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Papua New Guinea 1 (Draft) National Literacy Plan
NATIONAL LITERACY PLAN
PAPUA NEW GUINEA
National Literacy and Awareness Secretariat Office of Library and Archives
Department of Education PNG
Email: Willie_Jonduo@educationpng.gov.pg Telephone: (675) 3437107
Fax: (675) 325 4251 Digice: (675) 71145466
(DRAFT)
(Draft) National Literacy Plan 2
NATIONAL LITERACY PLAN
PAPUA NEW GUINEA
I Rationale (Problems or needs this plan is designed to address)
This plan is needed because:
1. The illiteracy rate in the country is unacceptably high. This includes
children, out-of-school youth and adults.
2. Many children, especially in the rural areas and settlements, do not get a
place in the nation’s Elementary, Primary and Community schools.
3. Many people, especially children and youth, are losing their language and
culture.
4. Many people do not realise that learners need to start their education in a
language the learner already knows.
5. National Executive Council Decision 53/2000, point 3, directs that a
National Literacy Plan be developed.
II Guiding principles
1. Language and culture maintenance are of utmost importance.
2. Work from the known to the unknown; that is, start with what the
learners know which is their local language and culture and work toward
what they do not know; that is, how to read and write printed materials.
3. Government, churches, missions and other Non Government
Organisations (NGOs) should work together to meet the literacy needs of
the print illiterate population.
4. Tokples Prep School (TPS) and Elementary programs should work
together for the smooth implementation of Elementary when TPS
programs are converted to Elementary programs.
5. Beginning literacy materials, whether locally authored or from outside the
language area, should be written or adapted in the local community and
be about topics that are familiar and of interest to the students.
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6. The local community must participate in the operation of the literacy
program. This includes:
6.1 The appointment and discipline of teachers;
6.2 The Establishment and operation of a Board of management for the
school;
6.3 Support for the school such as building classrooms and supporting the
teachers; and
6.4 Development of literacy materials.
7. An adequate supply of appropriate literacy materials for the school must
be developed.
III Goal
1. Provide an opportunity for every print illiterate person in Papua New
Guinea to learn to read and write and express themselves in print in a
language they understand if they so desire.
2. To facilitate the raising of the national literacy rate to 70% or higher by
the year 2025.
IV Objectives
1. To encourage or maintain TPS programs where elementary is not yet
being implemented. TPS programs should be as similar as possible to
Elementary schools to facilitate ease of implementation of Elementary
when it becomes available.
2. Encourage the development of TPS programs, possibly expanded to be
more than just a one year basic literacy program, where children do not
have an opportunity to enroll in the formal school system. Students in
these programs could transfer to government run Elementary programs if
they have the opportunity. Also, graduates of these programs, if they meet
minimum standards should be allowed to enroll in Primary or Community
school programs if the opportunity becomes available.
3. Government agencies, whether Local Level Governments (LLGs), Division
of Education or some other government agency, work with churches,
missions, and other NGOs to start, encourage and help with literacy
programs where the needs are not being met by the formal education
system.
4. Literacy programs to develop an adequate supply of materials to enable
the school to effectively train the learners in reading, writing, numeracy,
expressing themselves orally and learning about their local culture.
5. Encourage the development of TPS programs so that every child will have
an Elementary school or TPS program within one half hour or less travel
time of their home. If there are safety hazards, such as big rivers or rough
seas, the schools may need to be even closer to the children.
6. Facilitate the development of vocational and functional literacy programs
to help out-of-school youth and adults learn vocational type skills as well
as print literacy. Examples of these skills would include such things as
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cooking, sewing, health and family planning, basic book keeping,
improving agricultural methods, how to run meat raising projects, running
a business, basic mechanical maintenance and carpentry skills.
7. At the National level, the National Literacy and Awareness Secretariat
(NLAS) will continue to develop manuals and prototype (shell) books that
can be adapted into local languages for use in TPS, out-of-school youth and
adult print literacy programs.
V Strategies (for accomplishing the objectives of the program)
Strategy one - Research
Maximum use must be made of the research that has been carried out. The
recommendations from research findings must be used to shape literacy
strategies. On-going research needs to be carried out to develop and maintain
an accurate picture of what literacy activities are being carried out at the
national, provincial, district and local levels. Find out which communities
already have satisfactory and effective print literacy programs. Find out what
other communities are ready and willing to support such programs. The
following information is needed.
1. At the national level, there is a need to determine:
1.1 Approximately how many children between the ages of 6 and 15 years
are being missed by:
1.1.1 The formal system; and
1.1.2 Non-formal literacy classes.
1.2 Which communities, due to small size or remoteness, may never be
able to support a formal school program.
1.3 What literacy programs (adult, out of-school youth or TPS) are
presently operating.
1.3.1 What have the programs done to meet the education needs of
their community?
1.3.2 What are the programs doing to meet the education needs of
their community?
1.3.3 What do these programs plan to do to meet the education needs
of their community?
1.4 What vocational and functional type subjects do learners, especially
out of school youth and adults, want to learn about? Such subjects as
sewing, engine repair (car, motorcycle, boats), preparing water
systems and using a bank might be included. Many other subjects
could be included where there is interest and someone to teach them.
1.5 What can be done at the national level to meet the education needs of
print illiterate people, regardless of the age of the learner or the size or
remoteness of the community?
2. At the provincial level there is a need to:
2.1 Determine the literacy rate and needs of their communities;
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2.2 Develop a clear picture of the language situation in the province. This
includes knowing:
2.2.1 What languages are spoken in the province;
2.2.2 Which languages have satisfactory orthographies (written
alphabets) that can be used for developing literacy materials;
and
2.2.3 If there are dialects within some language groups that will need
a different orthography and different written materials from the
rest of the group.
