ÊÊÊÊÊÊÊÊÊÊ So you want to begin

ÊÊÊÊÊ ÊÊÊÊ A

ÊÊ LiteracyÊÊÊ Program

Ardis Dick Stenbakken

A Womenâs Ministries Resource

General Conference Department of Womenâs Ministries

1997

Revised 2003

So You Want to Begin a Literacy Program ........................................................................................ 1

Why Literacy Is Important for the Church.......................................................................................... 2

Why Literacy Is Important for Womenâs Ministries............................................................................. 4

Benefits to Women............................................................................................................................ 5

Obstacles for Women........................................................................................................................ 6

What Is Literacy?.............................................................................................................................. 7

Who Needs It?.................................................................................................................................. 8

How Adults Learn............................................................................................................................. 9

How to Begin.................................................................................................................................. 12

Budgeting........................................................................................................................................ 16

Writing Proposals............................................................................................................................ 16

For the Tutor .................................................................................................................................. 17

Teaching Without a Book................................................................................................................ 19

Post Literacy Programs.................................................................................................................... 20

What About Second Language Literacy?......................................................................................... 20

Literacy for the Future..................................................................................................................... 21

Appendixes

AÊÊ Resources ..................................................................................................................... 21

BÊÊ Some Country Literacy Statistics.................................................................................... 30

CÊÊ Budget Example............................................................................................................. 33

DÊÊ Checklist for Evaluating Proposals.................................................................................. 34

EÊÊ Why Should We . . . .......................................................................................................... ÊÊ

FÊÊ Big ideas (overhead)....................................................................................................... 36

GÊÊ Now try this (overhead)................................................................................................. 38

HÊÊ 12 Reasons for Womenâs Literacy Programs (overhead)................................................ 40

IÊÊÊ 10 Reasons for Womenâs Literacy Programs (handout)................................................... 41

JÊÊÊ Women and Literacy (overhead).................................................................................... 42

KÊÊ Before You Begin (overhead)........................................................................................ 43

LÊÊ Facts and Quotes about Literacy (handout)..................................................................... 44

MÊÊ ãReading to Childrenä ................................................................................................... 45

NÊÊ Nine Benefits for Parents Who Read to Kids (overhead or handout)............................... 48

So You Want to Begin a Literacy Program

You are to be congratulated. You want to do something that can make a difference and fill a great need. But you probably also have a lot of questions about such a program. How does one begin and what materials do you use?

The purpose of this manual is to help you begin. It will not answer all the questions there are about every place in this world where there are literacy needs, but it will help you to begin to find what questions to ask, and help you find some answers.Ê The purpose is to help you understand enough to get the planning of a program started. There are a number of facts and figures included too so that you can present programs, motivating and getting others interested in joining in the project. There is also material to help you understand a bit more about adult education÷adults learn differently than do children.

The one thing that is not taught here is the actual language instruction. There is nothing about which letter of the alphabet to begin with and what to teach in each lesson. The reason: different languages necessitate appropriate adaptation. Some languages, of course, do not have a Roman or Latin alphabet at all, so teaching methods will be different.

May God bless you as you begin designing and planning a literacy program.

Christian Literacy. . .

1. Is a tool for the evangelist÷providing an ideal climate for conversion and church planting;

2. Opens the pages of the Bible and other Christian literature to both non-Christian and the growing convert;

3. Is a door into nations and parts of nations where other types of missions are unwelcome;

4. Provides a satisfying activity for local Christians who are eager to help lift up their own people to a better life;

5. Expresses compassion, demonstrating that Christians are still in the Samaritan business.

ãThe days are coming,ä declares the Sovereign Lord,

ãWhen I will send a famine through the land

not a famine of food or a thirst for water,

but a famine of hearing the words of the Lord.ä

÷Amos 8:11ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

Why Literacy Is Important for the Church

Christâs method alone will give true success in reaching the people. The Savior mingled with men as one who desired their good. He showed His sympathy for them, ministered to their needs, and won their confidence. Then He bade them, ãFollow Me.ä ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ÷E. G. White, Ministry of Healing, p. 143.ÊÊÊÊÊ

As we strive to witness for our Lord and to follow His example, we look around to find the needs of the people so that we too may minister, win their confidence, and invite them to follow the Savior. One of the most obvious needs for women in the world is the need for literacy÷the ability to read and write.Ê ÊÊÊÊÊÊÊÊÊ

The facts and figures are staggering, but they also tell the story. The world population is just over 5.2 billion. The complete Bible is now available to 97% of these people in their mother tongue. Yet 45-55% of these people cannot read. Non-readers comprise the vast majority of the peoples yet to be reached with the Gospel.

The United Nations estimates that in the world today, there are about one billion adults who cannot read or write well enough to function or reach their basic goals in life. Many cannot read anything at all. The UN furthers estimates that by the year 2000, 98% of these will be in developing regions of the world. East Asian and South Asian developing countries had 70% of the worldâs population of illiterates in 1990. In 48 of 102 developing countries, the illiteracy rate exceeded 40%. UNESCO reports that the United States literacy rate at greater than 95%, but the recently completed National Adult Literacy Survey (1993) found that at least 45% of the US population has low or severely limited basic skills. Other democracies have similar problems.

Literacy is important to the church in two principal ways: as nurture of the members and as outreach. It is obvious that unless a person can read with at least a minimal degree of fluency, he or she cannot read the Bible. Or anything else that the church produces. These persons cannot do any type of Bible study that requires reading or writing. They cannot read Ellen White or any other devotional or instructional material. If they are parents, they cannot read the Sabbath School lesson to their children. Church leadership would also be difficult. Many of these illiterates live in areas of the world in which it has been particularly difficult to spread the Christian message.

Those who have studied church planting have discovered that in areas of the world where less than fifty percent of the population is literate, teaching reading, particularly classes based on the Bible, is one of the quickest ways of building up a church. In a survey in the United States, half of those surveyed said that the reason they wanted to learn to read was so that they could read their Bibles and participate in church activities.

For the church, the Word, Jesus Incarnate, is supreme. But unless one knows how to read, accessing the Word is difficult. It is important that Christians be able to study and confirm their faith. Pastor Samson Phiri of Zambia once said, ãDictators love an illiterate electorate; illiterates will believe anything they are told.ä We do not want church members who will believe just any new thing they are told; we want them to study verse upon verse, to know and hold onto the truth.

Non-readers are captive, prisoners of their handicap. As we carry out Christâs work, we too can say:

ãThe Spirit of the Lord is on me,

because he has anointed me

to preach good news to the poor.

He has sent me to proclaim freedom for the prisoners

and recovery of sight for the blind

to release the oppressed,

to proclaim the year of the Lordâs favor.ä Isa. 61:1, 2 and Luke 4: 18, 19, NIV.

