prohlem, and more particularly to functional literacy.

The main characteristic of a functional itmracy programme is that it is conceived in relatim to a distinct on-going programme, whether its cbjectives are economic, social or cultural; in this case the Mational Family Planning Programme in Indonesia. The Seminar would attempt to find answers to the following fundamental questions:

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

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

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

- What are the conditions for such an integration of literacy and family planning in terms of 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. Particinants jointly and progressively analyse, discuss, test different approaches, and begin to find answers to fundamental guestions relating to the role of education within a family planning programme.

In closing his remarks, the UNEsco representative expressed the hope that the group would not only find better and more effective ways of solving 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 particinants, many of whom were already good friends of the organisation and directly involved in projects assisted by Morld Education in their countries. The cxperience generated by these projects in Asia has demonstrated the importance of broadening the concept of functional literacy and amily planning to encompass functional education for family life planning. Education, to be meaningful, must take advantage of a broad range of communication tools to help the learner understand concepts in terms of his own environment. Literacy is an essential part of this communication circle as one tool leading to functional education.

The innovative approaches being developed in this field in some countries in Asia are, in fact, attracting the attention of projects in other parts of the world for possihle adaptation. "r. Keehn believed that the present seminar would break new ground and assured the interest and suoport of his organisation.

Following the inauguration of the Seminar, plenary sessions vere 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. Fach 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, (b) drawing up of the educational programme and preparing 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.

SECTIOF II

TEAM A REPORT

TEAM MENSERS

Ansari, Dr. N.A.

India

Arma, Mrs. Sukapti

Indonesia

Izadi, Dr, K.

ran

Kadir, Mr, Mohd. A.

Thailand

Latif, Mr. Shahed

Eancladesh

Indonesia Marutotenojo, Mr. Sujanto

Moeljowerdojo, Mr. J.F.

Indonesia

Noor, Mrs. Dalima

Rao, Dr. Gopal D.

Indonesia

Rey, Mr. T.C., Jr.

India

Philippines

Sardin, Mr. P.

Srinivasan, Dr. Lyra

Indonesia

World rducation

Sudradjat, Mr. Pepep

Suhm, Dr. L.

Indonesia

UNESCO

Surachmad, Dr. Winarno

Indonesia

Venal, ir. C.V.

Philippines

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 following questions:

What can education, namely functional literacy, a. do in relation to a population program?

b. How can a functional literacy programe be linked with a well-structured family planning project having its own objectives and specific subject content?

C. What is the most suitable strategy to adopt for devising the educational programme?

What are the conditions for such an inted. gration of literacy and family planning in terms of principles, educational methods and technigues?

II. INTEGRATED APPROACH IN FUNCTIONAL LITERACY, POPULATION AND FAMILY PLANNING

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 stem 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 importantly to reshape their environment, if necessary. Thus, education can help sustain human development and liberation. Through a.process of education, local people can become aware of, and conseguently, 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. POPULATION AND FAMILY PLANNING PROGRAMMES

As it is in education, opulation and family planning programmes should be geared to the ultimate 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.

C. THE HYPOTHESES

The desire to be literate and to sustain literacy depends 1。 on the degree of motivation and relevance of educational opportunities.

Married adults are more likely to become and remain 2. family planning acceptors if the educational programme is based on critical thinking rather than just simply persuasion.

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

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

5. Given adeguate prenaration and guidance, adults will be able to develop their own materials and approaches for a sustained educational programme.

THE LITERACY AND POPULATION/FAMILY PLANNING PROGRAMMES D. 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 valuable.

The following table provides the framework within which the team will design its educatiomal programme.

General Description of National Programmes

in Indonesia Soenarjono Danoewidjojo, Adult Education with Special Emphasis on Literacy Mork.

Haryono Suyono, A Note on Population and Family Planning 2。 Program in Indonesia.

and evaluation

3. Inspectorate of CommunityEducation in the Province: Elaborates and supervises program implementation in its respective province

3. District Family Planning Clinics: Provides family planning information, education and service for couples

4. Office of Community Education in the Sub- Province (Kabupaten): Fxecutes and supervises programmes in the field

4. Police (SESKOPOL) : Provides family mlanning informatiom and education to wives of SESHOPOL Personnel.

5. District Community Education Supervisor: Organises and supervises community and adult education activities

5. Fieldworkers: a. Provide information to the villagers

b. Contact acceptors

1. Lack of funds

2. Geographic difficulties

1. Cultural factors

a. universality of marriage

3. Diversity of languages

4. Lack of proficiency among volunteer teachers

b. early age of marriage

c. desire for son (s)

5. High drop-out rate in adult education classes

d. obligation of parenthood

2. Social-economic factors:

a. low level of education

b. low standard of living c. use of children in the labour force

Favourable 1. Community parti- F. cipation Factors

1Strong support of the government and its anparatus

2. Extensive educational network

2. organised igious or social comnsition

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 programmes.

As an initial exercise, the team listed broad descriptions of what could be the desired conditions of adult learners after going through the educational programme to be designed 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 formulated in the light of actual findings in the village.

These conditions are listed below:

Adeguate knowledge of family planning and methods 1.

Favourable attitude towards small family size 2。

Actual practice of family planning 3。

Active interest in reading, riting and numeracy

4. Improved skills in reading, writing and numeracy 5.

Ability to learn how to learn 6.

7。 Ability to create educational materials

3。 illingness 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

11。 Active participation in the imnlerentation of the ten aspects of family life development

12。 Receptivity to adoption of, and assistance to, the diffusion of innovation

B. Study of the Environment

1。 Scone of the study:

The desired changes in learners provided indications of possible content and anproaches that the team 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 in the community had to be obtained. The team decided to undertake an inquiry on the present state of the following themes in the community:

1. Economy

2。 Health practices

3。 Family relationships

4。 Felt needs

5. Education and knowledge

6。 Civic mindedness

Existing institutions 7.

8。 Value systems

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 which the people see themselves as innovators or change agents.

Questions were then develope? around these themes. Each theme was assigned to one or two members of the team, recognising, however, that there vould undoubtedly be dupli cation and perhaps some gaps in the gmestions thus formulated.