2.3 Find out what resources are available in their province. These
resources include learning:
2.3.1 What church, mission or other NGO groups or individuals are
available that could help establish and carry out print literacy
programs;
2.3.2 What financial resources are available or could be made
available for literacy work;
2.3.3 What venues can be used for training;
2.3.4 Who are available to serve as trainers;
3. At the district level there is a need to find out:
3.1 Which communities want to start a literacy program;
3.2 Which communities are ready to support a literacy program;
3.3 What churches, missions or other NGO groups or individuals are
available that could and would help establish and carry out literacy
programs;
3.4 What financial resources are available or could be made available to
support literacy programs;
3.5 What venues are available that could be used for training;
3.6 Who are available to serve as trainers;
4. At the community level there is a need to:
4.1 Learn what the wishes of the community are for literacy classes.
4.1.1 What goals does the community have?
4.1.2 What problems do they face reaching those goals?
4.1.3 How do they hope to overcome the problems they face?
4.2 Determine what resources are available in the community.
4.2.1 Are there enough students to maintain a TPS, out-of-school
youth and/or adult literacy program?
4.2.2 Are there people who could be trained as teachers? If so, are
they willing to serve as literacy teachers?
4.2.3 Are there any written material available in the language?
4.2.4 Is there a building that could be used for classes or is the
community willing to build a suitable place for literacy classes?
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5. Is the community willing to establish and operate a committee to look
after matters relating to the school? This could include:
5.1 Ensuring that a satisfactory school building is available and properly
maintained;
5.2 Ensuring that teachers are appointed, trained, have their needs met,
disciplined if needed and are conducting classes;
5.3 Ensuring that the school runs properly. The Committee, not the
teacher, should attend to problems that arise at school; and
5.4 Find ways to provide the money needed to operate the school.
Strategy two - Awareness
Adequate awareness must be carried out at the national, provincial, district
and local levels before any program is implemented. Awareness is needed so
that:
1. People understand how literacy can help them in their daily lives;
2. People understand that it is better to start literacy in a language the
learners understand. This helps with:
2.1 Language and culture maintenance; and
2.2 Ensuring that learners are going from what they know (their own
language) to what they do not know (how to read and write);
3. Everyone understands that all learners should have the opportunity to
learn to read and write in a language they understand;
4. People understand that there needs to be schools close enough together so
that learners, especially young children, can safely attend literacy classes
without having to travel long and/or unsafe distances;
5. People understand that starting a TPS is good preparation for Elementary
while waiting for Elementary to be implemented in their area;
6. People know:
6.1 There is a National Literacy and Awareness Council (NLAC);
6.2 Who their representative on the Council is;
6.3 How the Council can help them;
6.4 There is a National Literacy and Awareness Secretariat (NLAS); and
6.5 How NLAS can help them.
7. Churches, missions and other NGOs that are already active in literacy
activities and others who are just getting started should work together to
help each other;
8. All churches, missions and other NGOs that are implementing literacy
know what national level programs are available that can help them. This
includes such areas as help with training, finances and materials ;
9. Provincial Literacy Coordinators (PLCs) have good information about who
is doing what in print literacy in their province;
10. Literacy implementers know about the Provincial (Literacy and
Awareness Materials Production (LAMP) Centres and how the LAMP
Centres should be able to help them; and
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11. Literacy implementers know whom the provincial and national level
people are they should contact for help in starting and conducting literacy
programs.
Action Plan:
1. Provincial Literacy Coordinators often have little or no budget and
transport is a problem. They should collect and write up all information
that they can collect from literacy workers as they come into the office.
This can be done without any additional resources.
2. All literacy implementers should give periodic reports - at least once each
year - to the PLC and the NLAS. This includes at least the information
requested for the NLAS database.
3. PLC and NLAS Officers need to visit literacy programs to collect and
confirm the information they receive about literacy projects.
4. NLAC Regional Representatives should visit provinces and programs in
their region at least annually to have up-to-date information for the NLAC
and to encourage and help the provinces and local programs.
5. National and Provincial level offices should make use of the media such as
radio, daily or weekly newspapers, provincial newsletters and such NLAS
publications as Ritim na Save to give out information and provide literacy
implementers the information they need.
6. NLAS and the Provinces should develop and maintain a database of
information about literacy programs so that they know their needs and
also to make possible the fair distribution of resources that become
available.
7. NLAS and PLCs should use letters, phone calls, faxes and the radio to
inform literacy implementers of changes the implementers need to know
about.
8. Meetings such as networking workshops, Regional NLAC workshops and
PLC workshops need to be held annually to facilitate sharing of
information between government officers and literacy implementers.
9. Make use of other national mailings such as Pipeline and OLA News
(Office of Library and Archives) to give out information.
10. Use National Literacy Week to promote literacy and awareness and
inform the public of what literacy activities are going on, what the
advantages of literacy programs are and what literacy needs are.
11. Invite PLCs and Provincial and Local Level Government (LLG) Members
to opening and closing activities and other special events involving literacy
programs. This includes such things as organising “Literacy Big Days” and
National Literacy Week activities.
12. PLCs should organise a meeting at least once per year and invite all
literacy implementers to attend. At this meeting there can be open
discussion of how to improve literacy, what the needs are, what resources
are available and the implementers could supply needed information
about their programs to the PLCs at this meeting.
13. Training workshops should be held in different parts of the province and
ask different churches, missions and other NGOs to be involved in
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planning and carrying out the workshops. This is an excellent awareness
technique.
14. Both Government officers and literacy implementers should respond
promptly to requests for information or help from the other.
Strategy three - Resource Development
All programs require resources. Where do you locate and how do you get the
resources needed to carry out a successful literacy program? Resources needed
include people, literacy materials, and buildings for safe storage of materials,
offices and classrooms. Basic equipment like chalkboards is also needed.
