By Leon Bataille
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Additional info for A Turning Point for Literacy. Adult Education for Development the Spirit and Declaration of Persepolis
This is not merely similar to what educators call "active methods". ). Secondly, the nature of the pedagogical relationship within the classroom must be linked to the participation of the adults in the programme as a whole. The level of educational directivity cannot be separated from the level of initiative of the participants in administering the programme. It is as if two sources of legitimacy or authority constituted the poles of functional methodology: one is the legitimacy derived from technico-scientific competence, the other stems from the forms of social organization of the milieu itself.
Thus, international co-operation should increasingly attempt to devise diversified approaches to meet varying needs defined nationally. Intellectual and material dependence should increasingly give way to interdependency, this being the substance of true (rather than rhetorical) partnership. In application of these principles, new approaches to international co-operation will have to be devised. In particular, international (exogenous) help should strive to bolster internally generated (endogenous) action and innovation in the design, implementation and evaluation of literacy work.
The principles having thus been defined, how have they influenced the method itself? A method, etymologically, is a way. To describe it, the simplest would be to start from the sequential organization of the steps it requires. This is given formal representation in Table II, a diagram which groups all the essential operations required for the construction and execution of a functional literacy programme. It should be noted that certain permutations can be operated on the first three steps, O, IM and Pb; certain projects, for example, put the identification of the training, usually of a technical nature.