The idea was to consolidate these guestions before pretesting. However, time did not permit this on the pretesting day. As a result team A decided that each draftee should try out the questions separately to establish the degree to which the guestions were understood by the people interviewed and relevant to their specific situation.

After necessary revisions, the team consolidated the guestions and undertook the survey. (Appendix presents the interview schedule).

Design of the Survey Instrument 2。

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 objectives of the educational activities, its themes, content and approaches?

C。 What existing institutions can be used either to 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 prospective target groups. These are:

Opinion Leaders a.

Married Adults (Male and Female) beyond the b。 childbearing age

Married Adults (Male and Female) within the C. childbearing age

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 they 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 kamnongs (communities), 19 Rukun Kampungs (neighborhoods). Farming is the main activity of the vil lage with vegetables and oranges as the main produce.

Cikahuripan has a total population of 13,o69, of which 7,064 are females and 6,004 are males. Ahout 51% 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 family planning (10 in Bangkor, 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 away. The village administration is headed by a Lurah who has a staff of 14 persons. He 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 mosques 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 (women's religious group) with 20 members, and the Koperasi (cooperative) with 100 members.

The organisers of the seminar assigned 3 kampongs of Cikahuripan to team A: Bongkor, Pojok and Pamecelan. Table 2 presents some information on these three kampongs.

Table 2 Data on the 3 Kar-ongs

Because of limitations in time, the team decided to confine its survey to Bongkor, with 10% of the households to be covered.

4。 Cursory Survey

a. Procedures Pdopted: The team conducted a cursery survey with the assistance of 4 interpreters. The plan was to conduct all interviews in the harlet of Rongkor and to complete them in one day since there was danger of a spillver effect from those already interviewed if part of the population were to be interviewed subseguently. 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 beyond the team's control, the Bongkor contacts could not be reestablished in time the following day - which meant that the original samole could not be completed. Thus about 9 or close to 26% of the sample came from the neighbouring hamlet of Pamecelan (the kampong of the village head). While this shift was inevitable, the team considers this a limitation on the survey results as it changed the base of the sample studied.

The warm hospitality with which the peonle received the team, an indication of rapport, rade the task of surveying and interviewing much easier; on the other hand, it connlicated the task of conductinc interviews individually and privately. The keen interest ef the kampong eonle in the activities of the tean resulted in an ever present audience including nurarous children during intervievs. Many of the interviews, even in private homes, accordingly developed into group interviews. Thus 9 respondents had to be left out of the tabulations, since their answers could ave been made under strong pressures for conformity.

After the survey, the team divided itself into two subgroups to save time. thile one subgroup proceeded to tabulate and analyse the results of the cursory survey, the other subgroup discussed various options for materials or methods which could be used for the curricular programme. The list of options ranged from the traditional formats of teachers manuals and workbooks to the newer and more flexible methods of teaching such as looseeaf folders, games, groun discussion, projective or other learner-centred materials and technigues. (Appendix B shows a listing of materials and technigues reviewed by the team.) The reviev of the different materials revealed that one or more should be 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 1o。 data obtained in the survey, the team decided to focus on certain aspects which were considered to be vital to the educational programme. Mence, 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) Ixposure 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 openness to modernisation in agriculture and all report an increase in productivity per hectare.Of the adults bevond childbearing age (7 respondents), none uses high yielding variety seeds or irrigation. Only 2s reported an increase in productivity. of the 15 respondents in the category of married adults vichin 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% reported a decrease and 6.5% reported no improvement in yield. Married females comprising 27% of these grouns, concerned only with household 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 and5 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 development, 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, ponulation 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 Hon-formal Courses: The survey indicated that l00% of the opinion leaders interviewed are literate and have completed elementary schooling. This is very fortunate since any motivational and leadership training programme crgamised for tha (e.g., for the village headman, ridwife, teacher or the Ulama) would be greatly facilitated by the fact that they can read and write. If smch training vere combined with the desired ecenomic content or targeted functional components, a natural and influential nucleus of modernisation could be nurtured in the area.

In the category of adults beyond childbearing age, nly 50% of the respondents have ever attended school and all claim to have dropped out, or been unable to attend, due to economic reasons. monc the married adults within the fertile ace bracket, none is unschooled (unlike their previous generetion) but the drop-out rate is 44s, again on ground of poverty. Among the young unmarried adults who 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 ray conclude that the number of illiterate adults is not going to be substantially enlarced by school dropouts. However, the need for functional, nonformal education programmes remains acute since roughly 75& of the children of school age in the Lembang District are never able to enter school. In this connection, it should be noted that almest all the young respondents are interested in nonformal courses relevant to their occunation and/ or felt needs.

(4) Mass Media: Almost everyone interviewed listens to the radio. The resnonses indicate that radio programmes involving music, folktales, drama and local news are of primary interest.These progranmes 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 attend village meetings. The young married adults: the rotential group which the family planning programne has to cover eventually, appear to be more interested than their earlier generation.

The team believes that the village meetings could be utilised for promotional puroses and are likely to be effective provided the functional literacy and related family planning prorramme 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 older people. The unmarried adults, however, put first priority on education. Among the married adults within the childbearing ace, only ll& gave priority to education. To get at felt needs in nother way, respondents were asked to mention specific requirements needed to improve thenselves. The common reply Was"money" by opinion leaders,"increase in farm productivity" by l00% of adults beyond childbearing age, and to possess more land by 898 of the married aduits vithin the reproductive age brackets. Only the vounger generation mentioned specifically the need for education.

(7) Family Planning: Findings regarding the attitudes of respondents toward fawily planning show 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 manpower is the mainstay for generating family income. The propensity to have more children is likely to be strong. Oninion leaders and older adults seem to be well aware of family planning and PKk (Family Life Planning). However, there is a critical knovledge 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 uractice 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 paceetters 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, seems to be necessary. This may perhaps be taken care of through follov-up literate and concentrated family planning extension efforts involving this particular group. mone the married adults within childbearing age, this yawming gap between knowledge and practice is all the more serious. Fifty-six percent are aware of family planning but only 22s actually practise what they know. If this reflects the actual sitmation in the village as a whole, there anpears to be an urgent need to design and create the kind of nopulation/ family planning oaucation programme, incentives and services, by which married adults mot only acquire knowledge but develop conviction leading to action. A suitable curriculum built arcund the learner's motivations and priorities needs to be evolved, integrating family planning 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 (Section V-A).