There is also a need for at least some money. Other resources, not as easy to
see but still very much needed, include cooperation, creative ideas, the use of
the local language and local stories and ideas and culture.
1. Any successful literacy program must have people. People are needed as
students, teachers and committee members. People are also needed to
conduct awareness campaigns, prepare literacy materials, plan the
literacy program and keep the program going by locating and managing
money and taking care of the daily needs of the program.
1.1 People needed at the national level include:
1.1.1 Someone to provide oversight for the literacy effort in the
nation. This person is the Director of the NLAS.
1.1.2 Someone to oversee and coordinate the materials needs of
literacy programs. This person is the NLAS materials officer.
1.1.3 Someone to provide oversight, coordination and help as needed
for training literacy teachers and trainers, materials developers
and supervisors. This person is the NLAS Training Officer.
1.1.4 Someone to locate financial resources and give literacy projects
guidance in applying for help. When there is money to distribute
this officer must distribute it fairly and keep records of the
distribution and acquittal of financial resources. This person is
the NLAS Literacy Projects Manager.
1.1.5 Someone to develop and maintain a current database of literacy
information about enrolment of students, teachers and trainers
for the needs of literacy. This is the NLAS Research Officer and
the NLAS Administrative Officer.
1.1.6 Someone to take the lead in developing and promoting
awareness information about literacy. This person is the NLAS
Awareness Officer.
1.2 At the provincial level there is a need for:
1.2.1 Someone to be responsible for coordinating and overseeing the
literacy program for the province. This is usually the Provincial
Literacy Coordinator (PLC) or a similar term such as Provincial
Non Formal Education Officer (PNFEO).
1.2.1(a) The PLC needs to visit the district coordinators, if the
province has them, to encourage and help them and
know of their needs.
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1.2.1(b) The PLC needs to visit individual literacy programs to
know first hand what is happening in the schools.
1.2.2 Someone to help produce literacy materials. The community
must produce and/or adapt literacy materials in the language
being used for literacy classes. The Provincial LAMP Centre
should be able to help reproduce the materials.
1.3 If the province has district level staff, there needs to be a District
Trainer / Coordinator. The District Trainer / Coordinator needs to:
1.3.1 Help with pre-service and in-service training of teachers;
1.3.2 Train materials developers and help prepare literacy and
awareness materials; and
1.3.3 Visit the schools to provide guidance and encouragement at the
school level.
1.4 At the language group or community level there needs to be:
1.4.1 Supervisor(s);
1.4.2 Teachers;
1.4.3 Materials developers;
1.4.4 School committee members; and
1.4.5 Community members involved in building and maintaining the
school building.
2. A successful literacy program must have adequate materials. As programs
grow they need large quantities of different kinds of materials. If people
are going to stay literate they need good quality materials, which can be
reproduced in the LAMP Centres or locally. There are two main sources of
materials:
2.1 Those produced in the local area; and
2.2 Those produced outside the language area and adapted to the
language of instruction of the school.
2.2.1 At the national level:
2.2.1(a) Literacy materials are prepared in writers’ workshops;
2.2.1(b) Materials are shared by literacy projects from around
the nation and other sources of materials;
2.2.1(c) Most elementary prep materials can and should be used
by TPS programs and TPS programs should share their
materials with Elementary;
2.2.1(d) Most materials produced at the national level need to
be adapted to the local languages;
2.2.1(e) Pictures may also need to be altered to be appropriate
for local use.
2..2.2 At the provincial level all provinces were provided the basic
equipment for a LAMP Centre.
2.2.2(a) Shell books need to be stored at the LAMP Centres both
in printed form and on computer disks.
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2.2.2(b) At the LAMP Centre books that are needed in
sufficiently large quantities can be printed on the
digital duplicator.
2.2.2(c) Stencils can be cut here for printing on silkscreen
printers or other hand operated duplicating equipment.
2.2.2(d) All literacy projects must have access to the services of
the LAMP Centres if they need it.
2.2.2(e) LAMP Centre operators must be adequately trained to
carry out their duties.
2.2.2(f) Provincial budgets must include the needed resources
to employ LAMP Centre operators and purchase
consumable materials like ink, master roll and paper.
2.2.2(g) The LAMP Centre must have an adequate work place
to protect the equipment, provide storage and have
workspace to prepare literacy materials.
2.2.2(h) The provincial budget must include resources to
maintain and replace the LAMP equipment as it
becomes unserviceable.
2.3 At the District level there needs to be literacy materials production
workshops to produce original materials and also adapt shell books for
use by literacy classes. This work can and should be done together
with elementary materials preparation. This will require:
2.3.1 Training local writers, literacy teachers and elementary
teachers to prepare materials in the local language and use local
pictures.
2.3.2 Being able to purchase the needed materials such as silkscreen
printers, paper, ink, stencils and other production materials.
2.4 At the community or local language project level there must be:
2.4.1 Books and posters to use for teaching. Some of these may be
produced within the language group and some produced at the
district level but in the local language in which the classes are
conducted;
2.4.2 Chalk and chalkboards for teachers and slates for the children;
2.4.3 Paper and pencils for the students; and
2.4.4 An adequate meeting place to conduct literacy classes.
3. A successful literacy program must have buildings for office space, space to
prepare materials and space to conduct classes.
3.1 At the national level this includes office space for the NLAS staff as
well as working space for materials development and storage place for
materials.
3.2 At the provincial level this includes office space for the Provincial
Literacy Coordinator and for the LAMP Centre operations. There will
also need to be space for provincial level workshops from time to time.
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3.3 At the district level, office and materials storage space for the district
coordinator is needed. Also, there must be a place where teacher
training and materials development workshops can be held.
