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Education is an all embracing
word which touches all behavioural aspects of human life. Education deals with
training of mind and training of action. The main aim of education is to assist
the learner to become self reliant in making decisions and taking actions to rationalize
cause and effect of various situations in life and to be able to steer through
the problems of life. In this context naturally when we think of adult education
we think of taught processes, environmental constraints, and occupational problems
in relation to the socio-cultural impediments, and the ways in which best suited
solution can be found for most imminent problems.
History has
given an evidence that discovery of paper and press gave a filip to human communication.
The printed word brought the minds of thinkers and philosophers nearer to the
common man. The ideas of great men influenced the thoughts of others specially
those who could read independently and could decipher the written messages. This
argument opens up another vista of the learning world, and that is related to
the interests and motivations of learners. Because if these messages do not coincide
with their maturity and their thought process and if the written word does not
touch the core of their problems, then the learners would perhaps not feel inclined
to pay any attention to these exercises. The task of writing for education, therefore,
is a difficult one, specially for those who have not so for written for this newlly
emerging community of learners who are going to be soon called the neo-literate
groups of adults.
The simplest communication model has
there basic elements recognised as :
1. The Source
2. The Message
3. The Medium
4. The Receiver (Destination)
David Berlow, to illustrate the communication model has taken an analogous situation
of a messenger (source) standing on one bank of the river having a packet (message)
in hand to deliver it to the other side of the bank of the river, using a boat
(medium) floating on the river waves (medium) to reach the packet in the other
side of the river (the receiver). In human communication the source and the receiver
are two human beings having the irown attidutes, their own socio-cultural and
environmental influences, and their own communication skills, both physical and
motor. They both have their attitudes, negative or positive, towards each other
and towards the message contents that they are to deliver and receive. And they
both are equipped with their own system of communication skills which may or may
not be the same in both the source and the receiver. Another limitation inherent
in the written content of the message is that if it is complicated, uninteresting
or too demanding, it will prevent the receiver from receiving the message altogether
or from interpreting and decoding it in the best of his own interest. In so far
as the motor skills are concerned specially in the interest. In so far as the
motor skills are concerned specially in the context of reading and writing, all
the five faculties play an important role. The written content should have an
emotional appeal to the human sentiment, should help the tongue to roll up naturally
to pronounce messages and assist the ears and eyes to decode familiar verbal and
visual messages, so that the brain then can help the motor organs like the hands
and feet to put those messages in actions, in their own interest and to the best
of their own advantage(social, occupational or recreational).
From the analogus situation quoted it can be seen that the boat as well as the
river waves play an important role in the delivery of the packet (message) and
they provide a medium for sending the message from one side (source) to the other
(receiver). If we take this example and apply it to human communication it will
be seen that the language, the content, the style of presentation, (which should
include verbal, visual and pictorial illustrations), colour, type, size format,
paper and written messages, and other aspects of printed materials play and important
role in establishing the communication process and in making role in establishing
the communication process and in making or breaking a message. It is on this principle
tat it is often said that Message is the Medium.
In talking
about message we have to think of its language (whether spoken or standard) about
its contents (applied or contrived) about its credibility (authentic or fake)
and so on. Another aspect of the message formation which should interest the potential
writers is that all of us who are engaged in communication act realize that it
is an energy consuming process, and human mind repels infractions exercises, and
therefore, all messages that depress us or make us realize our predicaments, difficulties
or misfortunes, carry but little appeal unless they are meant to pain others.
Such messages as are applicable to us either better not received, or are distorted.
It must be due to these difficulties that certain maxims, idioms and phrases have
come into practice. For instance if a message is interpreted to suit the interest
of the receiver it is said in a Hindi phrase : 'Kaho Khait ki suney khallyan ki'.
But, if a message is favourably received by the destination the poet has expressed
it in an apt couplet to say that : 'Day-khiay Taqueer ki khubi ke jo usney kaha
May-ne yeh Samjha-ke yeh Bhi May-ray Dil mayn Haiy'.
The
above argument brings us to the crux of the matter of preparation of the learning
material according to some accepted methodology, with a view to ensure as effective
a human communication as possible, so as to assist the neo-literate community
to join the main stream of national development and come in the orbit of communication.
Thinking about the basic material, the first book or primer is the first item
that comes to the mind. I take the liberty here to talk about the Urdu primer
for women developed in the Directorate of Adult Education, New Delhi.
