Abstract
Literacy facilitators across the archipelago are currently faced with the challenge to integrate local values in functional literacy education programs, because its integration is a new aspect. This makes localized literacy content a hard thing to implement. Yet, if properly conducted, it can lead to improved learner’s basic competencies. In an effort to improve the learner’s competencies based on localized content, it is necessary to develop the facilitator’s competencies in regard to use of localized materials, as a measure to improve the quality of the learners. In this paper, the researcher aims to bring forward a model of functional literacy education based on local culture (values) for quality performance of the community learning centers within a learning society. The research reveals that literacy education based on local culture or local content can improve the quality of learning. The conclusion is that a model combining localized content, can enrich learning in this globalized world. Such a model can help learners to act locally, but with a globalized mind.
Highlights
1.1 Introduce the ProblemThrough education, people gain knowledge, change in attitude and behavior plus skills
The research reveals that literacy education based on local culture or local content can improve the quality of learning
A functional literacy education model designed in relation to local values can empirically improve the mastery of the basic competencies of learners
Summary
People gain knowledge, change in attitude and behavior plus skills. It is this hope which is the basic foundation of education (Abdulhak, 1990). All efforts made to improve the knowledge, behavior, and skills of an individual, must have an impact on one’s social well-being. In Indonesia, people’s awareness about the usefulness of education is evidenced in their efforts to educate children and the government’s encouragment of communities to set-up community learning centers for alternative education (Wamaungo, 2011). Centers for learning in communities, support the administration of educational activities and services of every individual willing to gain new skills. Educational services for illiterates and semi-illiterates are implemented through functional literacy education programs or activities. The Indonesian government considers fuctional literacy as one of the ways to meet the basic rights of its citizens as pointed out in the 1945 constitution
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