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Extra info for A Turning Point for Literacy. Adult Education for Development the Spirit and Declaration of Persepolis

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STEP 6. RECRUITMENT OF THE INSTRUCTORS The recruitment of the 23,500 instructors employed by the EWLP, excluding India (giving an average of 31 participants per instructor), was carried out according to two criteria: (a) an exclusively pedagogical criterion, giving precedence to professional teachers (generally primary school teachers) who receive a fixed remuneration (variable according to the number of participants or other criteria of literacy training success); (b) a criterion of functionality based either on technical competence (company officers, agents of agricultural popularization, rural animation monitors, Experimental World Literacy Programme 45 technical school instructors) or on the influence of the instructors in their native milieu (literate peasants, young country, people with schooling, volunteers).

44 Unesco (b) In what way and what order should these elements be introduced into the educational sequence? The translation of a precise technical problem into educational aims risks covering a relatively limited field of knowledge, and leads to juxtaposing fragments of knowledge with no internal consistency borrowed from various disciplines. It is therefore important to embed the acquired knowledge in a more general context (for example, improving a professional practice may lead to a greater theoretical knowledge of the materials) and to see the training situation as an opportunity to teach and enrich the learner.

5. Unquestionably, it is in the domain of methodology that EWLP has innovated the most. It must, however, be observed that a rigorously defined conception of functional literacy training did not exist from the beginning, and in this sense, EWLP hardly merited the adjective "experimental". For the function of experimentation is not actually to innovate, but only to control innovation and measure its effectiveness. What, then, has been achieved by this effort of innovation, and what is now seen to distinguish functional literacy work from literacy training proper?

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