3.4 At the local level there must be an adequate place where literacy
classes can be conducted. This may be a building that is already there
such as a church, community centre or community school classroom.
Usually it will be highly desirable for the community to construct a
building, which contains classrooms, an office and a materials storage
area. The classroom can also serve as the venue for life skills training
such as sewing, the meeting place for local level training of teachers
and for producing local materials.
4. A successful literacy program needs some financial resources. This is for
administrative costs, materials development, training of teachers and
other workers, paying allowances or other kinds of compensation for work
done and for meeting other costs of the literacy program.
4.1 At the national level, financial resources are needed for:
4.1.1 Administrative costs such as office operation expenses;
4.1.2 Printing costs;
4.1.3 Salaries and allowances;
4.1.4 Travel costs; and
4.1.5 Conducting national and regional level administrative,
networking, and materials development workshops for
government officers and NGOs.
4.2 At the provincial level, financial resources are needed for:
4.2.1 Administrative costs such as office operation expenses;
4.2.2 Printing costs, especially the LAMP Centre;
4.2.3 Salaries and allowances;
4.2.4 Travel costs; and
4.2.5 Conducting regional and district level administrative,
networking, and materials development workshops for
government officers and NGOs.
4.3 At the district level, financial resources are needed for:
4.3.1 Administrative costs such as office operation expenses;
4.3.2 Printing costs;
4.3.3 Salaries and allowances;
4.3.4 Travel costs; and
4.3.5 Conducting district and local level administrative, networking,
and materials development workshops for literacy
implementers.
4.4 At the local level, financial resources are needed for:
4.4.1 Administrative costs such as preparing and sending reports and
requests for help with training or materials;
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4.4.2 Printing costs such as writers’ workshops to develop materials,
paper, ink and stencils plus the costs related to printing at the
provincial LAMP Centre;
4.4.3 Salaries or allowances for supervisors, teachers and trainers;
4.4.4 Travel costs for supervisors to visit schools and workers to
attend training, administrative and materials development
workshops; and
4.4.5 Conducting local level pre or in-service training for teachers and
materials development workshops for the schools.
Action plan:
5. Identify possible sources of funding.
5.1 At the national level the resources may come from:
5.1.1 The Department of Education recurrent budget; and
5.1.2 Businesses, natural resource developers like mines, timber
companies and oil developers that will support special activities
or fund certain areas such as equipment; and
5.1.3 Overseas donor agencies such as UNICEF and AusAID.
5.2 At the provincial level the resources may come from:
5.2.1 Provincial recurrent budget; and
5.2.2 Agencies such as Save the Children or World Vision might be
possible sources of help.
5.3 At the district level the resources may come from:
5.3.1 Local Level Government;
5.3.2 Some districts have mining, oil development, timber, oil palm or
such localised development agencies that will be of help; and
5.3.3 Sometimes church agencies like the Adventist Development
Relief Agency (ADRA) program may be of help.
5.4 At the local level the resources may come from:
5.4.1 School fees;
5.4.2 Fund raising activities like selling second hand clothing or
garden crops;
5.4.3 On-going business ventures like a local bakery; or
5.4.4 Local Ward or Local Level Government.
6. It is of utmost importance that any financial help from whatever source be
properly acquitted.
6.1 Be sure that you get and keep the receipt from all money that is paid
out.
6.2 You must keep good records of what the money was used for and keep
all receipts.
6.3 Prepare and turn in the needed acquittal in a timely manner.
NOTE: Each local literacy project should develop a list of possible sources of
financial help. It is important to keep in mind that most of the
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funding, sometimes including recurrent government funding, is very
unpredictable. It is usually available for certain projects for a certain
period of time. Then the aid is finished. Literacy projects that depend
on this type of funding may face great problems in sustaining what
has been started.
Strategy four - Recruitment and Training
Every literacy program must have people. People must be recruited and
trained to serve in all the many jobs that must be done in order for a literacy
program to function well and be on-going. In addition to students, people are
needed for administrators, trainers, materials developers, and teachers. As
people are recruited and trained, there needs to be an understanding of what
responsibilities they have. This should be set out in a job description.
At the national level there is a need for administrators and trainers. These
people must know their responsibilities and be trained in how to carry them
out. The oversight of the literacy program at the national level is the
responsibility of the National Literacy and Awareness Secretariat, under the
guidance of the National Literacy and Awareness Council.
1. At the national level there is a need for:
1.1 Administrators:
1.1.1 NLAS Director - have general oversight and give direction to the
nationwide literacy efforts;
1.1.2 Literacy Projects Manager - seek the needed funding and acquit
it to the providers;
1.1.3 Materials Officer - gather materials from whatever source
possible and work with the Provincial Literacy Coordinator and
literacy implementers and the provincial LAMP Centres to
distribute needed materials;
1.1.4 Training Officer - coordinate training and assist with training
where required. Also, the Training Officer should prepare
training aids as needed;
1.1.5 Research Officer - ensure that literacy efforts are evaluated
through on-going research and see that the national literacy
database is further developed and kept up to date and
distributed to the respective provinces annually;
1.1.6 Awareness Officer - take the lead in promoting literacy and
explaining the advantages of being literate. This officer also has
primary responsibility for taking the lead in National Literacy
Week and preparing reports and newsletters put out by NLAS;
and
1.1.7 Administrative Officer - ensure the proper filing of NLAS
documents, the timely distribution of NLAS publications and
reports, assist the Projects Manager in preparing for major
workshops and meetings and assist the Research Officer with
the timely recording of database information from the field.
NB: There is a more complete job description on file for each of the NLAS
officers.
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1.2 Trainers:
1.2.1 The Training Officer of the NLAS is both a trainer and an
administrator.