The team then proceeded to the selection and descrintion of its target group of learners. It was felt that the three literacy classes currently being conducted in the village vere convenient target groups. The use of one of the classes would obviate the problem of setting-up a new class which probably coulà 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 before definite educational approaches could be determined, the team developed a set of tests that would provide a description 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 learners' condition which were established earlier. The tean then divided into 5 smaller groups with each group formulating suygested objectives. These objectives were then classified nto general and specific ohjectives. The general objectives tanded to be broad and all inclusive. vhereas the specific jectives were expressed in behavioural and measurable terms. ter classifying the specific objectives under the broad ones a set of objectives vas adopted for the educational programme (Section IV-C). Dased on the objectives, the team identified 4 content areas: literacy, occunational possibilities, family -lanning and human developtent. The teaconsidered these areas essential to the integrated educational progranme; the tbsence of one will seriously impair the sffectivenecs of learning in the other thres areas, and ultinately the success of the entire programme. Topics under each of the 4 arees were then specified. At this point the team realised the need to present the curriculum in a more functional way. The curriculum format must show not only the interrelationship among the warious topics, but also the basic strategy: learning through problem 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. ach strategy vas to represent a different point in the continuum from content-centred to learner-centred activities. This gradation was to be reflected also in the degree of ore-planning or structuring of each lesson. The tean felt that to safeguard the experiment, it was desira le 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 any possibility of mutual influencing on methods and approaches of the subgroups. In so designing the exneriment, there was no a-priori implication that any one of the strategies was necessarily superior to the other or ecually suited to all adult learners concerned. On this basis, the team divided into 4 sub-groups to prepare the lesson plans and materials for these approaches:

Highly structured lesson

- Puppet show

Group discussion;

u Experiential story telling (Section IV-E).

As the 4 learning strategies were being developed, special subgroup was assigned the task of develoning an evaluation systen. The system adopted by the team consisted of 3 components:

-Pre-and post-test Cbservation on participation em Analysis of attendance. (Section IV-F).

A. Imperatives For The Fducaticnel Programme

The pressure on land in West Java is very high. Sixty percent of Indonesians live on the island of Java which covers only 7-1/2% of the total land area. With lir ite farming lands and lack of employment opportunities outside agriculture, there is a high rate of under-employment and unemrlcvment 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 possibilities of diversification in job opportunities through a variety of employment skills.

n Java, the Malthusian spectre is an agonising realitv today. The survey indicates that the completed families have an average of 6 children. ith sc many new 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 detail 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 family 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 he to expand the knowledge base, make everyone avare of family planning and then bridge the gap hetveen knowledge and practice. It may be useful to investigate the reasons for this gap. The team was not able to examine this proble.: in depth but some respondents indicated that they have experienced logistic difficulties,e.g., home visits by the family planning field workers were not frequent.

There are several factors which inhihit the adoption of family planning practices.ithin the survey area the team identified, among others, the following factors:

Insufficient ctaff from family planning agencies to provide the necessary coverage

Location factors including distance from the family planning clinic;

Lack of identification by the local people vith national aspirations, (The peoole see themselves apart from the government so whatever is projected by the government tends to be rejected hy the individual as being above and Leyond him).

1 Family planning is something nev and difficult to relate to the existing value structure. In any traditional society, the rejection rate of any new practice for the individual, family or scciety tends to be very high.

B. Description of the Learner

1. 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:

a. Motivation test. In order to find out to what extent 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)

Literacy test: A literacy test was designed to find b。 out the reading ability 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 in Appendix C. The test was administered to the class with the help of interpreters and was scored as follows:

score 1 = 1 mark for correct reading of each word in set 1; score 2 = 2 marks for correct reading of each ord in set 2; score 3 = 3 marks for correct reading of each word in set 3 scores 4 and 5 = 1 mar) each for correct writing of each word.

Knovledge test: Six sets of pictures covering the C。 Jifferent aspects of farily planning were develoned to find out the level of knowledge of respondents with regard to family planning. The resoondents were shown the different sets of pictures (shown in Appendix C) and asked the folloving questions:

(1) Thich of the following pictures best describes the objectives of fanily planning?

(2) Who from the pictures of husband, vife, or both, should be involved in the practice of family planning?

(3) Which of the folloving 5 pictures does not relate to family planning?

(4) Which of the following 4 pictures properly illustrates the concept of family planning?

(5) Mho (from the pictures: policeman, village doctor, clinic staff) would you approach if you are in need of help or information regarding family planning?

(6) Which 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, 358 female, and 15% male. The class is composed of relatively young memhers, the mean age being 24.4 years only. Fourteen respondents (54%) are below and 9 (35%) above the mean age.

a。 Motivation

(1) Reasons for joining the class: Eighty-one of the respondents joined the class after having heard about it from: the village headman, 35s, neighbours and friends 27%, and the teacher. 19%.

Only 15% of the respondents 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 farm labourers. The rest are housekeepers.

(2) The ability to read and write: Sixty-five 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 but all dropped out at some stage. Only 4% reached the 4th grade, 73% the 2nd grade, while 59% dropped out after first grade only.

Then giving reasons for dropping out after first grade, ?5% mentioned family problems, 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.

Means of learning: Fifty-three percent of (3) the Tearners think that remaining quiet in the classroom 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 more effective way of learning.

Acceptance of ner ieas: Forty-two (4) percent stated that thev woul accept new ideas and change reedily and willingly. Twenty three percent would consult others before deciding whether to accept or not. Another 23% would reject such new ideas outright.

Class attendance: Sevarty-six percent of (5) the adult learners face nc difficulty in regularly attending the classes. Only one respondent, i. e., 48, is not in a position to ensure regular attendance cue to various family/household problens.

Literacy Test: The results of the literacy test b. Indicate that 46% of the class are at the fluent level, 12% at the reading level, 153 at the difficulty level and 27% at the frustration level. Roughly 50% of the aduit learners have acsuired the desired level of shill in reading ani 50s are much belo the level.

