The manual is intended for training workshops on program and curriculum development for the post-literacy stages, since many countries successful in literacy work find that even greater challenges await them as erstwhile illiterates emerge from literacy classes as new literates. The emphasis is on programs and curricula to help new literates retain literacy skills, strengthen those skills, and put literacy to work in their daily lives. The first chapter defines illiteracy, pre-literacy, and literacy, describes four types of illiterates: complete, functional, technological, and vocational, and discusses post-literacy stages, adult education, nonformal education, rural development, use of print and non-print media, and curriculum/program development. The second chapter catalogs post-literacy needs: literacy retention programs, second chance formal education, systematic integration between literacy and developmental objectives, and socialization for ideal societies. A third chapter, on program/curriculum design, discusses national goals, the change process, organizational design/institution building, needs analysis/community diagnosis, counselling/guidance for adult learners, program/curriculum design issues and skills, and personnel training for post-literacy programs. Technical appendices describe post-literacy work in Tanzania, India, and Southeast Asia; discuss organizational literacy for functional literacy workers and design of delivery systems for learning resources in community education; and give the project description of a curriculum/program development workshop. (MH)