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close this bookUsing Literacy: A New Approach to Post-literacy Materials - Education Research Paper No. 10 (DFID, 1994, 57 p.)
close this folderChapter 3: Developing new approaches to post-literacy
View the documentThe traditional view:
View the documentDeveloping new approaches
View the documentA re-definition of 'post-literacy'
View the documentMaterials for 'post-literacy'
View the documentLGM:
View the documentPost-literacy and initial literacy programmes
View the documentPost-literacy service:
Open this folder and view contentsCost-effectiveness
View the documentCost benefit
View the documentConclusion
View the documentSummary of possible courses of action

Post-literacy service:

It follows that a national post-literacy programme is not likely to reach all those who need such assistance, nor provide the range of literacy formats needed. What is needed is increased provision for guidance and counselling for those with limited reading and writing skills to help them cope with the real literacies which they are likely to encounter or need in their own personalised situation. A national post-literacy service will, we believe, be more effective in providing appropriate forms of help where they are most needed.

The form of this service will of course vary from country to country. Apart from the basic function of providing direct assistance to those with limited literacy experience and confidence, it might well include some or all of the following:

· training of literacy practitioners in the identification and use of existing 'real' materials

· bridging the gap between the producers of real materials and the users, and working with the producers of these materials to adapt them to the needs of those with literacy difficulties

· supporting local groups in the development of new literacy agendas

· training other professionals (e.g. agricultural and health workers etc) to assist the participants in their programmes with their literacy activities

Resourcing this 'service', using real materials which already exist, adapting and mediating them as necessary to the needs of those who have some but relatively limited literacy experience and confidence, would be the key element to an effective post- literacy aid policy.