Material Production

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My paper is specifically concerned with content. As far as the other aspects of the preparation of the materials are concerned, such as scripts, language, grading, audio-visual aids' etc., these are being sufficiently explored. As a writer of materials and also a fiction writer in various languages I find it workable to deal with only one aspect, that is, Content.

Before discussing the place of the content in the literacy materials, let me mention that the three important components in the process of adult education are (a) the adult learners, (b) the instructor and (c) the materials. In a way, the Instructor, or an agent for social change, is a link between shaky. It is, therefore, of paramount importance, that proper selection of the instructor should be made so as to utilize the materials fully. The instructor is expected to perform two-fold task by developing the literacy skills in the adult learner and also acting as a coordinator between the various agencies in the field which are there to assist in the total development of the majority of the illiterate persons in the country. He should, therefore, be able to develop improvised materials, keeping in view the target group and the particular situation in which he is working. The instructor, therefore, should be able to use his own resources and intelligence for preparing his own materials in whatever shape his adult learners require them. He can prepare well-news ; he can make suitable posters and charts ; write news sheets and even make use of the cuttings from the magazines and periodicals, if necessary.

As visualized in the paper circulated at the Central Institute of Indian Languages to the participants, the content has been divided into three sub-heads (a) core materials (the lessons), (b) edited materials (reproduction from various manuls on health, agriculture, etc.) and (c) Adult interests ad selection of contents. Let me deal with the topic according to the sub-heads.

(A) Core materials :

Core materials or the lessons to be prepared in the form of a book or loose sheets must have the following important factors in view :

(i) The adult learner is not very much interested in getting literacy skills developed. He has, therefore, to be motivated to acquire these skills. Hence the lessons should be such as to deal with his immediate problems and needs.

(ii) The method to be adopted in the construction of the lessons has also to be kept in view. There is no particular method which can be used for all the adult learners. The methodology is, to be changed and modified according to the target group in view. If the group is not interested in the analytic method the instructor should not force this method on them. He may use the traditional method if the adult learners show preference for that. He may even combine both the methods if that gives good results. The constructions of lessons, therefore, has also to be flexible keeping in view the interest of the learner.

(iii) The vocabulary used in the lessons should be such as the adult learner is familiar with. Sometimes those words which we think are difficult for an adult to understand are easily understood by him. Therefore, the experts who are developing materials should not insist on the use of only the limited set of words which are thought to be prevalent among the people but can use even those words which may be little sophisticated but have an air of familiarity for the villagers.

(iv) The writer should be very clear about the format of the book. He may divide it into four or five parts, giving a review lesson after every fourth or fifth lesson. This review lesson should be a sort of revision for the adult learner giving him an idea of what he has already learnt. This is a sort of recapitulatory process which woulp help in strengthening his reading skill and comprehension.

(v) Along with the reading skills, attention should be given to the numeracy as well. By the time the adult learner has achieved reading and writing skill, he should be able to have achieved skill in numeracy also.

(vi) At the end of the first book a complete list of alphabets should be given. A complete list of matras and the numeracy chart should also be added.

(vii) Illustrations have an important part to play in keeping adult learner interested in his work. Each lesson, therefore, should be nicely illustrated should be attractive and understand able to the adult learner.

(B) Edited Materials :

Most of the learning materials available at present cannot be used in their original shape to meet the new demands and achieve the expected objectives put before the nation in the National Adult Education Programme. Most of the departments have prepared their own manuals and materials for the benefit of the general public. Just a few days back the Directorate of Adult Education has invited a few writers to the Directorate to see some of the materials already prepared by the Department of Agriculture, Health, Cooperation etc. No doubt some of the available materials are useful and contain information which should be imparted to an adult living in the villages or even in backward places of the urban areas. But these materials cannot be used as they are. An extensive review is necessary. The statistical portions and astracts given in these manuals, pamphlets, reports etc. published by the various Ministries and Departments will not be of much use to the adult learners. These materials have to be carefully sifted. Only the real good portions of these writings, which have a meaning for the adult learner, should be re-written and made available to the field workers. Since the time at our disposal is very short, proto-type materials may be produced by the Directorate of Adult Education laying stress on the content portions. Guidelines for preparing such materials may be sent to the State Governments and the Voluntary Agencies who may be sent to the State Governments and the Voluntary Agencies who may be free of use the available materials after making necessary changes and adapting them to their needs. Even in the use of the existing materials, a lot of flexibility has to be practiced. If a rigid attitude is maintained the very purpose of available materials will be defeated.

(C) Adult Interests and Selection of Contents :

To make the literacy programme meaningful the adult learner should be given such learning materials as are based on his interest and environment. They would feel interest in the folk tales, and folk songs, prevalent in their localities which they have inherited from generation after generation. Even today the Heer Ranjha In Punjab, Alla Codal in Rajasthan, Lakshmi Chand's Swangs in Haryana and the folk dances in the hilly area of Himachal Pradesh and Jammu and Kashmir are cherished by the people living in these areas. In Kashmir the songs of Habba Khatoon are still loved and used by the people. The folk songs in Dogri and Kashmiri, even now, rouse the feelings of the young natives. What I mean is that the interests of the adult learner, and the community in general for whom we are designing materials, should form the central theme.

The writers, while preparing such materials, will themselves be aware as to what type of Content should be given to a particular target group of the adult learners, if he knows their interests. If these materials are to be prepared in the Writers' Workshops. those who are involved in this process, will have to keep this important factor inview. Even if individual writers are engaged in the preparation of materials, working individually, they must survey the group of learners for whom they are writing. They should be aware of their social customs and should make use of the folk songs and the common idioms which the adult learners use in their daily life. These may look rustic to the sophisticated eye but they are vital in the social fabric of the learners.

Let me again emphasise the fact that this is for the first time in the history of the country, that the real value of educating the illiterate majority in the country has been realized. For achieving our goals, new strategies have to be developed for their purposive and complete involvement. The objective is to bring out a social transformation and likn literacy with total development. To achieve this objectives un-conventional and efficacious techniques and tools are to be forged.