Construction of the Urdu Primer-cum-First book for Women
THE
SOURCE
Directorate of Adult Education, being the National
Resource Centre, is trying to develop proto-type material to fulfil the needs
regarding learning/teaching material. Delhi Administration has been running Functional
Literacy classes for women, attached with Anganwadis. Anganwadis are mainly concerned
with health of children specially in relation to nutrition and immunization. Subsidiary
nutrition programmes are introduced for protein and vitamin-A deficiencies whereas
immunization programme is specially designed to provide protection against communicable
diseases as well as for building resistence in pre-school child and the expecting
mothers. The programme is aimed to assist the child to grow into a healthy adult
and overcome infections and nutrition deficiencies. Mothers and women attend these
functional literacy classes at noon time where literacy is imparted to them through
the discussion on health, nutrition, immunization and child development.
Through visits to these Functional Literacy classes, discussions with learners,
teachers, supervisors and project officers it was learnt :
1. that there was a children dearth of suitable primer-cum-first book for these
women.
2. that the material used in those centres
was in Urdu language and since these
100 centres are mostly located between
Jama-Musjid and Ajmeri Gate area in
the walled city of Delhi a large majority
of the beneficiaries are Muslim
women.
3. that along
with some mothers young girls of marriageable age also attend these
classes,
showing a keen interest in learning to read and write Urdu.
4.
that most of the Muslim ladies are familiar with Urdu alphabet as they have
learnt to read and recite Quran.
5. that approximately in
a group of 10 women at least six could recognize Urdu
alphabet without much
difficulty.
6. that whose who did not even recognize the
letters of alphabet are helped,
encouraged and motivated by others who are
familiar with these language
symbols.
7. that the
books currently used by them do not touch even the fringe of the
particular
envirnonment, aspirations or culture of these beneficiaries - and
8. that the book used by them could as well be used by men.
About 25 Urdu primers and a few of the first books available in the market were
studied. Some were found to be developed on analytic approach while others used
the global approach. However, it was noticed that none touched the subjects related
to the life of adult learners, much less for women learners. Some books used association
method for introducing the new language symbols, while others selected the rhythmic
sounds for introducing the new letters of alphabet. In any case the major limitation
noticed in all of them was the absence of topics and subjects related to the life
of adults specially women.
It was felt that there was a
need for selection of content areas having direct bearing on the life of young
women. A beginning was made with the areas of : marriage, dowry, homemaking, supplementing
the family life and child welfare etc. Nutrition health needs of expectant mothers,
and preparation for home delivery have been other topics which were considered
as useful topics for the primer-cum-first book. This first book is now developed
specially for young women. The learners are taken along lessons dealing with such
topics as knowledge, intelligence and inheritance of mankind.
The
Message
(a) Key words : Whole words are used in introducing
each lesson unit. For example, the first lesson deals with Bujah, (marriage) having
4 language symbols out of which two letters i.e. Alif and yay are very handy in
making new combinations for repeatedly making use of the newly introduced letters.
Effort is made to show their positions in the beginning; in the middle and in
the end of words so that learners become familiar with the particular changes
of their shapes in various positions. Each lesson unit has also introduced the
analysis dealing with each letter as they are used singly or in combinations to
make meaningful words related to the selected topic. Not a single new letter is
used in repetition exercise without proper introduction.
(b) Stimulation exercise are provided in each lesson unit by dividing it into
three parts :
Part one, to be taught by the teacher
Part two, to be read by the learner under supervision of the teacher.
Part three, expected to be read by the learner independently on the assumption
that the learner is now fully familiar with particular language symbols and
their
characterstics presented in the lesson unit.
(c) Key sentence : Each lesson unit concludes with a key sentence related to the
topic under discussion. There is ample scope for discussion with the help of key
word at the beginning of the lesson unit, as well as generating discussion with
the help of the last sentence at the conclusion of each unit.
(d) Writing exercise : For developing writing skills gradually, writing exercise
are provided from the very first lesson, by helping the learners to draw lines
in the early stages, then move on t drawings circles around selected words, then
by copying and by over-writing as they move on to new lesson units. Efforts are
made to introduce a new element in these exercise after about every fifth lesson,
with a view to provide novelty in the sentiments and life situations of women
learners. It is flexible in providing variations for developing literacy skills
and diversified in the presentation of its contents to suit young women who are
about to get married or those who are preparing for the parenthood. The units
are developed systematically from topic to topic, introducing from one to four
new elements of language symbols in each unit at a time.