In terms of writing, only 5e could write their names correctly, indicating that the writing skill of the projected level was attained by only 5 of the learners, the same group who attaine² flmency level in the reading test. In the numeracy test, only 7 out of 26 learners came un to te desired level and these 7 also attained the flueney level in the reading test.

Based on the literacy test including reading, writing and numeracy components, the learners: group of 26 students could be divided as follovs: Literate level Seven attained the literate level. In terms of reading they are at the fluency level. They also showed the desired competency in the writing and numeracy tests. Semi-literate lovel: Five attained this level. They are at the reading level, qualified in the writing test, but failed in the case of numeracy. Illiterate level: Fourteen are still at the illiterate level. They could do the reading but no writing or arithmetic.

C。 Knowledge Test Regarding 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 farily planning in that around 54% indicated that the aim of family planning is to have no chiláren at all. Only 35% of the respondents answered correctly. Other misconceptions also showed up in the course of the test but they are subjected to another verification.

(2) s regards who should he involved in the practice of family planniny, c7.5s indicated correctly, that hoth (i.e., hushand and wife) should he involved, while 21.5s said it should be the husband alone and 4% said it should be t'e wife only. The tear however felt that responses to this item might perhaps have heen conditioned hy 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 alternatives on whom to turn to for more information on family 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 discussion, group planning and community efforts:

C。 To increase his avareness of his economic potential, both individually and collectively, and his ability to utilise resources more effectively.

d. To help him overcome the inhibitions of outmoded beliefs and practices, and promote openness to new ideas and innovations which can directly contribute to improving the quality of life;

e 。 To develop his capacity to disseminate innovative ideas and approaches

f, To deepen his knowledge of family planning, its methods and services, and help hin develop deep conviction as to the importance of planning family size;

g。 To develop greater interest in reading 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 sustain lifelong interest in learning.

2. Specific Objectives: Specific objectives were also forulated by the team. The specific objectives would determime the subject matter and the possible educational methodology, and at the same time indicate a system 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 use of available reading materials and notices. -interest in writing, making notes or computing daily business transactions -willingness to discuss farily planning and visit clinics; -villingness 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

E二 2

The team felt at this stage that a more functional format of the curriculum had to be developed. This curriculum description should reflect not only the relationship of the topics in the curriculune but also the basic philosophy: learning through problem-solving. This format is illustrated below:

E. Learning Exneriences:

Four learning exneriences incorporating topics in the curriculum were developed. (The lesson plans for the 4 approaches are shown in Appendix D).

1. Structured Lesson: The lesson intreduces the concept of a Happy Family The lesson consists of ? parts: reading and triting. n 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 made vivid by means of pictures that are shown to the learners. Discussior leading to occupation opportunities, farily planning and human developrent ensues. Key words and sentences of the story are written on the hoard and are read first by the teacher, then by the learmers as a group and then individually. Rew words and sentences are studied further. In the writing portion, words and sentences on the blackboard are copied by the learners in their vork books. Mumbers and simple arithmetic operations are made on ages, distances, income and time.

2. Puppet Show: A puppet play is presented to the class. The play is an adaptation of a local story vith built-in elements of family planning and improved agriculture. At the end of the play the class is divided into 3 groups. Each group is asked to discuss topics from among the following

a. How to get the most out of the land:

b. How to seek the right person for advice

c. How to increase income.

Each group is asked to present conclusions regarding its topic. Prepared sentences concerning modern farming are written 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 presentation 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 possible solutions is reached,members of the class are encouraged to continue studying the problems and possible solutions. Groups are formed and asked to study. fter the class session, certain aspects of the problems and to re ort their findings to the class in the subseguent session. Litoracy exercises are then conducted on the words and numbers use 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 ponulation, 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 problem, an event or situation in the village. The groups label their pictures with the aid of syllahle cards from a syllable/number chart. The groups then take turns in describing their pictures. Each description is folloved by a discussion between groups. The class is then asked to summarise or draw conclusions from 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 exnerience developed by the team, an evaluation system 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 ad 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 administered 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. However, 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 team would merely conduct an observation of learners' participation in terms of:

-Response to the teacher's stiaulus: -Supportive and sharing activities shown by the members of the class;

-nitiative and leadership as deronstrated by voluntary activity on the part of the learrer.

7 tally of the fremuency of these 3 tvpes of learners 'activities would be made for every twenty minites of the one hour sessions.

Since the team vas particularly 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 presented in ppendix E).

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

v. IMPLEMENTATION AND EVALUATION OF THE EDUCATIONIL PROGRANPE

After completing the four instructional units, the team selected the teachers who would conduct the 4 learning eperiences from among the interpreters and local teachers who handled the literacy classes. A brief orientation and individualised training of the selected teachers was undertaken by each sub-mroup. The training was intended to familiarise the teacher vith the objectives, the content, seguence and materials to be used in the lessons.

The teacher training being completed, the team went to the next ohase of the implementation = the administration of the pretest to the target class and the try-out of the 4 lessens in the other two literacy classes in the village. As the pretest was administered in the target class, the 4 sub-groups 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 tryuts and on the basis of this evaluation, the 4 subgroups 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 vwere then briefed separately by each group on the changes in the lessons.

The 4 lessons were then conducted in the target class. Observations during the 4 lessons are presented in Section V.B..

The post-test was administered after completing all the 4 lessors 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

1. Teacher Training: Teacher orientation and training were undertaken by each sub-group. The local teachers and the interpreters were considered as the prosrective teachers. Two or more teachers were trained by each sub-group for its particular learning approach. This was done to take care of any contingency that may arise. The training consisted of familiarzation 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 pretests were being administered 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 were encountered regarding the performance of the teachers, the suitability of materials used and the seguences of topics and activities. The team again divided into five sub-grouns. Pour 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 guite well during the try out, there were very little revisions made in these approaches.

