Hello Maggie --
 

>From my Afghan colleagues, I know that there has been a very active landmine education program in primary and secondary schools -- and a couple of people are trying to find out if these materials have been used in literacy classes.  Your question prompted a discussion about trying to get these materials (including a chart and a simple booklet on mine education and avoidance) to distribute to the village learning centers, where learners are clamoring for more reading materials.  

 
So -- thanks for asking!   
 
Brenda

________________________________

From: womenliteracy-bounces at dev.nifl.gov on behalf of busems at jmu.edu
Sent: Tue 11/22/2005 3:05 AM
To: womenliteracy at dev.nifl.gov
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan



Hi Brenda,

Has there been any attempt to meld this training with Mine
Risk Education?

I worked that issue and landmines for a number of years.

Maggie Buse`

---- Original message ----

>Date: Mon, 21 Nov 2005 16:04:31 -0500

>From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu> 

>Subject: Re: [WomenLiteracy] More on literacy programs in

Afghanistan 

>To: <womenliteracy at dev.nifl.gov>

>

>Brenda,

>I am wondering whether you see an equal amount (more or

less) of women and men in the literacy programs. Are the
classes co-ed? Do the men and women express similar literacy
goals?

>Daphne

>

>>>> BBell at edc.org 11/21/2005 4:57:25 AM >>>

>

>

>Hello all -

>

>

>

>I'm in the midst of an interesting discussion with some of

the lead trainers for the Literacy and Community Empowerment
Program.  I posed some of David's questions about the
history of literacy in Afghanistan - starting a discussion
that has sent several women off to get more exact
information, which they should have by tomorrow.

>

>

>

>Meanwhile, in the interest of keeping a discussion going

with you on this list, here is a summary of what a group of
older Afghan women and one younger man had to say: 

>

>

>

>"The early literacy courses for adults were called 'elder

literacy.'  The courses lasted for 3 months and the methods
used were memorization and drill.  While the classes were
mostly for men, there were courses for women in basic
literacy and some that were related to vocational skills. 

>

>

>

>"During the Soviet occupation of Afghanistan, the number of

literacy courses increased, but according to the discussion,
the level of learning dropped.  "Really they were using
literacy for political objectives.  Literacy groups were
formed but not much learning took place.  They were used to
implement the objectives of the government.  Not many people
became literate."  

>

>

>

>They also said that during the 'mujahadeen time' when the

U.S. backed the mujahadeen fight against the Russians,
literacy texts were also politicized. They cited the now-
famous (in some circles) example of numeracy activities in
which the items to be counted were guns. 

>

>

>

>"Now when we go into villages with our literacy program,

some people are very suspicious.  They want to make sure
that our program is not going to be like other literacy
programs that 'misled' the people. We tell them no, it is
not the same.  You can look at our teaching materials and at
our lesson guides and see that this is a program that will
help villagers get the skills they need to develop their
communities. We are promoting peace and empowerment. And we
include quotations from the Qu'ran in our materials.  This
helps us."

>

>

>

>Perhaps some other members of this discussion list know

some of this history and can add more!

>

>

>

>Brenda

>

>

>

>----------------------------------------------------

>National Insitute for Literacy

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>To unsubscribe or change your subscription settings, please

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Margaret Buse`
Project Coordinator
Learning Technology and Leadership Education/Workforce Improvement Network
JMU HELPS/Workforce Development Campus/
Career Development Academy/Reel to Real


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