As we discover needs, it is with satisfaction that we can develop plans to meet these needs. As Hector Hammerly, Ph.D., of British Columbia, Canada, has said, ãTo provide the gift of reading to others is a signal Christian service that empowers them to live more interesting and far more useful lives. Furthermore, the teaching of literacy lends itself quite well to sharing the Gospel in a gradual, tactful way.ä^{^[1]}

In many parts of the world, literacy programs can use the Bible as an important part of the lesson and reading material. Each Womenâs Ministries group will need to assess the situation and use the Bible only if it is safe to do so. In some places using the Bible openly and immediately can endanger lives and shut down the literacy program. If there are no such conditions, however, the Bible is excellent to use.

There are other ways in which Bible literacy is important to the church:

1.Ê It gives church members a way to minister to others in a non-threatening way. It encourages both the tutor and the student to become daily Bible readers.

2.Ê The non-Christian will know the tutor cares about them because of the help they are receiving. They will be curious about why the tutor is so loving and kind; they will be more open to the Gospel.

3. It strengthens the existing church if church members learn to read. If the member cannot read they can easily be led into false doctrine. A Bible-reading church is a strong and growing church.

4. Literacy programs can build non-political cooperation with governments because almost all governments want their people to be able to read. It can strengthen community life as well when topics such as health, parenting, or sanitation are also addressed.

5. It is something that can be done right in the local church. One does not have to go a long ways to find people who need the help of a loving church.

ÊÊÊÊÊÊÊÊÊ Why Literacy Is Important for Womenâs Ministries

Of the one billion adults who cannot read, the majority are women, somewhere around 650,000,000. Since writing began, women have had less access to reading and writing than men. It is still true today in many areas of the world (see Appendix B, page 30). In some countries the situation is becoming worse, however, rather than better. In fact, the number of illiterate women in the world will continue to grow until sometime in the next two decades when efforts to expand access to primary school can provide an education to most children. These women are a natural group for whom Womenâs Ministries can work and witness. When a woman learns to read, her whole family has a better chance of becoming literate. As reading is taught, these women can be introduced to material teaching Christian parenting, health, life style, and philosophy. ãWhen you educate a man you simply educate an individual, but if you educate a woman you educate a family.ä

The majority of these women live in what Global Missions describes as the ã10-40 Window,ä or that part of the world ten degrees north and 40 degrees south of the equator, the focus of much of our Global Mission work. The bulk of these women are Muslim. Not only is this a difficult group of people with whom to work, but also it is almost impossible for a man to work with any of these women. Therefore, it is an important work that women can undertake.

Although Womenâs Ministries literacy programs will be run by women, it would be a disservice to exclude men who may also want to be involved, or to limit our classes just to women. Some studies show that both men and women learn better when both are involved in the classes. In other societies, women do not want to be in classes with men. The leaders in each area of the world will have to make their own decisions on this, but as much as possible, let us always be inclusive.

What Is Literacy?

Historically, a person was considered literate if he or she could sign their name. Then in 1951, UNESCO said that a person was literate if they could, with understanding, both read and write a short, simple statement on his/her everyday life. In recent years, the United States military began requiring a high school diploma or GED (general equivalency diploma). Now most literacy organizations define literacy as being able to use printed and written information to function in society to achieve oneâs goals and develop oneâs knowledge and potential. In various parts of the world, different levels of reading and writing are used to define literacy, but we can all agree that if a person cannot read or write well enough to do what they want to do, they need more literacy.

Literacy and illiteracy are NOT opposite poles, but a continuum.Ê In order to be truly literate, a person needs to be able to function at whatever goal level that individual has set. For instance, in a study of a literacy program in Tanzania, it was discovered that the majority of the learners were middle-aged women from the poorer groups of society. Two-thirds had attended school, most for more than four years. But they were unable to meet their goals, so needed more literacy.

In Adult Literacy Programs (1995), Comings, Smith and Shrestha say:

The level of literacy skill that would be considered severely limited in rural Lesotho is quite different from that in urban America; in fact, the only useful definition of literacy is one that is set within the context of the life of an individual. In any context, however, the inability to read a simple text, such as those used in the first grade of primary school, should be considered complete illiteracy, and UNESCOâs estimate of 950 million is made up of people who fit this definition of illiteracy. If literacy is defined more broadly as a proficiency in reading, writing and math sufficient to compete for good jobs and participate fully in social and political life, the number of adults, worldwide, who could benefit from basic skills training might be as high as 2 billion. If the definition includes workers who could earn a higher wage if they improve their basic skills, the total might be 3 billion. Because approximately 100 million of the worldâs primary school age children are not attending school and many that do attend drop out in the first two years, the worldâs illiterate population will not decrease dramatically over the next ten years without a much greater adult educational effort.^{^[2]}

To be successful a literacy program should not be limited to only reading and writing. Literacy training should take a holistic approach, including speaking, listening, reading and writing.

Math literacy requires some of the same skills as reading and writing but requires its own separate skills as well. Students in a basic literacy program can be taught the number symbols

and helped to understand them by counting objects and marks on paper (See Appendix P).
Who Needs It?

There are several groups you can serve. There are illiterates÷adults who cannot function at a standard level of reading or writing. There are those who need to improve their skill level to be able to get a better job. Many times these people are second language illiterates÷they cannot read or write in the national language of government and commerce.

Womenâs Ministries, in some places, may also want to reach out to Pre-literates÷small children. In areas of poverty or where parents are not literate, very often children are educationally impoverished and some special help to them can help make sure they become literate. Another need area is for tutoring and helping children who are struggling with homework and keeping up with their classes. Local schools and teachers can help plan programs for these two groups.

Some people are illiterate, not because they never had the opportunity for school, but because of other problems such as hearing problems, vision problems, learning problems such as dyslexia, context deficiency, or being unable to work in a group situation. Others had to drop out for health reasons or to go to work to support the family. Others lack motivation÷they have felt they could function without education, but have now discovered that is not true. Some were not ready when they began school and so began a cycle of failure. Others lacked modeling; others did not try and received social passes; others came from migrant families and moved too often to receive an education.

In many countries, there is a national language and a number of local languages. For many, the question is what language should be used for the literacy program. Learning in a local language is easier for the student because the vocabulary is more familiar. It reinforces culture, history, identity and feeling of self-worth. Often reading and literacy materials in the local language are limited and will not benefit the student as much in commerce or employment. A national language can be a binding force that contributes to building national unity.

When planning literacy programs, it might be well to consider holding literacy programs in the prison system, as a very high percentage of prisoners are illiterate. One of the reasons many turn to crime is because of the failure cycle from illiteracy and the inability to hold a good job.