As expected, however, a more thorough review of the learnercentred approach had to be undertaken. More detailed and specific instructions on the procedures in the lesson were prepared. This lesson was given another tryut, and final revisions were made.fter all desired modifications and improvements had been completed, the sub-groups again briefed 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 eliciting 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:

Table 3

The puppet show itself drew the attention of the learners during the first 20 minutes and it appeared that the audience fomd it quite interesting. This is further borne out by the fact that there was freguent participation by the learners during the subsequent 40 minutes in terms of frecuency of response to the teacher, sharing and supporting experience as well as initiative and leadership. Seventy-five percent of the learners perticipated in this exercise. All of the 3 tynes of responses vere, hovever, dominated by one individual learner who was responsible for 75% of the total participation.

An analysis of the comments showed that the message was adeguately conveyed to the audience.

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 and population education.

2. Group Discussion: The class started at 4:54 p.m.. The teecher introduced the methods and the procedures to be observed. The learning process was novel to the learners and they were immediately responsive to the classroom activities. The class selected the chairman, the vice-chairman 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 resnonsive at this staga. There were as many as 76 suggestions, opinions, comrents, 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. ithin this short period, there was a tendency for the group to core to a dead end. The teacher intervened, clarified some points within the lesson plan and the discussions again picked up. This development was quite contrary to what the tean experienced during the tryuts 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 than the students of the target class. This may lead to one important inplication: the discussion technigue may be nore effective in a class of mature learners where the realities of the outside world have exposed the students to a variety of experiences and ideas for

a sufficient period 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 whole class participated in answering the teacher, in sharing and supporting experiences of one another, s well as taking the initiative and leadership in the process of acquiring better literacy skills. The lessons continued for 17 minutes.

The last 10 minutes of the class consisted of writing eercises 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

The responses during the election process almost entirely related to the teacher's questions. During discussion, there was a high rate of participation in terms of sharing and supnorting experience. The initiative and leadership, at this stage, were mostly 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 designed based on the stated objectives for the lesson plans. In simole and easy 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

During the first 20 minutes when the narration of the story was made, there were frecuent responses to what the teacher said. More suggestions and comments were also made 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 ooportunity 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 aslhed to form their respective pictures and provide captions. Discussion and literacy exercises were then conducted 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 guickly picked up in their initiative, and participation increased. The types and frequency of the responses are shown in the following table:

Table

The lesson seemed to have been vell prenared an: the technical quality was of a fairly high level.The teachers' role appeared to be the critical factor. With better orientation, a hetter performance could have been achieved.

C. Evaluation:

Before introducing the 4 lessons designed by the grou-: a pretest was conducted for the target group of learners to find out the level of literacy in terms of reading, writing and mmeracy. as well as the knowledge-level regarding fanily plannimg. After the lessons, the same test was administered to find cut the differences, if any, hat may have occurred as a consemence of the lessons.

1. As regards literacy levels, a significant difference in the mean value vas observed. The table below gives the details of the literacy tests in terms of the mean value of marks cbtained (the maximum and minimum marks obtained were 10 and : respectively).

onificant improvements are indicated in terms of reading and iting ability: the mean values for the target group as a whole noreased by 3. and 2.7 points, respectively. In the case of meracy, the increase was rather low, only 0.2 points. This ght have been due to relatively less erphasis on numeracy.

I. In individual performance, significent improvements in terms literaoy levels were observed. The tahle below shows the rscults of the pre-and post-tests in nercentages:

Table 8

in the pre-test, 3% of the learners obtained marks between c and 2. This was significantly reduced to only 9s durimg the post-test. Similarly, in the case of the highest marks (i.e. etween 9 and l0) obtained, the percentage of students in this category increased from 38% to 448. In the midevel as well, considerable differences occurred between the pre-and post-tests. Further analysis of the literacy content also indicates corresponding developments in terms of reading and writing skills or

ability in arithmetic. 3. The lessons were also related to family planning needs of the local community. A re-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 message of family planning: - couple should have five children:

A couple should have tvo children:

-A couple should not have any children.

In the pre-test, nly 23% of the laarnera answered correctly in the sense that a couple should have only 2 children. In the post-test, the figura increased to s2s, change of significant dimension. The percentage of students preferring a large family of 5 children decreased from: 39% in the pre-test to only 13% in the post-test. During the lessons, rore of the learners participated in finding out an anawer to te problem of having large families.

second guestion was asked as to where the family planning services are available: in the mosque, school, clinic or the police station. In this case, only 23e ans ered correctly in the pre-test and s2% in the post-test. Sixty-sevem percent gave no answer in the pre test while only 25? failed to provide an answer in the post-test.

On the basis of the results, the team ohserved that if the family planning knowledgo is integrated within the lesson plans which are non-traditional and ensure a high rate of perticination 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 teae were more learner-rather than content-centred. Also, a maximazation of learners involvement and particination in the learning process was kept in viev. Finally, the lessons 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 different type, pronounced changes in terms of literacy skills as vell as kmeedge of family planning were achieved.

CONCLUDING ETATEHENTS VT.

A. On Literacy, Population Education and Family Planning.

The tean initially formulated a set of hypotheses, impressionistic in nature and derived from the integrated approach considered appropriate for functional literacy, population education and family planning. In their totality, the lessons vere designed to reflect an optimum combination of learners vis-a-vis ontent-centred learning experiences. An adult illiterate coming from the traditional rural environment was enabled to come forward and participate in the discussion, respond to the teacher's stimuli as well as initiate the developvent of reading materials by formulating his ovm stories through pictures and boldly lettered vorcs and syllables. All these vere again ased on real life situations within the environment of his own village.

The learning strategy thus develoned was apolied to the target class and the original hypotheses were tested in actual field conditons. The results, the team o served, were guite encouraging. Since the strategy put priority on learners initiative and the lessons were relevant to the learners' roblems in day-to-day life, it was pcssible to sustain a high degree of motivation thrcugh greater frecuency of learners participation throughout the four lessons.

