|APPEAL - Training Materials for Continuing Education Personnel (ATLP-CE) - Volume 2: Post-Literacy Programmes (APEID - UNESCO, 1993, 112 p.)|
Asia-Pacific Programme of Education for All (APPEAL) has the following Action Areas:
1. Universalization of Primary Education (UPE)
2. Eradication of Illiteracy (EOI)
3. Continuing Education for Development (CED)
UNESCO Principal Regional Office for Asia and the Pacific (PROAP) has been working very closely with the Member States to expand and improve Primary Education and Literacy Programmes. Specifically APPEAL Training Materials for Literacy Personnel (ATLP) has helped improve the quality of curriculum, learning materials and training for literacy programmes in Asia and the Pacific. Based on the experiences of ATLP, UNESCO/PROAP is developing APPEAL Training Materials for Continuing Education Personnel (ATLP-CE). It organized a Planning Meeting on 16-20 April 1990 in Hua Hin, Thailand, and developed the First Volume of ATLP-CE entitled: «Continuing Education: New Policies and Directions.» The Planning Meeting prepared guidelines for the preparation of training manuals for the following six types of Continuing Education Programmes:
1. Post-Literacy Programmes
2. Equivalency Programmes
3. Quality of Life Improvement Programmes
4. Income-Generating Programmes
5. Individual Interest Promotion Programmes
6. Future-Oriented Programmes
UNESCO/PROAP has convened a series of Technical Working Group Meetings of Experts and developed eight volumes of ATLP-CE. This book is the second volume in the series and it deals with post-literacy CE programmes. The first volume, Continuing Education, New Policies and Guidelines establishes basic principles and should be read in association with this present volume.
Post-literacy programmes aim to maintain and enhance basic literacy, numeracy and problem-solving skills giving individuals sufficient general basic work skills enabling them to function effectively in their societies. This volume describes a curriculum framework which involves the phased development of post-literacy competencies. Three levels of competency are described and standards are given for each level. An important feature is a focus on the development of mental skills needed for advanced reading. The importance of including job or work-related skills in post-literacy programmes is also discussed.
Guidelines are provided for the production of learning materials, for establishing an infrastructure for implementation and delivery, for training of post-literacy programmes and for monitoring and evaluating post-literacy programmes. The roles of post-literacy programmes in preventing regression to illiteracy among neo-literate adults and in promoting learning autonomy are discussed. The significance of these roles in fostering life-long learning and the emergence of a learning society is reviewed.
An account is given of how the approaches advocated in the volume were validated during the UNESCO/PROAP Sixth Sub-Regional Workshop for Training of Literacy and Continuing Education Personnel. This workshop, which was held in Pyongyang, Democratic Peoples Republic of Korea, 28 August - 12 September 1991, utilized the exemplar curriculum framework as a planner for designing post-literacy programmes suitable for countries of North-East Asia.