In many areas, especially in urban centers in developed countries, GED training programs may be more necessary than basic literacy.

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ How Adults Learn

There are four principle factors in adult education:

Respect

Immediacy

Relevance

Hands on learning

Many adults feel embarrassed by the fact that they cannot read. If they are treated with condescension or like a child, they quickly drop out. The teacher must understand and model the fact that even though the illiterate adult may not be able to read, he or she is a very intelligent person who has other expertise and knowledge that even the teacher may lack.

Respect can be shown in many ways. One example would be for the teacher not to say ãI am helping you learn to read,ä but that ãI am helping you to improve your reading skills.ä

Teaching adults is very different from teaching children. For this reason, professional teachers are usually no better prepared to teach adult literacy than are others who receive literacy training. In poor societies, studies show that local poor (not those from the middle class) female teachers have been the most successful at encouraging participation in reading programs.

An adult comes to learn on her own free will. Many times these adults feel like failures÷most of the world can read and they cannot. Perhaps they never had the opportunity, or this individual may have met with any number of roadblocks that have prevented her from learning. So encouraging, motivating and building self-confidence will be an important part of the tutorâs work. The teacher will want to help the student succeed right from the beginning, and in each and every lesson. The key to teaching someone to read is not so much in the techniques or the materials, but in an attitude of mutual cooperation and support between the tutor and the new reader.

Again, it is important to remember that adults who cannot read are not illiterate because they are stupid. Usually, adults who cannot read are very intelligent÷they have to be very smart to be able to get along in a reading world. They have to hear and remember everything; they cannot write themselves notes or look up information they may forget!

Adults want to learn quickly. They have full responsibilities already, often with full time work and family, so taking time for class and homework will require dedication and commitment.

Educators are coming to realize that we all learn more by doing than simply by hearing. As much as possible in a literacy program, have the student learning to read things she wants to read. Then have her actively involved in the class setting putting to use the things she has learned on material she has interest in. If you are teaching in a group setting, having students help each other will enhance their retention. Discussing what they have read helps, and follow up writing assignments enrich their learning further. Addressing topics of community or personal concern make this even more meaningful. You can also ask the students to illustrate material read, or have them read and demonstrate what they read about. For instance, women might demonstrate making a recipe they are learning to read.

The following shows instructional strategies and the average retention rate for various types of teaching (see also appendix O):

Instructional ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊAverage

ÊÊ StrategyÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Retention Rate

ÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊLectureÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 5%

ÊÊ ReadingÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 10%

ÊÊÊÊÊÊÊÊÊÊ Audio VisualÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 20%

ÊÊÊÊÊÊÊÊÊÊ DemonstrationÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 30%

ÊÊÊÊÊÊÊÊ Discussion GroupÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 50%

Practice GroupÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 75%

Teach others/Immediate Used LearningÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊ 90%

Here are some guidelines for teachers that will help with adult learners:

á Speak softly. Be courteous and respectful.

á Always encourage your student. Do not forget to praise her often for her good effort. Never become angry at her mistakes.

á Keep humble, showing honor to your student. Treat her as an equal; never appear superior

á Never laugh at mistakes or allow others to laugh. Donât make the student work too hard, nor let her think she is learning too slowly.

á Love your student and tell her you are sure she can learn quickly. Make the study as happy and interesting as possible.

á When you are unable to teach, either find a substitute teacher or plan with your student well in advance to teach her at another time.

á Sit beside your student. Try to make her feel you are her equal, not superior. Try to be more like Jesus to her than anyone she has ever met.^{^[3]}

At the beginning of the course, it is good to tell the students that they are expected to teach at least one other person to read as soon as they have learned to read. This will help the student realize that they are expected to succeed and that they are a worthy and capable person. It will also help to extend the program beyond the initial outreach.

How to Begin

Before you begin, it is important to understand what is required to have a successful program. Donât become discouraged when you are already doing as well as might be expected. Plan for 100% success but donât quit if you do not get it, because a successful literacy program has been defined by some as a program where about 50% of the participants acquire a level of literacy skill sufficient to use and retain over time. Because of the nature of adult education, some of the important elements in such a program are:

1. Timing and duration of instruction

2.Ê Instructional materials

3.Ê Teacher recruitment and training

4.Ê Participant motivation

5.Ê Supervision and monitoring

6.Ê Connection to other development activities

7.Ê Government/NGO (non-governmental organization) collaboration

8.Ê Post-literacy activities

For the average adult, 200 to 300 hours of instruction are needed to acquire a level of skill sufficient to use and retain over time. Some of this will depend also on whether it is one-on-one with a tutor or a class setting.

Basically, there are two types of literacy programs: one in which a tutor meets privately with an individual student at a time and place mutually agreed upon by the two of them. The class work centers around that one studentâs interests and abilities. This type is probably most common in places like the United States, where the illiterates are widely scattered among the population.Ê The second type is a classroom or small group setting, in a school, church, or even the open air. Everyone in the group works on approximately the same type of material. To be most successful, most experts say the group size should be limited to 8-12 students.

So, what does one do to present enough hours and material for the student to attain a level of success? You must begin with research! It is imperative that you know exactly who your students will be, how many are illiterate, and whether they are totally illiterate or functionally literate.

The next step is to discover why these individuals are illiterate. What are the obstacles to changing the situation? Are there those who prefer that they remain illiterate? What resources are available to help overcome these obstacles?

You need to know the level of interest in your church. Have they been involved in literacy in the past? What were the results? Does the local church actively use the Bible and encourage its reading? What impact have other local religions had on literacy? Does your church understand the problem illiteracy causes for church and community?

You also need to research available reading material. What material is available from literacy groups or the government? How much material is available to read as supplementary or follow-up? Are the materials easy and inexpensive enough to acquire? Are the Scriptures, or portions, readily available in the local language?

Who is writing the reading material that you might use? What are they writing about? What perspective or ideology are they coming from? Does the material address local needs and can the local people identify with the material?

All of the answers to such questions will help you know what type of program you need to design. When you have done this, begin the actual planning (ãbig ideas,ä Appendix F, lists other items that can also be addressed now or later in your planning process):

1.Ê Decide what the language of instruction will be. Should it be the local, indigenous language, the language of business and commerce, or a second language such as English.

2.Ê Find literacy materials. These can be obtained from literacy organizations, governments, or university and college systems. Because each area of the world is different, you must do this research on your own. Talk to your ADRA director÷have they done literacy in that language? Contact your ministry of education or other non-governmental organizations, especially those involved in development or education. They may have money, materials, or advice.

If the vowel sounds of a language are regular (they are not in English) it is fairly easy to begin by teaching the vowel sounds and then introduce consonants as the student indicates what words she wants to learn to read. You might not even need a book for such a program. You can use all types of materials that are readily available for free: newspapers, government health and educational pamphlets, employment application forms, advertising. You can also use material such as simple and familiar songs and choruses. The repetition in them is excellent. (See ãTeaching Without a Book,ä page 18.)