Functionality of adult literacy courses in terms of population education and family planning was the other important aspect of the lesson designs. The team observed that family planning could be a relevant theme for literacy programmes, rovided that the combination of teaching methods, materials and clinate give the desired interest which sustains a high level of student participation and initiative. After only 4 lessons, the level of knowledge regarding family planning was substantially increased. In order to fill up the yawning gao between know ledge 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 could 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 and practice of family planning, provided the clinical facilities an? 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 considerable extent in that the participants attained a fairly clear insight into the various steps in the process: from the formulation 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 conseguences 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 team members strongly feel that in addition to holding operational seminars in other regions, an inter-regional operational seminar may prove most profitable in terms of experience sharing and mutual cooperation.

TEAM A APPENDICES

GROUP A

QUESTIONNAIRE

Village: District: 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

Do you attend ccoperative meetings? a. occasionally b. frequently

. In what way is the coop helpful to you?

7. Have you ever had the chance to attend a school? yes no 7.1 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. school not available c. heal th d. others (specify)

8. Did you have an opportunity to attend any practical courses? yes no 8.1 If yes, specify

0.2 If not, give reasons

9. Are you interested in attending some courses? yes no 9.1 If yes, specify

9.2 If not, give reasons

10. At what time of day would it e convenient for you to attend courses?

KNOWLEDGE

l1. Do you like to listen to the radio no yes

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? yes no 15.1 If yes, explain why

7R

15.2 If no, which aspect of your life needs impreving?

1 a. all c. food

b. housing

d. health

e. education

f. others (specify)

iv

16. what is your present main job?

17. What kind of job do you like? a. merchant b. farmer c. cfficial

18. What do you need to upgrade yourself in your field? a. finance b. tools c. guidance

19. How do you think you would 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. eonomic (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. Finance c. tools d. facilities e. infrastructure

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

e. sisters

26. How many rooms do you have in the house?

27. Who decides in connection with the following:

i. father ii. mether a. education of childron

i. father ii. mother b. upgrading of house

ii. mother i. father c. furniture buying

28. Whom do you consult in solving the following problems? ii. mother a. children's education i. father ii. mother b. house/ furniture i. father i. father ii. mother c. investment

29. How many children have you? a. boys b. girls How old are they? How many have died?

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

31. What would you like to see other people have? 1 2 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?

3:. Have you ever heard about femily planning yes_no 35.1 Have you ever heard of Pk. no yes

36, Could you describe what it is?

37. Do you know where the family planning climie is? yes no

38. If you are a member of family planning, what deviees do you use? a. pill b. IUD c. condom d. foam tablet

38.1 Why do you prefer the method you have chosent

38.2 If not, why ?

y 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 ε. newspaper h. neighbour i. others (specify)

INSTITUTIONS

40. Do you have a literacy class here?

no yes

40.1 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? yesno 42.1 If yes, which

43. Is there a Lembaga Sosial Desa in your community?

yes no

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

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

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. euang 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 a week b. twice a week c. thrice a week d. four times a week e. others (specify)

51. Do you participate in these activities? yes no

52. How many members of your 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? yes 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? yes 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)

Puppets Primer Loose leaf 123+567 Slides Flip chart Flannel-graph Three dimension models 8。 Films borrowed 9。 Community acting 10。 Picture strip 11. Socio-drama 12. Read out story 13。 Letter - word bulding 14。 Folk song 15。 Games 16. Comic strip 17. Student developed materials a. Pictures 。 Folkteles or legeyds c. Personal experience story(on the spot) d. Student magazine 18。 Posters 19. Wall newspaper 20。 Pamphlets 21. Student workbook Flash cards 22. 23. Group discussion 24。 Tape recorder 25. Identity cards or tags Word bank 26. 27. Magazine cut out sentence building 28. Filling in forms.

LITERASY ST

Emus-iDiffilRead Frust Level Level Level Level 45 5 =5 95 45 65 65 75 145 65 65 5

1. Write your name.

2. How far is your house from the school?

PRE-TES

Motivation and attitude tcweris literacy

1. How did you happen to join this class? (s urce of information)

2. How can learning to read end write help you in your daily life?

3. What is your reaction when you sea somebody else read and write?

4. Did you attend school as a child? If yes, up to what grade? Why diá 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 th= class regularly?

8. In . class work which of these things do you like best?

1. 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 rive you are using is very bad for health, what weild 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!

2. 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 ne would you like to have?

LESSON PLAN Puppet Shew/Golek

Metheia Goals mditions Problems Material of teaching little Less yield Puppet play Set cf puppets More yiel per unit per unit land Discussions Lesson plan itional Less income land by - Literacy dern meth of farming More inccue. Balancing family sir: and holtin Teacher 1. Welcomes students 2. Helps arrenge seats 3. Asks the player to start the show. Player The player manipulates the puppets depicting 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 prodecing miracles. Only by obtairing this amulet could the father know best how to jistribute his landholding of 200 tumbaks, a buffelo and a hut. The two older brother consulted the wrong persons and consequently were badly eivised; but the youngest one went to the right pers:n (depicted as a man who is competent in farning ie. an agriculture extension worker). Upon their return to their home, their father bequeathed the property to the youngest son as he was the one who successfully unveiled the secret of Mutika Tri Warna. Teacher 1. Invites comments from students. 2. Asks the students to divide themselves into three groups. Discussion with suggested topics: : How to get most out of the lsni. Group I Group II : How to get the rigit person for advice. Group III : How to seek additicnal inerme.

3. Asks them to come gather again and each group should state its ccnclusions in front of the class.

4. Introduces prepared serrenee patterns concerning modern farming methods:

"mi-lih bi-bit ung-gil" 5. Reads the sentence slowly sereral times and asks the students to repeet in.

6. Asks each student to read. 7. Asks the students to write dowm the sentence

in their exercise book. 8. Asks each student to re-arrange the syllacle for new words.

- recess l0 minutes -

1. Organises team game in arithmetic. The cless is divided into two groups facing each other.

Teacher

2. The family depicted in the puppet show cins 200 tumbaks of land. Since there are four of them, how many tumbaks does each one receive?

3. If the family consists of 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, subtrastioa.

ENPRER PLAY SCRIPT "Three Kinis of Amulets"

Act I: The father is lying on the jiver suffering from a serious illness. He is surre nieć by his three sons, Sadir, Sadur and Sadar.

