Literacy service training center

PES covers the period 1981-2/83 and is based on site visits and interviews with project personnel and participants. Thanks to good USAID/N management and strong Government of Niger (GON) support (which may diminsh due to budget cutbacks), progress has been impressive. The number of Nigeriens on the 20-person staff of the GON"s Literacy Agents Training Center (CFCA) has increased from 4 to 12, and both the CFCA and the Directorate of Literacy and Continuing Education (DAFP) have received TA and short-term training in educational planning and evaluation. Also, literacy training evaluation materials have been developed and tested; a CFCA Office of Evaluation established; a variety of instructional materials produced (although most are below project standards); and CFCA training more closely linked with actual literacy needs. Other outputs include a literacy program for co-op management and literacy methodologies for farmer couple training centers and for a womens literacy center. Some 19 women have been recruited to support literacy programs elsewhere. Two Nigeriens will soon begin U.S., M.S.-level studies in literacy training. Studies at the University of Niamey include a 2-year program in comparative literacy methodologies and an advanced 3-year program (with 76 enrollees). However, the former is too theoretical and intensive and lacks effective leadership, while the latter underemphasizes national languages and practical and in-service training and lacks clear goals. A 1-year advanced course for teachers (with 4 enrollees) is also offered. After a long delay, the project"s construction program is underway. On the negative side, CFCA graduates in the field lack vehicles and adequate training in applied linguistics, national languages, and transcription, and are reaching too few women. Literacy inspectors also lack vehicles for remote areas and are hampered by villagers" unreadiness to manage village training centers. Finally, project success requires the CFCA and the DAFP to coordinate their work with other rural development efforts and with formal education systems. Nine recommendations are made.