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Ê3. Recruit tutors. Probably these will be women from your local Womenâs Ministries group, or you may invite interested others to join you in your literacy project.

4. Find someone to train your tutors. The same sources who supply literacy materials are good possibilities. Talk again to the local university adult education department and your ADRA director for assistance.

In the United States, and some other areas of the world, literacy tutor training can be obtained by contacting your local library. If you have a number of tutors willing to be trained, the library or the literacy group working with them may be willing to come to your church or school and do the training at a time convenient to your group. Check in the yellow or white pages under ãliteracyä or contact Laubach Literacy International or Literacy Volunteers of America (see listings in Appendix A, page 21).

Seen in a city newspaper:

ãIlliterate? Write today for help.ä

5. Decide how you will recruit your students. Design an advertising program. Remember they cannot read advertising! Investigate how people in the society in which the illiterates live usually get information. Use every avenue you can discover.

6. Decide how you will test and place your students. If the literacy material you chose has a placement test, use it. If not, you can use interviews or develop a simple test yourself.

Questions you might ask to help place students would be:

á What things are you comfortable reading now? Do you read or write at work? At home? With your children?

á Please choose and try a few words or sentences from this literacy book (a basic level book).

á When you get stuck on a word when reading, what do you do?

á (If the student cannot read, ask) Have you ever tried to learn to read and write before? (If they have,) What did you like or dislike about the experience? Why did you stop? How would you do things differently now?

á Are you interesting in learning to read and write [or improving your skills?] Why? What makes learning to read and write difficult?

á How much time would you be able to spend each week in class?

á If you can sound out words in a sentence, do you usually understand what you have read?

á What are your hobbies or special interests?

á What are you good at?

á What would you like to learn to read?

7. Decide if you will charge the students anything. Some are poor and a fee will discourage them. Others are more likely to attend faithfully if they have something invested. You must research which will be best for those you are trying to reach.

8. Decide when and where you will have class. It must be safe and convenient for the students or they will not come.

9. Decide when you will meet and for how long. It is important, again, that the time be convenient for the students. How will the time slot you pick affect the rest of the studentâs family? If the wife is unable to prepare dinner or care for the children, she will not be allowed to attend. You may want to begin with a three or six month commitment and then reassess decisions made.

10. Plan for registration and record keeping: who will do it and how?

11. Budget. How much will the program cost and where is the money going to come from?

12. Begin!

Teaching Without a Book

Your most effective teaching is going to be that which is student-centered. In other words, you are teaching the student what she wants to learn at that moment. She is in control of the learning and therefore more likely to work hard and succeed. Fortunately, this type of learning is also the most cost effective because you do not have to depend entirely on prepared literacy material. If prepared material is available, excellent, but never depend on it entirely÷work as much as possible with what your student requests.

Suppose your student says she would like to be able to read a recipe. Ask which recipe she would like to begin with and have her bring it. Use words in the recipe to teach letter names, letter sounds, word patterns, phonics, and all the other parts of reading. Keeping in mind that literacy involves speaking, listening and writing also, you might have her tell a story about the recipe. Help her write it down and learn to read key words until she can read what she has written. A group might tell a story and write it, sharing ideas and even illustrating their writing.

Ruth Colvin, founder of Literacy Volunteers of America and a great friend of Womenâs Ministries literacy programs, has an excellent chapter, ãTechniques for Teaching Reading/Writingä in her book In the Beginning Was the Word. Many techniques for using experience writing (stories the student tells or writes) are also given in Tutor (see resources).

Another easy technique is to show the individual or group a picture, preferably of people with whom they can identify and doing something with which they are familiar. Encourage them to discuss the picture. What is happening, what should happen, what are the problems or solutions portrayed, et cetera. Have them write a story about the picture;

this story will probably be only three or four short sentences÷

at this point, writing is hard work for them! Encourage ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

them to spell the best they can and give them some help ifÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ townÊÊÊÊÊ well

they request it.Ê When they have finished, if they misspelled,ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ downÊ fell

just write the correct spelling above the word. Then use thisÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ gownÊÊÊÊ tell

story for your reading lesson.Ê Choose a word from this story. ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ crownÊÊ bell

Combine the consonants with the five different vowels toÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ frown ÊÊÊ hell

help them learn the letters. Show word patterns. For instance,

if the story is about the town well, you can use other letters

of the story to show how to form words. (See example

at right.)

This type of work can be done in any language, any

interest group, with relatively no cost. You can see how

easily this would also lend itself to using the Bible as a text book, or even talking about Christianity. Again, Ruth Colvinâs book, In the Beginning Was the Word, gives excellent material on how to do this.

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

Post Literacy Programs

In societies in which there is not a lot of reading material available in the language used in the literacy program, students often feel lack of motivation. They learn to read, but unless they keep reading, they often forget what they have learned. The church can contribute much by supplying materials that a student can freely choose to read.

Most adults will retain what they learn in literacy classes, but much of the long-term success can depend on support after the basic program. Many rural villages have little reading material, if much material in the local language is available at all. Therefore, post-literacy is an important part of a literacy program. It is important for motivation, for consolidating literacy, and for preventing relapse into illiteracy. This is also an important part of the process of social change necessary to sustain womenâs participation. For the church, this is the ideal time to introduce materials on parenting, health education, life style issues and other topics that introduce Christianity and can easily lead to Bible studies. Womenâs Ministries is working with Family Ministries to develop a set of books on parenting on several reading levels that can be used as supplementary or post-literacy reading material.

In Nepal, a very successful program was tried that incorporated three phases. In the first, the basic six-month literacy course was supplemented with specific health lessons. In the second, the class continued to meet with the teacher to read and discuss a special health text prepared for the program. The third phase was a 12-month continuing education program where participants came together without a teacher to read and discuss specially prepared materials. Such materials can be obtained from governments or other organizations (See New Readerâs Press listing under Resources). Save the Children/USA has developed a family literacy program that provides newly literate mothers with a ãBaby Bookä for keeping track of their childrenâs immunizations, illnesses, development and other events. You would need to investigate to find what materials are available in the language you intend to use in your literacy program or prepare some yourself.

What About Second Language Literacy?

In many countries, business, education, and commerce are in a different language than the one a person grew up speaking. He or she may be literate in the first language but now need to learn to read and write a second language. Many times this is English, but certainly not always. For instance, in much of West Africa, individuals need to learn to read and write French. The same may be true for individuals in Haiti. In Germany, many of Turkish descent need to learn to read and write German. Many of Spanish descent in the United States need English. As witness for Christianity and benefit to the community, this is a legitimate outreach for Womenâs Ministries. However, it is beyond the scope of this manual to give information regarding second language training. Nevertheless, anything that applies to budgeting, proposal writing, how adults learn, et cetera., would apply to second language programs as well as to basic literacy programs.