Father:

" Sons! Come closer to me! Siiri Sadur! Sadar! I think I will not live very much lenger. Before I die I want to convey a massege to you. Listen well:

As you know, we have only 0.28 heettres of land, one water buffalo and this vemy small house. For a long time I have been vencering how to distribute these equally amen yei, to use as your own after my death. Severel nights ago, however, I received a messige from God, instrueting me that I would knew how to distribute this property wisely among you, if each of you were to go out and discover the miraculous "three kinds of amulets" and bring your diseovery back to me. I suggest therefore, that before I die, each of you go out and search for these amulets and bring them to me as soon as possible".

- the three sons leave -

Act II: The three sons discuss among themselves how cest to find the amulets:

Sadir (the eldest) to Sadur (second son): (in whisper) "Sadur, I have an idea. Eow abcit sending our youngest brother, Sadar, to the forest. There are many wild beast there and surely they will eat him up"

Sadur to Sadir: "A good idea,brother! That way, We mist caly divide the heritage between the tve of as. and we will each have larger sharest.

Sadur to Sadar: "My brother! I think it would be wise if you search for the amulets in the ferthern part of the forest. Why not start right swey? I wish you much luck".

"Good, brother. I an en y way then now". Badar: ct III: The search Sadir, in his search, meets vih en cld shemen, who is reciting prayer. Sadir hinks that the shaman could perhaps give his sivice as to how to find the amulets: "0 son! It is my opinion ths: the thrce kinds Shaman: of amulets could only be 1) msteriel, 2) jewelry, and 3) vehicles, such as e atcreycle and car" Sadir is pleased with this and he rushes baek to give the news to his father. Sadur comes to one of the toughest fihters an strongman in the area and he tells his if his desire to find the amulets. "Oh, that is a very easy matter. I heve mary Fighter: experiences with such things. The thre: kinds of amulets are no more and no less tn the most pleasant things in the world, tat+ly: 1) man, 2) woman, and 3) child. A men has to marry è woman and then beget a chili'. Sadur is pleased with this advice and shes tack to tell his father. The three sons gather again together bef:re their Act IV: father and each one forwards his findings cn the amulets: Sadir: "Father, according to a famous shamen. the three kinds of amulets can only ba :ipthes. material, 2) jewelry, and 3) vehicles. rmh es motorcycle end car. I conclude, thersier that we should sell our property eni is= the money to buy these more important items". "Father, according to my adviser, : mas hai Sadur: much experience with amulets, the thres couli only be 1) man, 2) woman, and 3) a shil. This means that we should all three get carriei. In order to do this we must first sel all cir property."

"Father, I have essei through a vast forest in accordance i the vish of my eldest brother. For almst vxe iays and two nights I prayed to God the: He sight give me an understanding of Wha: Ee zeans by the three kinds of amulets. While I was praying, a kind and gentle old man tessed by, carrying a case as if he was abour to gc to his office. I stopped him for : motent end told him of your message and g ast. He was wise and kind enough to guiie me. Be seid to me:

"Boy, actually the three rinis cf aulets are simply the symbols illustratins tme peel treasure that they are: 1)Physical, ccral sns spiritual discipline, to obey and carry rut the religious order, in order to achieve security and to disccurage trouble eni seiness. 2) Health, in the sense that you are megrslly healthy as well as physically henlthy. I reach the goal, you must plan your family size in proportion with the standard of living you can afford. Never lie. Be helpful to others; 3) Prosperity, by promoting your farming efforts in teras of 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 teli me ard what I have learned".

"My sons! I have received each cf reports. It is my belief, however. hat the three amulets are those as describii by Sasar. It will not surprise you therefore thet I am willing all of my properties to Ssiar, since he is the only one who will be atle to apply them for the benefit of you ell, in crier to achieve a prosperous life, physically as well as mentally. And so, my sons, good luck to you, n: live well."

BASIS FCH LEBICN PLAN Topic-Cceup=tion

Ecw to teach Condition Problems too little land 1. disruraion Farming a. sce-sing conditions too little income b. pre lets frew the conditéons c. ways to solve/improve agriculture - look fer other alternatives small femily sise. 2. Functional literacy (reading, writing, sricthmetical skill) related to the lesscn reach the ultimate gcel: better standard of living.

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-lan and build sentences from the word;

4. To help them aquire arithmetical skills in adiing and dividing numbers and symbolising them.

5. To help them see relationships of small family size, literacy skills and economic activities leading to a better standard of living.

B. Aids and materials

1. Picture of farming

2. Chalkboard

3. Tape recorder

4. Student-produced materials

Procedures:

1. Introduction

a. The class is arranged in : seri circle with the teacher at the centre.

b。 The teocher greets the stiients end presents a farming picture with the es ticn pa - da - me - lan at the tr-tot.

c. The teacher invites comments end ideas from the students.

à. The teacher suggests that to fecilitste discussion the class elects a chaipman, vicechairman and secretary.

e. The teacher explains the rules for gromp discussion.

2. Group discussion

Chairman presents the condition of farming. a. Discussion leads to acceptance of ris situation.

b。 Chairman then leads discussion to the second step: what problems stem fre this present condition.

Guide topies are identified and dissussed C . too little land - enough land too little income - enough incoe.

d。 Chairman leads discussion to the thirs step solving the problem.

e。 Guide topics are discussed: improved agriculture, cccupational alternatives, small family size.

f. Conclusions are drawn and the class seeretary summarises all the diseussions.

The chairman forms subgroups and essizns for g。 further study, topics previously discussed.

3.

Break 10 minutes

3. Reading, writing, arithmetic

Teacher writes on the board the following word:

pa - da - me - lan.

Beginners:

teacher reads it slowly and clearly 34 times

teacher asks students to reae efer hiz 3-4 times,

teacher asks everyone to read cre by ne quiczly

teacher asks each student to ccme sns write on board.

Advanced students:

teacher asks each of he. tf poze and write one sentence on the board; 1 advanced student reads his sentence slowly and clearly 2-3 times.

Continue until all the sentences are read.

