1. The document discusses the importance of literacy and numeracy. It defines literacy as the ability to read, write, and understand simple messages. Numeracy is defined as the ability to apply basic numerical concepts. 2. Effective literacy and numeracy programs take into account factors like health, gender, parental education, and opportunities to practice skills outside the classroom. Programs also aim to link skills to learners' daily lives to improve motivation. 3. Strong numeracy teaching develops skills, concepts, and attitudes to help students cope with everyday life and mathematics demands. It provides mathematical foundations and tools for work and education.

1. Reporter: Group 3
Chapter 9

2. OBJECTIVES:
Ⅰ : To familiarize
students with the basic
terms and concepts of
literacy
Ⅱ : To broaden students'
perspective on the
importance of being literate
Ⅲ : To discuss the benefits
of literacy and numeracy
Ⅳ : To identify relevant
projects or activities that
effectively promote literacy and
numeracy

3. Introduction
Lesson 9.1

4. With the advent of the so-called
Knowledge-Based Economy, people
around the world have grown up to be
conscious of the ability to read and write
and understand a simple message in any
language or dialect. At a conference in
Udaipur, India in 1982, UNESCO as an
international body vigorously framed up
and mobilized its resources and became a
primary institution to eradicate illiteracy.

5. The Philippines, a signatory to the 1990
Jomtien (Thailand) World Declaration,
another program expanding the world
literacy movement; initially concretized
its participation to this movement through
Proclamation No. 480, which mandated
the creation of inter-agency National
Education for All (NCEFA).

6. Further, to ensure and provide direction in the
inter-agency EFA planning and implementation
to address literacy issue, the Philippine
Congress passed the Republic Act 7165
creating the Literacy Coordinating Council,
which is an inter-agency body administratively
attached to the Department of Education. This
law is amended in May 27, 2010 through the
Republic Act 10122, "An Act Strengthening the
Literacy Coordinating Council."

7. Providing the necessary assistance to our
young children for them to get a great start in
life is expected from every parent. Secondary
to the children's basic needs during their
formative years is the provision of education
that starts with literacy and numeracy, which
is a very valuable part of their growth and
development. As they grow, intense education
would now form part of the primary concern
as he is now led to the formal learning
environment.

8. In the Philippines, poor children's education
opportunities and outcomes support for
emergent literacy. Here and even in other
countries, there is strong evidence that poor
reading exposure in the early stages of
development leads to a cycle whereby many
children fall increasingly behind in their
education, contributing to low achievement
and high dropouts in the school.

9. In the face of providing and enhancing
public services in the country, key
struggles remain to challenge its
delivery, like (1) right of entry of children
in schools, (2) quality of teaching and
learning particularly in improving the
literacy/numeracy of school children,
and the (3) involvement of parents and
the community in the development of
education.

10. Table 1: Simple
Literacy Rate, Targets
vs. Latest Data by
Region

11. Region 1994 Actuall 2000 Target Gap
I 95.5 98.4 -3.0
II 93.3 97.2 -3.9
III 96.3 100.0 -3.7
IV 96.4 99.9 -3.4
V 94.9 96.9 -1.8
VI 91.9 96.9 -5.0
VII 93.1 97.0 -4.0
VIII 90.9 93.6 -2.7
IX 89.7 92.9 -3.2
X 94.6 98.4 -3.8
XI 92.0 98.4 -6.4
XII 90.8 91.7 -0.9
ARMM 73.5 80.2 -6.8
CAR 88.8 96.1 -7.3
NCR 98.8 100.0 -1.2
Philippines 93.9 98.0 -4.1

12. Lesson 9.2.
LITERACY
SIMPLE LITERACY is officially defined in the
FLEMMS as the "ability of a person to read and
write with understanding a simple message in
any language or dialect."
The National Statistic Office (NSO) definition of
terms also explains that the simple literacy
status of an individual can be determined based
on the respondent's answer to the question,

13. "Can ________ read and write a
simple message in any language
or dialect?"

14. The United Nations Educational, Scientific
and Cultural Organization(UNESCO) defines
the LITERACY as the “ability to
identify,understand,interpret,create,
communicate, and compute using printed and
written materials associated with varying

15. Reading development involves a
range of complex language
underpinning including:
• Phonology (awareness of speech
sound)
• Orthography (spelling patterns)
• Semantics (word meaning)
• Syntax (grammar)
• Morphology (patterns of word
information

16. Literacy does not only include the 3R’s or
reading, writing, and arithmetic. Its coverage
has already expanded.
Functional literacy includes the provision and
enhancement of knowledge on various topics
such as values education, health awareness
campaigns,financial literacy and
management,solid
wastemanagement,information technology
literacy (computer literacy), drug education, and

17. LITERACY Literacy includes the ability to
understand all forms of communication, be it body
language, pictures, and video or sound (reading,
speaking, listening, and viewing). This is the basic
steps to literacy, and which is sound-sign
connections. Literacy encompasses that
understanding of certain signs have recurring
sounds, or that certain signs mean certain
concepts. Associating the sound to sign is the
initial step in learning to read and write. The
presence of a sound-sign process will start a more