Literacy for the Future

As Christians, we must be concerned with eradicating illiteracy. But we must also be concerned with preventing it. As a general rule, Seventh-day Adventists are well educated, compared to the general population, and advocates of education. But there may be illiterates in our midst who can be missed÷we need to do all we can in our churches to promote not only education, but also motivation and opportunity.

There are a number of things you and the church can do:

á Read to yourself

á Read to a child

á Read to a shut-in

á Create a literacy awareness in your congregation

á Find out about literacy programs in your area

á Assess what type of program is still needed.

á Make a financial contribution to a literacy program

á Set up a program

á Provide tutoring space in your church

á Become a tutor

á Direct a program

á Drive a student to class

á Provide baby sitting service during the tutoring session

á Give a gift of reading materials

á Get involved in your communityâs education system

á Be knowledgeable about your local board of education

á Advocate for equal education for all.

Appendix M contains an article about reading to your child. This could be the basis for something you share with parents in your church or with parents when they have finished a literacy course. You could also use it as a guideline for running a reading program for neighborhood children, either in a home or the church. This will help more children become better readers and not join the illiteracy statistics.

Litstart

Literacy Strategies for Adult Reading Tutors

Order from:

Michigan Literacy, Inc.

c/o Library of Michigan

717 W. Allegan

P O. Box 30007

Lansing, MI 48909

Phone: (517) 373-4451

Excellent booklets:

Literacy and Womenâs Lives in the Developing World

Available from Laubach Literacy International.Ê See address above.

Seeing for Yourself: Research Handbook for Girlsâ Education in Africa

by Eileen Kane

To order, please write to:

The World Bank

Box 7247-8619

Philadelphia, PA 19170-8619

Phone: (202) 473-1155 ÊÊÊÊÊÊÊÊÊÊ Fax: (202) 676-0581

Supplementary and follow-up reading materials are available from New Readers Press Adult Education Catalog, New Readers Press, Department AS94, P O Box 888, Syracuse, New York 13210 (Phone: 1-800-448-8878) Call or write for current price lists.

Reading Level

Parenting

The Childbearing YearÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 4

A Good BeginningÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 3-4

When A Baby is NewÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2-3

As A Child GrowsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2-3

Health related:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 3-5

Staying WellÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ About AIDS

Getting FitÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ About Cancer

Getting Good Health CareÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Eating Right

Aging with ConfidenceÊÊÊÊÊÊÊÊÊÊÊÊÊ About Alcohol and Other Drugs

Managing StressÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ The safe, Self-Confident Child

You Can Give First AidÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 4-5

APPENDIX B

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Some Country Literacy Statistics

The following figures are for the percent of population that cannot read. The statistics for men and women over 25 are from The World's Women 2000, Trends and Statistics, published by the United Nations. The total figures are taken from Asiaweek, August 4, 1995, gathered from government sources. Statistics are not given for all countries.

(For these statistics, UNESCO defines a literate person as someone who can, with understanding, both read and write a short, simple statement on their everyday life. A person who can write only figures, his or her name or a memorized ritual phrase is not considered literate.)

CountryÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ % Men over 25ÊÊÊÊÊÊÊÊÊÊÊ % Women over 25ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Total ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ who cannot readÊ ÊÊÊÊÊÊÊÊ ÊÊÊwho cannot readÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ population

Developed Regions:

AustraliaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ .5

BelarusÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ .7ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 3.7ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

BulgariaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 1.4ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 3.3ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

CanadaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 1

CroatiaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 1.4ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 6.1ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

FranceÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 1.2

GermanyÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 00

GreeceÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2.6ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 8.4

IcelandÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 00

ItalyÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

JapanÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 00

MaltaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 16.3ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 15.4ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

NetherlandsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 00

NorwayÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 00

PortugalÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 10.5ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 18.8

Republic of MoldovaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 1.7ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 6.8

RomaniaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 1.7ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 6.1

SpainÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2.4ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 6.1

New ZealandÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ .2

Russian FederationÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ .6ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 3.8

UkraineÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ .5ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 3

United KingdomÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 00

United StatesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

CountryÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ % Men over 25ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ % Women over 25ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ TotalÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ who cannot readÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ who cannot readÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ population

Africa

BeninÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 67.3ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 88.0

Burkina FasoÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

BurundiÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 57.1ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 81.8

CameroonÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 43ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 68

Central African RepublicÊÊÊÊÊÊÊÊÊÊÊ 59.6ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 87.2

Cote dâIvoireÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 63.5ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 85.3

EgyptÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 49.7ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 78.8

EthiopiaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

KenyaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 26ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 54.2

MalawiÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 37.2ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 74.5

MaliÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 76ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 91

MauritaniaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 59.3ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 82.7

MauritiusÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 16.9ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 31.4ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

MozambiqueÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

NigerÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 86ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 97.2

NigeriaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 48

RwandaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

SenegalÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 69.5ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 87.7

SeychellesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 23.3ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 20.5

South AfricaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

SudanÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 42.7ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 74.1

TogoÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

UgandaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 37.1ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 66.7

United Rep. TanzaniaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

ZambiaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 24.6ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 53.3

ZimbabweÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 16.7ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 32.8

Latin America and Caribbean

ArgentinaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 4.4ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 4.9

BoliviaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 15.7ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 36.5

BrazilÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 22.2ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 24.7

ChileÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 6.8ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 7.5

ColombiaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 11.1ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 11.7

Costa RicaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

Dominican RepublicÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

EcuadorÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 12.5ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 18.6

El SalvadorÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 26.7ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 35.7

GuadeloupeÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

Ha•tiÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

HondurasÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 40ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 43

CountryÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ % Men over 25ÊÊÊÊÊÊÊÊÊÊÊ % Women over 25ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ TotalÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ who cannot readÊÊÊÊÊÊÊÊÊÊÊÊÊ who cannot readÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊ population

JamaicaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 26.4ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 17.2

MexicoÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 12.7ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 20.4

PanamaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

PeruÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 10.4ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 27.6

Puerto RicoÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 11.4ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 11.6

VenezuelaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 10.9ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 14.1

Asia and Pacific

AfghanistanÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

BangladeshÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

ChinaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 17.3ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 42

IndiaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

IndonesiaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 15.8ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 33.5

IranÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 35.2ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 57.1

IraqÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 31.4ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 53.3

IsraelÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 3.7ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 9.2

JordanÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 14.7ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 40.7

MalaysiaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

MyanmarÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

NepalÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 58.9ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 89.2

PakistanÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

PhilippinesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 7.2ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 8.7

SingaporeÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 6ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 21.5

Sri LankaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

SyriaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

ThailandÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 5.7ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 11.5

TurkeyÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 13.2ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 40.2