1.2.2 National level NGOs, whether international NGOs like YWCA
or SIL or Papua New Guinea NGOs need to have trainers who
can carry out training anywhere in the nation or even
internationally.
1.3 There is a need to develop people who can represent the nation at
national or international meetings and workshops. Provincial, district
and language group level officers should have opportunity to attend
these meetings to develop capacity among a wide range of officers, not
just a few at the highest levels of government employment.
2. At the provincial level there is a need for:
2.1 An administrator to:
2.1.1 Have oversight of literacy programs in the province. This is
usually the Provincial Literacy Coordinator (PLC) or Provincial
Non Formal Education Officer (PNFEO);
2.1.2 The PLC or PNFEO should be a person with literacy experience
and who has a heart for non-formal literacy;
2.1.3 The PLC/PNFEO should be an administrator and also a literacy
trainer;
2.1.4 Promote literacy in the province;
2.1.5 Encourage, support and coordinate teacher training and
materials production in the province;
2.1.6 Seek provincial financial support for literacy projects; and
2.1.7 Send reports to the NLAS at least once per year. The report
should include:
2.1.7(a) Information needed for the national database;
2.1.7(b) What materials have been developed and are in use;
2.1.7(c) How many new teachers have been trained; and
2.1.7(d) Progress report for literacy activities in the province.
2.2 Work with NGO trainers in the province to ensure that needed
training is carried out; and
2.3 Help literacy programs secure the needed funding and acquit the
funds received.
3. If a province has a district level literacy officer, this needs to be an
administrator/trainer:
3.1 An administrator/trainer needs to:
3.1.1 Visit each literacy project in the district at least once each
month;
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3.1.2 Conduct training courses for new teachers as needed;
3.1.3 Conduct short in-service courses for teachers. This could be once
each term;
3.1.4 Conduct materials preparation workshops;
3.1.5 Send reports twice each year to the provincial coordinator. This
should include:
3.1.5(a) Enrolment figures;
3.1.5(b) Training conducted;
3.1.5(c) Progress report for the literacy programs; and
3.1.5(d) The needs of the literacy programs.
3.2 The administrator/trainer should work in cooperation with church,
mission and other NGO trainers to carry out the needed literacy
training; and
3.3 The administrator/trainer needs to keep in close communication with
the LLG in order to have the needed support from them.
4. At the community or language group level there is a need to recruit and
train people to operate the schools. This includes:
4.1 School committee members:
4.1.1 One committee oversees the entire literacy program in most
language groups; and
4.1.2 Each community or literacy class should have its own
committee.
4.2 Supervisors - for very small programs there may be no need for a
separate supervisor. For large programs there may need to be more
than one supervisor;
4.3 Teachers; and
4.4 Materials preparation people.
Strategy Five - Materials Development and Production
A successful literacy program needs lots of literacy materials. There are two
main sources of materials: those produced by the local literacy projects; and
those brought in from outside the local literacy project. The Materials Officer
of the National Literacy and Awareness Secretariat has overall responsibility
for literacy materials.
1. The role of the national level in developing and producing literacy
materials includes:
1.1 Facilitating materials production workshops to:
1.1.1 Train writers; and
1.1.2 Produce materials that can be prepared as shell books.
1.2 Collecting, printing and distributing literacy materials to add to the
locally produced materials. These materials usually need to be
adapted into the language of instruction of the schools.
(Draft) National Literacy Plan 16
1.3 Distribute shell books to:
1.3.1 The PLC or PNFEO and/or provincial LAMP Centres; and
1.3.2 Local literacy implementers.
1.4 The NLAS Materials Officer annually distributing an updated list of
all materials that are available as shell books;
1.5 Encouraging writers’ workshops at the district or local language level
to prepare materials specific to that area;
1.6 Encouraging the use of traditional stories, Bible stories and songs.
This is especially important for culture promotion and maintenance
and spiritual growth; and
1.7 Look for channels such as school inspectors or health workers to
distribute materials.
2. The role of the provincial level in developing and producing literacy
materials includes:
2.1 The provincial LAMP Centre developing and maintaining a stock of
literacy materials that are available to all literacy programs in the
province;
2.2 The PLC must do all she/he can to promote the development and
production of useful literacy materials. This includes:
2.2.1 Encouraging local language group programs to:
2.2.1(a) Develop good materials;
2.2.1(b) Share their materials with other classes in the
language group;
2.2.1(c) Translate/adapt their literacy materials into a
language of wider communication; and
2.2.1(d) Share their materials with other literacy programs,
including Elementary programs.
2.2.2 Looking for funds to develop and print literacy materials;
2.2.3 Encouraging the development of literacy materials using
economical measures such as re-using old computer paper,
brown wrapping paper such as sugar bags and cardboard box
sides to print books;
2.2.4 Encouraging literacy programs to adapt shell books to the local
language when that is needed;
2.2.5 Building cooperation with elementary prep programs to share
materials since TPS and elementary prep uses much of the same
materials; and
2.2.6 Encouraging the involvement of adults, school leavers and
students on break from school to write stories and prepare
pictures for literacy materials.
2.3 Look for reliable and economical means such as school inspectors,
health workers or local mission or church agencies to distribute
materials; and
Papua New Guinea 17 (Draft) National Literacy Plan
2.4 Encourage elementary and TPS programs to work together in
developing materials since TPS and elementary prep use much of the
same materials.
3. The role of the district level in developing and producing literacy materials
includes:
3.1 Organising materials development workshops. This includes:
3.1.1 Locating the needed funds; the local Ward or LLG should
support this activity.
