The TOSTAN 18-month program is comprised of six learning modules. Each module requires approximately two months and is presented in 24 two-hour sessions. Based on their work schedules, the learners choose the days and time of the classes. Most classes usually meet three times a week, every other day. This schedule was recognized as essential to sustained learning because it gave learners the time they needed to assimilate the new knowledge.

Reading and Writing

After spending time in the villages, the TOSTAN educators decided that a whole language approach to learning would best suit the Senegalese learners. Earlier traditional methods of teaching, where long periods were spent on letter repetition and syllable combination, had failed. The educators found that women in particular had a great deal of trouble with the traditional method because they lost the meaning of the words while concentrating on the letters and syllables. The whole language approach exposed the participants to real texts. By the end of the first module, learners could read and write their names, the name of their village, and even write letters with the help of the facilitator.

Math

The approach to teaching math was effective because of the emphasis on mathematical language and logic. Using the practical skills needed for community development as a basis for the lessons, the TOSTAN educators presented math concepts with real world skills as a goal. As an example, after mastering numbers from 10 to 100 using base 10, the participants immediately learned how to use the calendar and tell time. Then they used this new skill outside the classroom by planning activities using agendas and calendars. To promote sustained learning, the educators also incorporated math games to encourage the frequent practice of basic concepts.

Community Development Themes

A critical factor in the acceptance and success of these lessons was the reliance of the TOSTAN educators on a participatory pedagogical approach as the means to present community development themes. An example of this approach is the Oral Rehydration Solution (ORS), which prevents the dehydration caused by diarrhea. This condition is a frequent cause of death in infants under five years old in Senegal. Steps to mix and administer the ORS are taught using the following diverse active learning techniques. First, the teacher explains what diarrhea is and why it leads to dehydration. Then, the facilitator explains why and how the ORS works. Using colorful pictures on a flip chart to move from discussing previous ideas and traditional cures to demonstrating and preparing the ORS, the facilitator is able to engage the learners in discussion about a problem that they deal with often. The facilitator follows up by using a card game to help participants understand the elements for making the solution as well as the negative practices that can lead to diarrhea and dehydration. Because the game is fun, participants play it often, particularly after class hours.

As a result of these methods of teaching, the learners plan strategies based on what they have learned that will improve their communities' health conditions. They organize health groups to support mothers whose children suffer from diarrhea and ensure that the ingredients and utensils that are essential to producing the ORS are available.

Finally, the participants learn how to teach others. Using the same tools they have been taught with, they practice presenting this information to members of their families, neighborhood organizations, and to people in other villages. They are encouraged to discuss what they have learned with other people. This gives them a sense of empowerment because they are communicating important, life-saving messages and techniques.

Through these methods, the Senegalese villagers not only acquired literacy skills but also gained confidence in their ability to improve their living conditions.

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