18. Cited as example in reading alphabet-based
texts, a reader uses three main skills: (1)
sound-symbol connection, (2) syntax
connection (knowing what words are likely
to follow in order), and (3) a meaning
connection (predicting new meaning from
existing ones). The learner looks for clues in
a text: sounding of sound is the most basic
one, while predicting meaning is the
developed strategy of a reader. When we
write, we start from meaning (what we wish

19. Lesson 9.3 Effective Literacy
Literacy represents the lifelong,
intellectual process of gaining meaning
from print. Key to all literacy is reading
development, which involves a
progression of skills with the ability to
understand spoken words and decode
written words, and culminates in the
deep understanding of text.

20. Research into the teaching of literacy has
shown that trainers have based their
practice on three main approaches (Lo
Bianco & Freeboy) as cited in the Manual
on Functional Literacy for Indigenous
People (UNESCO,1999):
1. The Skills Approach
2. The Growth and Heritage Approach
3. The Critical - Cultural Approach

21. Impact on the success of literacy learning:
1. the physical health of the learners,
2. their gender and whether in the given
community both males and females are
expected to be literate,
3. the number of small children in the
group and who is responsible for their care,
4. the level of parental education,

22. 5. the stability of home life.
6. the opportunities which exist
to practice literacy outside the
classroom, and
7. the attitudes and beliefs about
literacy and its role in individuals
and cultural advancement.

23. Literacy implementers need to be
sensitive enough to consider
these factors as it can affect the
result of the program. Solutions to
problems should be immediately
provided so as not to impede the
progress of the program.

24. Trainers of literacy programs
should find a way to link literary
training to the learners' day-to-day
activities. The Manual on
Functions Literacy for Indigenous
Peoples (UNESCO. 1999) cited
some measures link it with the

25. 2. Show the links
between literacy
skills and access
to formal
education and
degrees.
3. Understand the
causes which
explain the lack of
motivation for
some people to
enroll or remain in
the literacy
program.
1. Appreciate the
fact that learners
(especially adults)
are more likely to
want to learn to
read and persist in
learning literacy if
they can clearly
see how such
learning will
improve their lives.

26. 5. Try to promote a new
literacy program within
"naturally" existing
groups who share
common interest and
feel comfortable with
each other and harness
the group dynamics to
support the learning of
literacy.
4. Deal in
advance with
potential drop-
outs and lack of
motivation.

27. Trainers should consider in observing
what people do together and what
social group they have created,
applying the principle of group
approach to literacy training. The more
people that they have in common, the
more they are likely to support each
other.

28. Numeracy is the ability to reason
and to apply simple numerical
concepts. Basic numeracy skills
consist of comprehending
fundamental mathematics like
addition, subtraction,
multiplication, and division.
Lesson 9.4 Numeracy

29. A numerically literate person can
manage and respond to the
mathematical demands of life.
However, the lack of numeracy or
innumeracy can have a negative
impact if the skills on one's life.
Numeracy has an influence on career
professions, literacy, and risk
perception towards health decisions.

30. Numeracy is a proficiency that is not only
developed mainly in mathematics but also in
other subjects. It is more than an ability to do
basic arithmetic. It involves developing
confidence and competence with numbers and
measures. It requires understanding of the
number system, a repertoire Of mathematical
techniques, and an inclination and ability to
solve quantitative or spatial problems in a
range of contexts. Numeracy also demands.

31. Effective and efficient numeracy
teachers according to De la Cruz
(2000) have the following roles,
which should be taken seriously:

32. 2. Develop in
students the
numeracy skills,
concepts,
understandings,
and attitudes
that will enable
them to cope
confidently with
everyday life;
3. Provide
strong
mathematical
foundation for
students;
1. Help
students
understand the
value of
Mathematics in
their everyday
life and its
usefulness;

33. 5. Help students to be
creative by using a
variety of approaches
in
skills,
7. Help foster and
develop math
talent.
6. provide students with
the mathematical tools,
and attitudes they will
encounters in the world of
work; and
4. Help students to
achieve mathematical and
statistical literacy needed
in a society, which is
technologically oriented
and information rich;

34. Lesson 9.5
Rationale of
Numeracy

35. A focus on numeracy is justified by the demands of
modern life—both written and outside the workplace.
It is also justified by the demands of acquiring an
education. Numeracy can be considered, as a way of
knowing—one which helps students better
understand all of their school subjects. Strengthening
the student's mathematical ability by exercising them
in other subject areas may offer student's
opportunities to apply their numeracy skills and
should result in more students integrating them into
their everyday undertakings.

36. Benefits of Literacy and Numeracy
1. Improved levels of literacy and numeracy
— enhanced employment prospects of
young people
2. A move towards economic stability —
increased take-up of further and higher
education
3. Students better prepared to take up
modern apprenticeships higher levels of
employment.

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