- teacher asks all students to vrite sown the sentences in their exercise books (full page); teacher asks students to write number cf 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 assignment 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 family size.

xxiii

STRUCTUREL SEON Solutions 1.Small facily like lis 2.Less schooling family vi. 2 children only. A happy fa- 5.Less happiness mily. 2.Raise prcduction. 3.Good family life. 4.Better schooling facilities Gnals: To teach the words "The Heppy Family" Goals How to teach Problems cniitions Structured les- Have 1.Less income here are small sen accerding large fafamili to the infacilities ilies for a structions: 3.Less clothing ith too Literacy skills high 4.Less food any stander reading, cildren of livweiting, ing ard arithmstic, happinccoupation family plancing ess. General humen developmens

Ceaching Material: a paragraph giving a story "Ali's hapey family" " Ali lives in Cikehuripan village. Ali's wife is called Umi, she is also called Mrs. Ali. The first chiid, a son, named Kasim is 10 years old. The scond child, a daughter named Aminah, is 7 years old. Umi is a member of a family planning associati:n. Kasim is in the +th grade of the elementary school. Aminah is in the second grade of the elementary school. Ali's family wakes up 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 can save money in the ccoperative. Every Wednesday and Saturday Mrs.Ali ins course which begins at 3 c'clock. Ali is also a member of L.S.D. Once a month he goes to the meeting. Ali's family is always healthy ans gay. Under such conditions you see a heppy femily?

Steps: A.(Reading) 1. Teacher reaus the story 2。 Teacher shows the pictures 3. Teacher asks questions 4。 Discussion follows: incl.: cccupations family planning human development. Decision making 56 Teacher writes the key sentence/words 7. Pupils read (imitate the teacher) a) together b) individually 8. Teacher writes and reads new words, syllables. new sentences 9. Teacher shows the flash cards. B.(Writing) Pupils copy the sentence and words given by the teacher. C. Reading and Writing in arithmetic: incl.: ages distances incomes times eto. D。 Teacher makes conclusion by saying: " A small family is a happy fanily".

E. Song.

I. READING MATERIALS 1. Key-sentences A planned family will be e hapry family. 2. Key words Happy family. 3. New words ethic Family: a. b。 dynamic (clever) aesthetic C. d. rich healthy e. f. harmony religious g. h. grouping i。 learning j. working k。 deed 1. planning II. ARITHMETIC Number of the children Number of members in the family.. Kasim is ....... years old Today is March.. o'clock Go to the course at km。 Distance from home to the course . .km. Distance from home to the clinic Income per year ....... rupiahs Outlay per day ....... rupiahs ... rupiahs Saving per month rupiahs. Total saving in one year III.WRITING MATERIALS / EXERCISE 1. Family P.anning , Happy family 2.6+ 4 = 7 + 3 20-6= 14-5= 4 x 5 20:2

Note: Sundanese song, meaning: "Goodbye, till we meet gain"

xxvii

LESSON PLAN: LEARNER-CENTHED APPROACH

A. Obiectives:

The objectives of the learner-centred experience are as follows:

To promote among the learners actiti =ni creative 1. participetion in group activity;

To develop the learners' confidence in presentating 2. and interpreting their perception of = pretlem, an event or a situation in their villege

To help the learners derive, by themselves: 3。 vocabulary and enhance their reading skills the problems or events they have presenteij

To help learners apply numeracy skills as in 4。 integral part of their discussions during the greip

activity; To help learners perceive the family planning and 5. demographic implications of the situation they depicted.

B. Materials needed:

1。 syllable/number chart;

2。 flannel board;

3. . flexible paper figures for flannel board;

4。 blackboard;

chalk and eraser; 5。

6. learner's workbook.

C. Classroom setling:

1. The class is divided into two groups;

2. Chairs are arranged into two "ǔ" shaped seis for the members of the two groups;

Adequate floor space is left open at the freit of 3。 the seats for work on the flannel board:

4. The teacher is initially positioned in front of the class.

D. Procedure:

1. Thé class is divided into four groaps;

2. The teacher creates an appropriate atiosphere in the class and explains the process,

The groups are asked to depict by means the 3。 paper figure on the flannel boari a pretlem, a event or a situation. The teecher ei-hesises the importance of using the mevetle parts of the figures to indicate movement express feeling. From the syllable/number char:, the groups form a title or brief description cf their respective pictures (8 minutes).

Each gr up selects a spokesman wh: ptes a verbal description of the problem, situatin r event depicted by the picture. The teacher neres cn the blackboard key words or numbers used in ses:ribing the picture.

5. Questions are then asked by'members of ctner rups regarding the picture described by a grouy. Any member of à group may enswer these questions.

6. The groups take turns in describing their piore through its spokesman. .Questions are then aski of the picture.

The teacher asks the class to summarise, restate 7。 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.

The teacher asks members of each group to read 9. aloud the key words and numbers, pertaining to their pictures.

The key words and numbers are then copied by all 10. members of the class in their workbooks.

11. Learners are asked to solve on the board simple arithmetic problems derived from the situation depicted or the flannelboard.

12. Learners are asked to comment on and evaluat the learning experiences in terms of what they felt they had acquired in the process.

xxix

NAME:

DATE： max.marks:

A. ORAL TES

1. Read the following words: 1. Occupation 3. Happy 5. Sufficient 7. Clinic 2. Farming 4. Income 6. Need .三ealthy (8 warts)

2. Write the following words: (didation) 1, Tailoring 4. Condition 7. Children 2. Fertiliser 5. Guidance 8. Family 3. Member 6. Wise (8 marks)

B. WRITTEN TEST 1. Ali has two children. Kadir has 6 children Ali lives in a good house, whereas Kedir lives in a hut. Who has two children? Who lives in the hut? (? marks)

2. a. add 6 + 10 = b. subtract 8 - 3 = c. count the number of letters in the words "Panca-sila" d. Hasan had 4 ha of land. He purchased two hectares more of land. How much land does he have now?...... e . Umi had 1 coata Seven died from some disease.. How many goats are left?.. (5 marks)

3. Which of the following sentences best convey the message 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)

Where do we get family planning services? Check one of them. a) mosque b) school c) clinic d) police station

(1 mark)

5. In a classroom meeting, which of these things would you like to do? remain quiet a b ask questions c) let a few persons do the talking d) share experiences.

(no mark)