(e) Nemeracy : Numerical exercise are provided in direct relation with the lesson
units, and in this way numbers are taught upto the number of 100 by the end of
first ten lessons. Thereafter simple arithmetic calculations and four rules of
arithmetic are dealt with thereby completing the book in all respects. Effort
is made to provide maximum practice in learning numbers, rather than writing items.
In this, reading, writing and arithmetic are taught according to the literacy
norms set by NAEP.
(f) General Aspects : The book is concluded
with letter writing, some useful popular sayings, names of English calendar months
and so on.
The book is expected to take about four months,
if it is taught everyday for one hour and a half daily, for six days a week. The
book therefore provides not only the basic literacy skills but also helps to generate
group discussion and action specially in areas of saving, budgeting, nutrition,
immunization or preparation for home delivery and confinement. Practically all
messages are in affirmation, motivating the learner for positive action. Review
lessons at the end of the primer are given to strengthen literacy skills further.
Since the units are developed with the help of a central female character
it is expected to have a special emotional appeal to the women readers.
The
Medium
Since the book is expected to serve Urdu speaking
female communities, Urdu or say Persian script is used. Simple but meaningful
words are used in single or in combinations for enabling them to understand short
sentences.
Every theme will have simple illustrations to
provide visual variations in the book which should assist in maintaining the reading
interest of the learner. An illustrative chart and vocabulary cards are also proposed
as visual aids.
The book has four distinct features namely
: (i) the primer-cum-first book of reading (ii) work-book for writing, (iii) work-book
for learning numbers and simple rules of arithmetic (iv) the teachers, guide is
attached in the preface of the book itself so that they can refer to it readily
in case a need is felt during the teaching sessions. These instructions are kept
at the minimum level, as there is an in-built provision of assistance for teaching
the lessons with maximum ease as the units progress through the pages.
The size of the book, having all the above four components, should not exceed
80-90 printed pages with medium size type face, used generally in Urdu primers.
However, there will be no harm in keeping the work-books separately if that is
found more favorable.
The Receiver
Receiver is the most important link in the process of communication, as it is
the most delicate one too. Many a time a source will use all means at his disposal
to make communication effective, authentic appealing and credible. Yet it will
be just ignored by the receiver with the slightest provocation. One measure of
safeguard is to take the manuscript to the beneficiaries or their sample. Try
it out with them, and modify it in the light of the findings.
(i)
Pre-testing :
Pre-testing of the manuscript of Urdu
Primer-cum-First book was therefore undertaken on a small sample of adult women
in the walled city of Delhi. About a week's time was spent in identifying the
limitations of the book and in exploring the scope for modifications. Generally
speaking the findings pertain to :
(i) Words : Certain
words were found to be difficult, so they were replaced by simple words.
(ii) Sentences : Certain sentences were found lengthy causing hindrance
to the reading ease. These sentences were identified and re-written in smaller
units for providing reading ease.
(iii)Numeracy :Number
work was developed by identifying the areas of interest and items of daily use
, which were then developed by relating these excercises with the lesson units
dealt in the book.
Thers is a sense of accomplishment if
the source finds his message appealing to the receiver. So far as manuscript of
this Urdu primer is concerned, there was a sense of achievement experienced by
the source when : (a) one learner quietly confided that the story presented in
the book was similar to the story of her own life, (b) all members of the sample
group came regularly to the centre in the middle of the hot days of summer, in
spite of their predicaments at home, to attend these pretesting sessions and (c)
majority of the group expressed a desire for the continuity of these classes.
(ii)
Review of the nest addition :
Pagagogists talk of the
relevance, need-based and envirnonment oriented materials to suit the interests
of the learner. They tell us of the motivational problems which resemble the economics
of consumer's prices. The motivational levels of the learners also fluctuate depending
upon their own moods, problems at home and at work or occupations, or problems
faced at the place of learning itself. If materials are made interesting and are
reviewed from time to time with a view to bring about changes and medications
necessary to being materials up to date and to change, replace, delete or add
portions according to the changes felt in the environment and experience in the
society then we can hope to keep the interest of learners alive.
The teacher who interacts constantly with the learners is an important link to
identify change and to point out the needed modifications. The basic learning
material should be considered as tools in cations. The basic learning material
should be considered as tools in the hands of the teacher. The basic learning
material should be considered aas tools in the hands of the teacher. They should
be considered as tools in the hands of the teacher. They should be sharpened and
chiseled to suit his changing needs which are in direct proportion to the need
of the learners. In other words, for implementing changes, the views of both the
teacher and the learner are important, and the writers should be aware of these
issues, as the saying go 'necessity is the mother of invention and variety is
spice of life.'