United Arab EmiratesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 29.5ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 38.3

VietnamÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 7.6ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 22.1

YemenÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 57.4ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 91.8ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

Oceania

American SamoaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ .4ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ .5

Cook IslandsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

FijiÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 13.5ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 22.6

GuamÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ .8ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ .9

Marshall IslandsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 9ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 13.5

Micronesia, Fed. States ofÊÊÊÊÊÊÊÊÊ 23.3ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 30.8

New CaledoniaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 7.9ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 10.9

Papua New GuineaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

TongaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

VanuatuÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

APPENDIX C

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Budget Example

Personnel

Adult Education supervisor and trainer, part timeÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $12,000.00

Teachers, 3 (volunteers)ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 0.00

Teacher assistants, 2 (volunteers) ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 0.00

Janitor (volunteer)ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 0.00

Nursery attendant (volunteer)ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 0.00

Materials

Adult Basic Education MaterialsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $300.00

Supplementary books and reading materialsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $250.00

Paper and pencilsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $90.00

Janitorial suppliesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $25.00

Equipment

Blackboard, chalk and erasersÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $45.00

Toys for Childrenâs nurseryÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $80.00

Transportation

Bus fares for teachers and assistantsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $576.00

($1.00 each for 4 people, 4 times a week for 36 weeks)

Students (walk or ride public transportation at their

own expense)ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 0.00

Space Costs

3 classrooms, provided by the churchÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 0.00

Nursery, provided by churchÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 0.00

Utilities ($10.00 a month, for 9 months)ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $90.00

Food Costs

Fruit juice for children in nurseryÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $180.00

Testing

$10 per student x 12 studentsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $120.00

Recruiting Cost

Radio announcements (public service)ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 0.00

Posters and fliersÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $60.00

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $13,816.00

APPENDIX D

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Checklist for Evaluating Proposals

Project Summary

1.Ê Tells what the project is aboutÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

2.Ê Tells why the project is importantÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

3.Ê Describes where the program will be implementedÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

4.Ê Describes the target populationÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

Introduction

1.Ê Addresses funded interestsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

2.Ê Describes organizationâs qualifications, attributesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

Statement of Problem/Need for Services

1.Ê Clearly states the need for the proposed programÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

2.Ê Describes geographic area to be servedÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

3.Ê Describes the target populationÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

4.Ê Projects the number of participants/families to be servedÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

Objectives

1.Ê Specify the outcomes for the programÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

2.Ê Relate to the need for the programÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

3, Address all components of the programÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

4.Ê Are measurableÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

5.Ê Indicate reasonable outcomes for this programÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

Operational Plan

1.Ê Clearly relates to the program objectivesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

2.Ê Addresses all components of the programÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

3.Ê Provides overview of site, staff, and resourcesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

4.Ê Describes plan for recruitment and selection of studentsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

5.Ê Describes an induction processÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

6.Ê Describes strategies for retention of enrolled familiesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

7.Ê Describes a process for planning exit from programÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

8.Ê Describes instructional methodsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

9.Ê Provides start-up, termination dates for grantÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

Staff

1.Ê Describes staff positionsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

2.Ê Demonstrates that staff have adequate training and experienceÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

3.Ê Demonstrates that consultants, volunteers have adequateÊ

training experienceÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

Site and Resources

1.Ê Describes program siteÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

2.Ê Shows that physical site is adequateÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

3.Ê Verifies that site is available by start-up date for grantsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

4.Ê Provides full description of resources provided by grant(s)ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

5.Ê Provides full description of in-kind services, resourcesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

6.Ê Identifies sufficient resources to carry out the project planÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

Evaluation

1.Ê Addresses all the program objectivesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

2.Ê Uses appropriate measuresÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

3.Ê Collects sufficient data to measure each outcomeÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

4.Ê Specifies format, target audience(s) for reportsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

Budget

1.Ê Conforms to guidelines for fundingÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

2.Ê Includes reasonable costs in relation to program objectivesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

3.Ê Includes appropriate level of administrative costsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

4.Ê Documents in-kind contributionsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

5.Ê Presents a full financial picture of the programÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

Plan for Future Funding

1. Specifies a plan for securing funding after grant terminatesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

2.Ê Identifies projected future funding sources for this programÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

3.Ê Describes coordinating among multiple funders (if applicable)ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ______

÷Adapted from A Guide To Funding Sources For Family Literacy by the National Center for Family Literacy.

Why Should we . . .

What kind of people are we?Ê We are poor, very poor but we are not stupid.Ê That is why, despite our illiteracy, we still exist.Ê But we have to know why we should become literate.

We joined the literacy classes before, but after some time, we got wise.Ê We felt cheated.Ê So we left the classes.Ê What they taught us was useless.Ê To sign oneâs name means nothing.Ê Or to read a few words means nothing.Ê

We agree to join the classes if you teach us how not to depend on others anymore.Ê We should be able to read simple books, keep our accounts, write a letter and read and understand newspapers.

One more thing.Ê Why do our teachers feel so superior?Ê They behave as if we are ignorant fools, as if we are little children.Ê We are not empty pitchers.Ê We have minds of our own.Ê We can reason out things, and, believe it or not, we also have dignity.

Can literacy help us live a little better? Starve a little less?Ê Would it guarantee that the mother and daughter wonât have to share the same sari between them?Ê Would it fetch us a newly thatched roof over our heads?

They say that there are laws to protect and benefit us.Ê We donât know these laws.Ê We are kept in the dark.Ê Would literacy help us know these laws?Ê Would we know the laws that have changed the status of women?Ê And the laws that protect the tribal groups among us?

We want a straight answer.Ê Then we shall decide whether we should become literate or not.Ê but if we find out that we are being duped again with empty promises, we will stay away from you.

Quoted in Morsy (1994 p.16).
APPENDIX F (overhead)

Big ideas:

Establishing a literacy program

OÊÊÊÊÊ Have an interested contact/leader

OÊÊÊÊÊ Establish language for instruction

OÊÊÊÊÊ Determine source of materials

OÊÊÊÊÊ Budget: plan and stay within it

OÊÊÊÊÊ Target population: gender, number

OÊÊÊÊÊ Applicants screening, contract, ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ payment

OÊÊÊÊÊ Time: frequency and length of course

OÊÊÊÊÊ Tutor qualifications and training

OÊÊÊÊÊ Where to have course

OÊÊÊÊÊ Equipment: desks, chairs, ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ and blackboards, copying equipment

APPENDIX H (overhead)

12 Reasons for Womenâs Literacy Programs

1.Ê Have fewer children

2.Ê Marry later

3.Ê Decrease in maternal mortality

4.Ê Improvements in family health

5.Ê Decrease in infant mortality

6.Ê Greater sense of personal self-worth

7.Ê Earning capacity and productivity increase

8.Ê More ability to provide financially to the church

9.Ê Children do better in school

10.Ê Ability to read the Bible

11.Ê Can better influence childrenâs spiritual values

12.Ê More involved in the churchâs mission

APPENDIX I (Handout)

ÊÊÊÊÊÊÊÊÊÊÊÊ 10 Reasons for Womenâs Literacy Programs

The World Bank calls education of women and girls ãOne of the best investments a country can make in its future growth and welfare.äÊ The same can be said for the church.

