Adult literacy teacher training and text production project

PES covers the period 9/81-9/83 and is based on document review, structured and unstructured interviews, visits to literacy classes, assessment of project-developed materials, and cost-effectiveness analysis. The grantee, the Adult Literacy Organization of Zimbabwe (ALOZ) made considerable progress in achieving project goals, although in hindsight targets were unrealistic given the grant"s short (2-year) duration and such external factors as a deteriorating economy, a severe drought, and the increasing emphasis placed on literacy by the Government of Zimbabwe (GOZ) since independence (previously, ALOZ had been the major organization engaged in literacy work). Although exact data are not available, evidently ALOZ provided literacy training to 32,236 adults (vs. a targeted 47,000), of whom 78% (vs. 70%) were women. A strengthening of family ties among beneficiaries was an unexpected benefit of the project. In addition, ALOZ trained 189 new literacy teachers and provided refresher training to 176 existing teachers, vs. targets of 250 in both cases. The ratio of supervisors to teachers fell from 1: 42 to only 1: 40 in southern region (against a target of 1: 25), but dropped to 1: 18 in the northern region; the latter reduction was because all five new supervisors hired under the project were assigned to the north (due to security problems in the south) and because dropout rates among trained teachers in the northern region were high. Finally, only 28 project activities were established by learning groups, vs. 150 targeted. Targets in the area of publications were more than exceeded, with 6 new publications developed, a number of others revised and even re-written, and some 115,000 books distributed. Despite this, the supply of books was insufficient to meet demand. The establishment of a new ALOZ Press under follow-on project 6130224 should go a long way towards solving problems with printing and timely distribution. ALOZ has developed a good relationship with the GOZ and is now giving increased attention to the linkage between literacy skills and community development projects, especially those which generate income. The project was designed during a period of great optimism, shortly after Zimbabwe achieved independence. However, a financial recession soon set in which greatly reduced sponsors" ability to support the project. This shows the need to pay careful attention to the political climate during project design.