3.1.2 Locating a venue and arranging food, transport, materials and
such for the workshop;
3.1.3 Inviting writers and artists to prepare original materials;
3.1.4 Organising workshops to adapt shell books into the local
languages. This may be materials such as “Our Literacy Kit” or
other shell type books from the LAMP Centre; and
3.1.5 Preparing literacy materials using economical measures such as
re-using old computer paper, brown wrapping paper such as
sugar bags and cardboard box sides to print books or serve as
book covers.
3.2 Developing lists of people who are willing to serve as writers and
artists to prepare materials;
3.3 Locating and collecting materials like used paper and cardboard boxes
then giving it to the schools that need it;
3.4 Keeping a stock of materials for writers’ workshops such as silkscreen
printers, ink, stencils, paper and such;
3.5 Developing reliable and economical contacts such as school inspectors,
health workers and local church or mission workers to deliver
materials to schools during their travels;
3.6 Collecting, where possible, off-cuts of paper and wood for making
slates, alphabet cards, book covers and such; and
3.7 Seeking to work with any Elementary classes in the area in developing
materials since TPS and elementary prep use much of the same
materials.
4. The role of the language group or local level in developing and producing
literacy materials includes:
4.1 Encouraging people in the local communities to write stories, dramas,
posters and such. This includes older men and women who may be
print illiterate but can tell traditional stories and young people who
are literate can write the stories as they hear them;
4.2 Looking for and enlisting the help of local artists to prepare culturally
appropriate pictures for literacy materials;
4.3 Inviting older men and women to come into the classroom and orally
share stories and show how to make traditional items like bilums or
traditional axes. The class can then work together to write a story
about what they have seen and heard;
(Draft) National Literacy Plan 18
4.4 Collecting materials like brown paper and cardboard boxes and other
re-useable paper for use in the classroom;
4.5 Working with the local community school and the local Ward or LLG
to get help with items like chalk, exercise books and pencils; and
4.6 Sharing with any near-by Elementary schools in the development of
TPS materials since TPS and elementary prep use much of the same
materials.
Strategy six - Evaluation
Before an effective evaluation can be carried out there must be a plan that is
being followed. If there is no plan, it is very difficult to know what to evaluate.
Evaluation involves:
• Planning a course of action;
• Implementing that course of action;
• Checking to see if corrections are needed in the plan of action or in the
carrying out of the plan of action; and
• Developing a new plan of action .
1. At the national level, evaluation includes:
1.1 Carrying out research to learn which literacy programs are
functioning;
1.2 Determining which provinces or programs are functioning well and
which ones need to be improved.
1.3 Determining:
1.3.1 What kind of literacy training is being carried out;
1.3.2 Which training is effective and which needs to be improved; and
1.3.3 If it needs to be improved what are the areas that need
improving?
1.4 Do programs have adequate materials? If not, what needs to be done
to improve the situation;
1.5 What other problems are literacy programs facing that hinder their
effectiveness;
1.6 Determining whether the PLCs are effectively helping the literacy
programs;
1.6.1 If not, help them determine what changes are needed; and
1.6.2 Encourage and help the needed changes to be made.
1.7 Determining whether TPS programs and elementary programs are
helping each other;
1.7.1 If not, why not; and
1.7.2 Determining actions need to be taken to improve this and help
facilitate those actions.
1.8 Determining whether the main literacy implementing churches,
missions and other NGOs are working together and what needs to be
done to help them further build cooperation.
Papua New Guinea 19 (Draft) National Literacy Plan
2. At the provincial level, evaluation includes:
2.1 Carrying out research to learn which literacy programs are
functioning;
2.2 Determining which districts and / or programs are functioning well
and which ones need to be improved.
2.3 Determining what kind of literacy training is being carried out;
2.3.1 Which training is effective and which needs to be improved; and
2.3.2 If it needs to be improved what are the areas that need changing
and determining how those changes can be effected.
2.4 Finding out if programs have adequate materials? If not, what needs
to be done to improve the situation;
2.5 Finding out what other problems literacy programs are facing that
hinder their effectiveness;
2.6 Finding out if the District Coordinators, if the province has them, are
effectively helping the literacy programs;
2.6.1 If District Coordinators are not effective, determine what
changes are needed; and
2.6.2 Determine how to encourage and help bring about the needed
changes.
2.7 Finding out whether TPS and elementary programs are helping each
other. Determine what needs to be done to facilitate cooperation
between the two groups.
2.8 Learning whether the churches, missions and other NGOs who are
implementing literacy are working with each other and the
responsible government division. If not, determine what needs to be
done to build cooperation.
3. At the district level, evaluation includes determining:
3.1 Which programs are functioning well and which ones need to be
improved.:
3.2 Whether there are areas where there are not yet any Elementary
schools and a TPS is needed. Determine how the District Literacy
Coordinator can encourage the community to start a TPS program.
3.3 What kind of literacy training is being carried out:
3.3.1 Which training is effective and which needs to be improved;
3.3.2 How needed improvements can be brought about.
3.4 Whether programs have adequate materials. If not, find out what
needs to be done to improve the situation;
3.5 What other problems literacy programs are facing that hinder their
effectiveness;
3.6 Whether the supervisors, teachers and school committees are working
effectively in the literacy programs;
3.6.1 What changes are needed for the programs to be more effective;
3.6.2 How needed changes can be brought about.
(Draft) National Literacy Plan 20
3.7 Whether TPS and elementary programs are helping each other;
3.7.1 What are the reasons, if they are not working together; and
3.7.2 What should be done to improve the working relationship.
3.8 Whether the churches, missions and other NGOs who are
implementing literacy programs are working together. If they are not,
what needs to be done to build this cooperation?
4. At the local level, evaluation includes determining:
4.1 How well the literacy programs are functioning;
4.1.1 Is the teacher coming to class regularly and on time?
4.1.2 Are the students:
4.1.2(a) Attending class regularly?