1. The education of women has a positive effect on family income and national productivity. Womenâs earning capacity and productivity increase with higher levels of education.

2. Improvements in female literacy correlate with the adoption of advanced agriculture practices, which contribute to increased yields and better storage, processing, marketing, and food security. This would lead to an increase in tithes and offerings in much of the world.

3. Educated women use resources and skills training, in every sector from health to horticulture, more efficiently, thus raising the investment value of government donor expenditures. Educated women can and do use government/church investments in health, family planning and education services more efficiently. They are more likely to bring about social change.

4. Primary education opens the way to further education or vocational training in areas such as agriculture and health services, thereby increasing opportunities to find employment. Makes women tithe payers. Imagine our schools and offices without women.

5. The better educated the mother; the more likely her child is to survive infancy. The children of educated mothers are better nourished and healthier. Saves money for the family and contributes to the church. Able to read prescriptions, warnings, nutrition information, et cetera.

6. The children of educated mothers are more likely to succeed in school, more so than if only the father is educated. Their daughters are more likely to attend school, do well and graduate. It is almost impossible to conceive of the children of an educated mother being illiterate. ãIf you educate a man you simply educate an individual, but if you educate a woman you educate a family.ä CJ. E. Kwewgyir Aggrey, Ghanian educator, 1875-1927.

7. Educated women tend to marry later. Later marriage usually improves the womanâs health in childbearing.

8. Are more likely to plan their families and have fewer children. Gives access to the Bible and religious literature. Fewer children means that the family will better be able to give them a Christian education.

9. The whole family will have greater access to the Bible and religious literature.

10. The woman will better be able to witness. This will lead to church growth.

APPENDIXÊ J (Overhead)

Ê2/3

ÊWomen representÊ

of more than one billion adult

illiterates who have no access to

Êbasic education.

ÊÊ

The majority live in rural areas.

APPENDIXÊ L (Handout)

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Facts and Quotes about Literacy

o 905 million men and women, almost a quarter of the worldâs adult population, are illiterate. C1993 World Education Report

o About 650 million women are illiterate.

o ãYears of neglect have left very high illiteracy rates among adult, especially rural, women in most developing countries. High gaps also exist in womenâs educational achievements. Women and girls in both developed and developing countries still do not have equal access to education and training resources. United Nations, Focus on Women, ãLiteracy: A Key to Womenâs Empowerment.ä

o In some South Asian and African countries, the illiteracy rate for adult women is over 80%. Among women aged 25 years and above, illiteracy rates are 93.4% in Nepal, 89.2% in Pakistan, 98.3% in Burkina Faso, 91% in Mali and 90.4% in Togo. ÷The Worldâs Women 1995: Trends and Statistics.

o Of the 191,000,000 adults in the United States, 21 - 23%, or some 40 to 44 million, cannot manage a checking account, fill out a job application, read street signs, or read to their children. Twenty percent of those with the worst literacy skills have high school diplomas.

o Illiteracy in rural areas continues to be high in most regions, even in countries where urban women have made significant progress. This is sharpest in Latin America where the rural illiteracy rate among women aged 15-24 is 25% compared with 5% in urban areas. In Asia and the Pacific, rural rates are double urban rates (43% compared with 22%), and in Africa three quarters of rural women aged 15-24 are illiterate, compared with less than half in urban areas.

ÊÊÊÊÊÊ ÷United Nations, Focus on Women, ãLiteracy: A Key to Womenâs Empowerment.ä

o In the United States, one in five parents cannot read a bedtime story or Sabbath School lesson to their children.

o Where 50% or more of the adult population cannot read, teaching literacy is the best way to plant churches.

o In the US, 70% of todayâs jobs require a ninth grade reading level. By the year 2000, most jobs will require at least two years of college education.

o All during her husbandâs years as US Vice President and President, Barbara Bush pushed for literacy. The fight against illiteracy began years before when she discovered that her third son, Neil, couldnât read. After many years of special tutoring, he managed to overcome a severe reading disability. This left a lasting impression on his mother. When George Bush decided to run for President, she said, ãI spent a whole summer thinking about what would help the most people possible. And it suddenly occurred to me that everything I worry about÷things like teen-age pregnancies, the breakup of families, drugs, AIDS, the homeless÷everything would be better if more people could read, write, and understand.äÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊ

APPENDIX M

The following information is from the article, ãSeventeen Reasons You Should Read to a Childä by Patricia A. Habada, Ph. D, Assistant Director of Sabbath School and Personal Ministries Department at the General Conference, and editor of the childrenâs Sabbath School lessons.Ê She was the senior editor of the SDA Life Series Reading textbooks used in Adventist elementary schools in North America. The article appeared in the Adventist Review, June 30, 1994.

Reading is the one major skill upon which all other learning is based.Ê If you can help your children develop strong reading skills, they will likely succeed in most other areas of learning. And you can help them! How? It can be as simple as reading aloud. Just minutes a day will make a difference in abilities. Here are a few suggestions to get you started. You will think of more as you go along.

1. The earlier you start, the better. Jill Hauser, author of Learning and Loving to Read,¹says that an infant is reading at that magical moment when it first responds to a parentâs smile. Important meaning is found in that smile, and thatâs what reading is all about÷discovering meaning. Itâs never too early or too late to begin.

As you read to young children, point to the picture or move your finger under the words. They will soon learn that pictures tell a story, that words tell about pictures, that sentences (in many languages) are read from left to right, and that pages are read from top to bottom.

2. Time means love. Set aside a regular block of time to read aloud. Avoid times when your child has obligations such as homework or wants to watch a favorite TV program. Make a commitment and stay with it. If necessary, turn down other appointments. Think about the positive message that will send to your child!

3. Listening shows commitment. There will be times when your child wants to share or talk about a book he or she has read. You canât always drop everything, but when you can, do. When you must postpone the request, explain why, commit to a time later in the day, and keep your commitment. The younger the child, the sooner that time should be.

4. Selecting books teaches values. Listen to your children and discover their interests. Adventure stories? Space? Flight? Pioneers? Horses? You may like ãhow-toä books, but they may want to read about cowboys.

As children grow older, involve them in selecting books. Introduce them to the library and make regular visits together. In the United States, for example, you can introduce them to those books that receive the annual Newberry Award for story excellence and the Caldecott Award for excellence in illustrations.

