Guidelines for Developing Instructional and Learning Materials

The following guidelines were based on the final report of the 5th sub-regional workshop on the development of basic literacy learning materials for ‘un-reached’ population in South Asia (1998)

  1. Needs Assessment – Surveys and identifies the concerns of the target learners because the objectives of the materials should be carefully drafted based on the interests, problems, and need of the target learners
  2. Development of curriculum grid – Helps materials developers and teachers to know learners’ needs and to decide on the content and the level of materials to be produced.
    • Goals of national literacy program
    • Core content based on national concerns
    • Locally relevant content based on the identified needs of the learners
    • Prescribed levels in the three Rs
    • Levels of literacy skills of learners
  3. Selection of themes
  4. Setting up objectives
  5. Deciding on the format
    • Considerations
      1. Age group
      2. Location in which the IM is to be used
      3. Literacy level of target clientele
      4. Cost of development and use of the material
      5. Ability of the teachers to utilize the material
      6. Type of role that the material plays (i.e. motivational, instructional, awareness building, informative, etc.)
    • Various formats
      1. Written (e.g. booklet, flashcards, flip chart, posters, comics, games, wall papers)
      2. Electronic media (e.g. audio tapes like songs, dramas, talks, speeches, announcements, broadcasts: video presentation: radio and television program, etc.)
      3. Interactive formats (e.g. CDcourseware, web-based courses, on-line hyperlinks
  6. Selection and arrangement of content
  7. Titles and caption
  8. Scriptwriting
    • Script expressions, inclusive language
    • Short sentences
    • Illustration
    • Local language flavor
    • Reading flow
    • Attractive layout
  9. Illustrations (balanced and inclusive)
  10. Editing