4.1.2(b) Learning what is being taught?
4.1.2(c) Learning actively instead of passively; that is, are they
involved in activities or just sitting down listening to
the teacher?
4.1.3 Is the community supporting the school by:
4.1.3(a) Providing a suitable classroom and keeping it
maintained and clean?
4.1.3(b) Are the needs of the teacher being met?
4.1.4 Does the school have adequate amounts of culturally
appropriate and interesting materials?
4.1.4(a) Are the pictures appropriate?
4.1.4(b) Are the themes appropriate and is the teacher using
them effectively?
4.1.4(c) Are the stories too long or too difficult?
4.1.5 Is the teacher adequately trained? What areas need
improvement?
4.1.6 Is the teacher receiving any kind of regular in-service training
and encouragement?
4.1.7 Are there other problems facing the literacy programs that
hinder their effectiveness? Help the community find solutions to
those problems.
4.2 Is the school receiving the support and encouragement it need from:
4.2.1 The local community?
4.2.2 The local Ward or LLG?
4.2.3 The district, provincial and national literacy officers?
4.3 If there are elementary schools nearby, are they working together with
local TPS programs? If not, what needs to be done to build
cooperation?
4.4 If there is a local community school, is it working together with the
literacy programs? If not, what needs to be done to build cooperation?
Papua New Guinea 21 (Draft) National Literacy Plan
4.5 If there is more than one church, mission or other NGO group working
in the language area are they working together? If not, what needs to
be done to build cooperation?
Action plan: Forms need to be prepared to assist at the various levels in
carrying out the evaluations. The manual Planning for Literacy in Papua New
Guinea has some forms that may be helpful.
Strategy seven - Program coordination and supervision
All programs need coordination and supervision. Coordinators and
supervisors need a job description so they understand what their
responsibilities are. The job descriptions need to be continually updated to
meet changing conditions and reflect changes that are expected of the
coordinators and supervisors.
At the national level, the National Literacy and Awareness Secretariat, under
the direction of the National Literacy and Awareness Council, provides some
coordination and supervision for literacy and awareness efforts in the nation.
All churches, missions and other NGOs that are implementing literacy
programs at all levels are free to communicate directly with the NLAS or
NLAC. The channel of communication for requests for financial help or
training assistance should be through the provincial level, not directly to the
national level. All questions and concerns, whether related to money or not,
should be handled through existing channels. This means discussing problems
with the local supervisor first then the district level then the provincial level
then the national level.
1. Responsibilities for coordination and supervision at the national level
include:
1.1 The appropriate officer from the NLAS communicating with provincial
and district officers and churches, missions and other NGOs and,
when needed, directly with local programs.
1.1.1 Financial matters should be directed to the Director and the
Literacy Projects Manager through the appropriate district and
provincial officer.
1.1.2 Materials related matters should be directed to the Director and
the Materials Officer. This may go through the district and/or
provincial officer or directly to NLAS.
1.1.3 Training related questions should be directed to the Director
and the Training Officer. These may come through the district
and provincial level officers or directly to NLAS. Requests for
help with training should be handled at the local, district or
provincial level if at all possible before being directed to the
national level.
1.1.4 Database information should be shared with the district and
provincial level officers as well as the national level. This
information should be sent to the Director and the Research
Officer.
1.1.5 Matters dealing with awareness such as National Literacy Week
or other special awareness campaigns should be sent to the
Director and the Awareness Officer.
(Draft) National Literacy Plan 22
1.1.6 All other matters should be directed to the Director of NLAS. He
will handle them or channel them to the proper officer.
1.2 The NLAS needs to convene annual meetings with the churches,
missions and other NGOs who are involved in implementing literacy
and awareness. This is for the purpose of encouraging each other,
sharing ideas, learning of problems and looking for solutions to the
problems.
1.3 The NLAS needs to convene annual meetings for PLCs to share ideas
and discuss concerns and make recommendations concerning literacy
and awareness for the nation.
1.4 NLAS officers, in cooperation with NLAC representatives, need to visit
provinces and local literacy projects. All provinces need to be visited
annually if possible.
1.5 NLAS officers need to continue to work with national level elementary
officers to promote cooperation between TPS and elementary
programs. The main purposes of this are to facilitate ease of changing
TPS programs to Elementary programs and to make it possible for
TPS students to move into Elementary programs when this is possible
or allow TPS students to go into Primary schools following completion
of TPS when they meet minimum standards set by the Primary school.
2. Responsibilities for coordination and supervision at the provincial level
include:
2.1 Maintaining communication with the national level offices and also
with district level offices and local literacy programs.
2.2 Building relationships and communications with all the literacy-
implementing churches, missions, and other NGOs and whoever else
may be involved in implementing literacy in their provinces.
2.3 Working with the elementary coordinator and trainers to promote
cooperation between TPS and elementary to facilitate ease of changing
TPS programs to Elementary programs and moving students from
TPS to Elementary programs or TPS graduates going on to Primary
schools if they meet the Primary school's standards.
2.4 Coordinating teacher training and materials production workshops so
as to make the best use of any workshops that are being conducted.
2.5 Ensuring that the provincial LAMP Centre is able to operate and
serves all literacy and awareness needs in the province.
2.6 Encouraging teamwork among all the churches, missions and other
NGOs who are implementing literacy in the province.
2.7 Checking all reports or funding requests or database information or
other communications that come to the office and, if needed, quickly
forwarding it on to whoever should receive it.
2.8 Distribute literacy materials or other means of help to the literacy
programs in a fair manner.
2.9 Visit district officers and literacy programs to learn first hand how
well the programs are operating and what the problems are.
3. Responsibilities for coordination and supervision at district level include:
Papua New Guinea 23 (Draft) National Literacy Plan
3.1 Maintaining communication with the national and provincial level
offices and with local literacy programs.
