WOLFGANG VOLLMANN
There is a general concern about the conditions for achieving sustainable literacy in a foreseeable future. In this respect this paper is a plea to reconsider the key role of literacy teachers/facilitators and their function in the process of rural empowerment, development and sustainable Literacy. In the search for relevant documentation, I have been struck by the quasi-absence of research publications in this respect. Policies for literacy, adult education and learning and related subjects have generated huge mountains of literature, but the same cannot be said about the role of literacy facilitators.
Even the otherwise highly instructive arid well researched Global Monitoring Report 2GG6 on Literacy, published by UNRSCO, remains suspiciously silent on the subject of teachers/facilitators in literacy, except for a brief reference to a paper by A.Rogers, 2005, on "Training adult literacy educators in developing countries" ! A recent, UNESCO sponsored publication, by H.Bhola and S.Gomez, 2008, "Signposts to Literacy for Sustainable Development", explores the prospects of different literacy policies, but fails to put the facilitator at the heart of action. H.Bhola proposes some excellent but not specific ideas about the role of facilitators on page 67 and further on, S Gomez, on page 161. stales that "in order to progress towards integral models of literacy we need a body of professionals who are able to assume these new approaches" Unfortunately not much more is being developed on this particular issue, the focus of this publication remaining however on literacy, sustainable development and the necessary political will.
Yet, it is widely accepted that in primary education a well trained and motivated teacher can really make the difference. So why can this not be the case in adult literacy and teaming (ALL)? Why is so little attention given to the teaching staff in literacy?
This article will first critically examine the scope of adult illiteracy in South-Asia and then develop arguments pointing to the central position of the Literacy teacher, their lack of adequate training and low professional profile, and the need to upgrade their professional and social competencies, as agents for social change and empowerment. Finally ideas will be developed as to how to improve the status, role and performance of literacy teachers/facilitators at national level, and how to convince policy makers to focus their attention on this issue.
Literacy