Not all these books will appeal to your children, and not all are books you will want them to read. But you can introduce them to a better quality of literature as you determine criteria together, and they will be better prepared to make their own selections in the future.

5. Discover your childâs ability to understand. For example, if your child wants to learn more about space exploration, use materials he or she can comprehend. Younger children will learn more from books with pictures. Knowing that a man traveled to the moon may be enough to satisfy a beginner. How he got there will interest older readers.

6. Assess your childâs reading level. Start where the child is. How do you find out? Ask your child to read a page aloud. If you hear five or more mistakes, the book is probably too difficult. But if the subject holds the childâs interest, donât deny the opportunity to learn. This is probably one of those books that you should read aloud to your child.

7. A good environment sets the stage. Have plenty of eye appealing books and magazines in your home; some for you, some for your child. Choose a place where you will read together; a favorite chair, propped up on your childâs bed, the porch swing, wherever.

Provide a bookcase that will be the childâs own and encourage him or her to store favorites there. Itâs also a good place to keep those library books so you can find them easily when itâs time to return them!

When youâre ready to read aloud, eliminate distractions. Turn off the TV or radio, and avoid times when friends or family members are likely to make demands of your time.

8. Practice your own skills. When you read aloud, use voice inflection and tone that will make the story come to life. Share the humor, the pathos, and the anxiety. Put some drama into your voice.

9. Make room for laughter. Share jokes, nonsense rhymes, funny stories, puns, and words with silly sounds. Read aloud stories or examples of humor that appeal to children.

10. Keep Îem dangling. Start a book to arouse the childâs interest, and then stop while interest is high. This lets a child ask for more. Older children may ask for the book so they can finish reading it for themselves.

11. Accept your childâs pace. Donât overdo it. Five or 10 minutes is enough at first. The younger the child, the shorter the attentions span. You want the child to ask for more, not beg you to stop.

12. Teach your child how to find information. When kids ask tough questions about a topic in the book be truthful. ãI donât know, but I can help you find outä lets you lead them to the other books to find answers.

APPENDIX N (Overhead or handout)

ÊÊÊÊ NINE BENEFITS FOR PARENTS

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ WHO READ TO KIDS

Reading aloud:

1.ÊÊÊÊÊ Creates a bonding experience.

2.ÊÊÊÊÊ Allows you to observe and share in your childâs interests.

3. ÊÊÊÊ Demonstrates your commitment to your child.

4. ÊÊÊÊ Provides an opportunity to model and transmit values.

5. ÊÊÊÊ Develops good communication skills.

6. ÊÊÊÊ Provides bibliotherapy.*

7. ÊÊÊÊ Gives children a chance to ask you questions.

8. ÊÊÊÊ Combats a passive, couch potato, TV-viewing lifestyle.

9.ÊÊÊÊÊ Helps you build a storehouse of pleasant memoriesÊÊÊÊÊ with your children.

*Using stories and books to help children deal with traumatic events such as death, divorce, loss of a pet, and adjusting to life-changing situations such as moving and entering school.

C ãSeventeen Reasons You Should Read to a Child," Adventist Review, June 30, 1994.

Appendix O

Perceptual Dimensions

Visual, Auditory, Kinesthetic, Tactile

When people say, ãIf I see it, Iâll remember it,ä or ãI have to write it down or Iâll forget it,ä they are indicating their perceptual learning style.Ê We all use all four styles (visual, auditory, kinesthetic, and tactile), but some have a favorite.

Visual learners often:

Recall images or words after seeing them a few times.
Notice visual details, design, and spelling errors.
Discriminate easily between words that look alike (cat/act).

Implications for tutoring:

Use written instructions and examples, not just oral ones. Use pictures and diagrams.

Auditory learners often:

Recall information after hearing it a few times.
Discriminate between words that sound alike (bat/pat).

Implications for tutoring:

Use tapes, discussions, and oral presentations.Ê Encourage the student to read aloud, think aloud, and spell aloud.Ê Use phonics.Ê Ask questions about the meaning of text the student reads.

Kinesthetic and Tactile Learners often:

Recall words after writing or typing them a few times.
Are good with their hands or good at sports.

Implications for tutoring:

Use writing or typing to answer questions and review words.Ê Act out stories or move objects to aid in comprehension.Ê ãWriteä on the table with a finger.Ê Tap out syllables.

ÊÊÊÊÊÊÊÊÊÊÊ ÷Gordon Buhler

Appendix P

Specification of Norms for Literacy Attainment

(1) Reading Skills

The learner should, at the end of the program, he able to read orally÷pronouncing correctly a simple passage of about five or six sentences in a minute.Ê Such a passage may be from the reading material, used at the center and should be the same letter type.

The learner should be able to read approximately ten to twenty words, of hand-written (bold) material, per minute.

The learner should be able to read with understanding road signs, posters, simple instructions and some headlines of news papers for neo-literates.

The learner should be able to read figures from 1 to 100.

The learner should be able to comprehend the material read in the above items, and should be able to answer questions relating to it.

(2) Writing Skills

The learner should be able to copy out a minimum of ten words per minute from a small passage.Ê The words in the passage may be of mot more than four letters.Ê They should also be able to understand what is written.

The learner should be able to take down dictation at the speed of at least seven words per minute.

The learner should be able to write on a straight line with proper spacing on ruled paper.

(3) Computational Skills

The learner should be able to make minor calculations of up to three digit figures involving simple addition, subtraction, multiplication and division; the divisor in case of division and multiplier in the case of multiplication should be one digit.

At the end of the course the learner should be in a position to gain a practical knowledge of metric weights and measures.

The learner should be able to know multiplication tables up to ten.

(4) Application of Literacy Skills

The learner should be able to read captions, signboards (written road signs), posters, newspaper headlines and other communications that come to him in legible and bold handwritten papers.

The learner should write simple letters and simple applications, and fill out forms such as money orders or loan applications.

The learner should be able to keep accounts of the day-to-day expenditure and savings, and be able to check entries in their bank statements or pass books.

The learner should be able to follow and act upon instructions given on bags of fertilizer, medicine, seeds, pesticides, etc.

ÊÊÊÊÊÊÊÊÊÊÊ ÷Gordon Buhler

^{^[1]} The Teaching of Literacy and ESL/EFL As Outreach Ministries, manuscript.

^{^[2]} ãAdult Literacy Programs, Design, Implementation and Evaluation,ä John P. Comings, Cristine Smith and Chij K. Shrestha, 1995, manuscript draft.

^{^[3]} Adapted from Teaching Guide, Literacy and Evangelism International, 1993.

Table of Contents

Obstacles for Women

For the Tutor

Teaching Without a Book

Literacy for the Future

12 Reasons for Womenâs Literacy Programs

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ WHO READ TO KIDS