3.2 Building relationships and communications with all churches,
missions and other NGOs involved in implementing literacy in their
district.
3.3 Working with the district elementary trainer to promote sharing of
materials and training between TPS and Elementary to facilitate ease
of changing TPS programs to Elementary programs and facilitating
TPS students transferring to Elementary programs if that option
becomes available. Also, help TPS graduates enroll in a Primary
school if one is available and the Primary school's standards are met.
3.4 Work with the PLC to coordinate teacher training and materials
production workshops. This includes workshops in his/her district and
between districts in order to make the best use of any workshops that
are being conducted.
3.5 Inform churches, missions and other NGOs who are implementing
literacy about the provincial LAMP Centre and explain in what areas
the LAMP Centre can help their program.
3.6 Encourage and facilitate teamwork among all literacy implementers in
the district. This may involve periodic district meetings to which all
literacy implementers are invited. If there are district printing
facilities available, all literacy implementers need to know about this.
3.7 Check all reports or funding requests or database information or other
communications that comes to the office and quickly forward them on
to whoever should receive them.
3.8 Help the PLC to fairly distribute literacy materials or other means of
help to the literacy programs in his/her district.
3.9 Visit literacy programs to learn first hand how well the programs are
operating and what the problems are.
4. Responsibilities for coordination and supervision at the language group
level include:
4.1 Supervisors should visit all classes each month if possible to:
4.1.1 Check enrolment - is it enough to justify the school;
4.1.2 Make sure the class has a teacher;
4.1.3 Encourage teachers and find out if classes are running well - not
moving too fast or too slow;
4.1.4 Find out if the school committee is functioning well;
4.1.5 Find out whether the community is supporting the class. Is a
visit from the district or provincial level officer necessary?
4.1.6 Personally test some students to learn if the teaching is
effective;
4.1.7 Make sure schools have adequate materials for all the students:
4.1.7(a) Enough materials for basic instruction of the students;
4.1.7(b) Extra materials to challenge the faster students when
they finish their regular work.
(Draft) National Literacy Plan 24
4.1.8 See what in-service is needed.
4.2 Arrange with the district coordinator for new teacher training
workshops when needed;
4.3 Conduct in-service workshops as needed;
4.4 Arrange with the District Coordinator for materials preparation
workshops as needed;
4.5 Work with any elementary classes in the area to share materials and
training. This also makes changing TPS programs to Elementary
programs easier.
4.6 At least twice per year send progress reports, including enrolment
figures, to the district and provincial coordinators.
This National Literacy Plan is designed to implement the National Literacy
Policy. It is designed to address the needs of TPS, out-of-school youth and
adult programs.
There is no intention that the TPS programs spoken of in this plan should
compete with formal Elementary programs. Rather, as called for in the Policy,
these TPS programs are envisioned as a means whereby the community can
help provide some education to their children when they do not have access to
formal Elementary or community schools.
Similarly, out-of-school youth programs are not envisioned to compete with
primary or community schools or vocational schools that are part of the
formal education system. Rather, they are an effort to meet the needs of
young people who have never been to school or have had to drop out or have
been pushed out before they have developed marketable skills.
District level structures such as a District Literacy Coordinator and District
Literacy Office are addressed. The Policy states that District level structure is
not required by the Policy. However, the district level is addressed in this
plan for those provinces who see a need for district level structures and
establish such structures.
Commonly used abbreviations and acronyms used in plan include:
LAMP Literacy and Awareness Materials Production
LLG Local Level Government
NGOs Non Government Organisations
NLAC National Literacy and Awareness Council
NLAS National Literacy and Awareness Secretariat
OLA Office of Libraries and Archives
PLCs Provincial Literacy Coordinators
PNFEO Provincial Non Formal Education Officer
TPS Tokples Prep Schools
National Literacy and Awareness Secretariat
Papua New Guinea 25 (Draft) National Literacy Plan
Office of Library and Archives Department of Education
PNG Email: Willie_Jonduo@educationpng.gov.pg
Telephone: (675) 3437107
Fax: (675) 325 4251Digice: (675) 71145466
COUNTRY PAPUA NEW GUINEA Name, title and details of lead person WILLIE JONDUO-Director
Over seer of all literacy programmes, both
children and adults not in any formal, out of
school, learning environment
Responsible Unit NATIONAL LITERACY AND AWARENESS
SCRETARIAT(NLAS), Office of Library and
Archives, Department of Education under
the Ministry of Education.
Does a national literacy policy exist? If
so, please provide the most recent policy Yes No
YES PNG has a National Literacy Policy
(copies will be provided)
Is the proposed national literacy action
plan based on an existing plan? If so,
please provide it.
Yes…………………………No
This plan was put together to implement the
National Literacy Policy
Who are the key stakeholders involved/
to be involved in the development and
implementation of the national literacy
action plan?
Churches or faith based organizations,
NGOs, CSOs, CBOs, International agencies
Do you have an existing system for data
collection, processing and analysis for
literacy?
Yes, we collect information from literacy
programmes through a designed template
that are sent to NLAS for storage and simple
use and information sharing for public use.
How are the levels of literacy skills
measured in your country? Literacy levels are measured at programme
levels with students through literacy tests
while literacy surveys are done and on-going
Do you have any policy for literacy
teaching and learning through non-
formal pathways?
PNG has the National Litercay Policy. It is in
process for a review consider and this will be
considered
Do you have a data base for teaching
and learning materials? Yes but a limited resource as sample
materials for literacy programmes to adapt
for their use
What steps do you envisage in your
country to finalize and implement the
action plan?
Review the current National Literacy Policy
and refine the national literacy action plan to
implement the national programme.