It is difficult to understand that in this day and age, there are those who still cannot find enough motivation to learn to read with an adequate level of comprehension — even on their own, what with the many resources out there that allow one to teach oneself how to read. They know that varying levels of literacy are keys to unlock varying doors of opportunity. Literacy as a community value becomes an issue in community activities where an understanding of the communal goals by members is facilitated with varying levels of literacy among community members. We are not covering new ground here — we already know that those who can read have an added tool to expand their knowledge and they are relatively more forthcoming in contributing their ideas or in participating in the public dialog; they also have a means of recalling any communal activity that’s recorded; those who can’t rely on what they hear and/or see and their memories which, as time elapses, become unreliable. Someone said, “There are all kinds of things you can do to marry literacy with health.” As far as I’m concerned, there are all kinds of things you can do to marry literacy with just about everything. — JP
I HAVE heard quite a few educators lament that despite the pockets of excellence here and there, the public school’s present 10-year Basic Education cycle has degenerated into one long remedial process, with the end result being that the learner exits the cycle grossly unprepared either for higher learning or for gainful employment.
Actually, the comments I gathered came from a lot of people, and not all of them were educators. Many of them were individuals belonging to that generation where the quality of education in public schools was more than enough to help one succeed later in life. More importantly, as a testament to the quality of instruction at that time, the teachers—affectionately called “maestra”—enjoyed the love, respect and continued support of an appreciative community.