How can adults who have developed some proficiency and confidence in literacy improve and develop their new reading and writing skills? Adult literacy programmes often include two components: initial literacy training offering reading and writing classes; and post-literacy training which may develop literacy skills further or offer other activities such as income generation. Views on what the ultimate goal of post literacy training should be, however, are diverse and hotly debated. Research by Education for Development found traditional, classroom-based methods of post literacy training popular, but failing. Literacy should adopt a more practical approach, suggests the report, and assist literacy learners to use their skills in the real world.

Pressure to change current models of post literacy practice abounds. Critics emphasise the need for (amongst others):

• greater understanding of the different kinds of literacy used in everyday life and the kind of literacy that literacy programmes are promoting
• greater links between post literacy and basic and continuing education programmes
• greater continuity between initial and post literacy programmes
• commitment from policy-makers and donors
• increased gender-sensitivity

Traditional post literacy methodology fails because it is almost always directed towards graduates of initial literacy classes only rather than the wider community. What is more, few course participants can transfer their skills from the classroom to real life situations such as filling out forms or reading notices. The report proposes a new definition for post-literacy: 'providing assistance to all those in the community who have some but limited literacy skills and confidence' - such assistance should use methods appropriate to adult learning rather than school-based learning. Understanding of how adults learn is changing and the implications for literacy teaching and learning are huge. New light being shed on how adults learn include the following key areas, amongst others:

• Adults do not learn best in the classroom. Rather they learn more effectively when engaged in real tasks of everyday living.
• Literacy practices vary from person to person. Can one literacy learning programme cater for the needs of a taxi driver, for example, and a poultry farmer?
• Decisions on language-use need to be made by the language user and not the policy maker.

Uniform learning programmes can no longer meet the varied literacy needs of different learners. Post literacy needs to be able to provide assistance outside the classroom to all those having difficulties trying to use their skills in practice in their daily lives. Support will thus need to be provided at the time and point of use rather than in the classroom to promote more effective literary practices in the community. To achieve this, the report suggests setting up a 'Post Literacy Service' (similar to agricultural and health extension services). Policy implications and possible courses of action suggest that:

• Post literacy terminology is misleading. Donors need to cut through it to ensure they are fully aware of programme parameters and objectives and how aims can be measured.
• Support for the practice of literacy in real situations is likely to be more effective than backing the production of further traditional learning materials.
• Experimental literacy programmes with effective review and dissemination systems will help uncover how local literacy is practised.
• To help transfer literacy from the classroom into daily life, funders and planners should focus on the active involvement of learners to help determine how, and with what kinds of texts, literacy is practised.
• Strengthening literacy activities in other developmental activities in the local community will help the participants to enhance their literacy skills and confidence.
• Backing for literacy support services such as literacy drop-in centres, literacy support personnel or community learning centres will help make literacy learning a focal point for community activity.
• Training for literacy teachers in the concepts and practices of post literacy in different contexts will help develop understanding, skills, and creativity.

Source(s):
'Re-defining Post-Literacy in a Changing World' Department for International Development Education Research Paper serial #29 by A. Rogers et al (1999)

Funded by: UK Department for International Development Education Division 1997-9

id21 Research Highlight: 8 May 2000

Further Information:
Alan Rogers
Education for Development
Noel Close
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Uppingham
Rutland LE15 9PP
UK

Tel: +44 (0)1572 821282
Fax: +44 (0)1572 823078
Contact the contributor: AlanRogersA@aol.com

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