Seven aspects to consider in designing a context-specific community-based literacy and functional education program¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Drawing on the author's research under the ADB-DECS-BNFE-UP-ERP Literacy Research and Development Program, the article prescribes that designers of a context-specific, community-based literacy and functional non-formal education program must consider seven aspects: nature of community life, extent of literacy practice within the community, use of locally adapted and indigenous materials, development of a literate tradition in communities, incorporation of livelihood and development components, use of the interagency approach, and a system of equivalency and accreditation with a new role for the Bureau of Nonformal Education. The author states "Our research tells us that when we speak of a context-specific or community-based literacy and functional education program, we need to consider at least seven aspects."

Design Implications¶

Context¶

Requirements¶

• Local people and officials need to be involved even as early as the planning stage to help determine the kind of functional education program appropriate for their community

Constraints¶

• Communities vary on the nature of community life, so it is not possible to have exactly the same kind of program for all communities

Target Learners¶

• Adult community members in Philippine villages with varying levels of literacy practice and community organization

Target Learning Goals¶

• Functional literacy integrated with livelihood, community development and local participation

Related Strategies¶

Examples¶

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Key Sources¶

• Doronila, Maria Luisa C. (1997). A Research and Development Approach to the Delivery of Comprehensive Functional Education and Literacy in the Philippines. https://eric.ed.gov/?id=ED418217