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Author: Adama Ouane Publisher: ISBN: Category : Education Languages : en Pages : 466
Book Description
This document contains three parts: part 1 provides the framework of post-literacy; part 2 describes putting the learning strategies into action; and part 3 provides conclusions. In part 1, post-literacy is defined and learning strategies for post-literacy and continuing education are identified. In part 2, the following learning strategies are discussed: (1) using printed media, such as textbooks, supplementary reading materials, extension literature, and the rural or community press; (2) the use of radio, TV, and audiovisual media; (3) using distance education and correspondence courses; (4) rural libraries, mobile exhibitions, and museums; (5) traditional folk media and games; (6) local study and action groups; and (7) out-of-school programs, award-bearing schemes, institutions parallel to the school system, and other general and vocational nonformal courses. Part 3 includes two examples of the integrated use of learning strategies: Action for Popular Culture programs in Colombia and Village Continuing Education Centers in India. References and reading lists are included in each part. A glossary of terms and a listing of acronyms and abbreviations is provided. (CML)
Author: Adama Ouane Publisher: ISBN: Category : Education Languages : en Pages : 466
Book Description
This document contains three parts: part 1 provides the framework of post-literacy; part 2 describes putting the learning strategies into action; and part 3 provides conclusions. In part 1, post-literacy is defined and learning strategies for post-literacy and continuing education are identified. In part 2, the following learning strategies are discussed: (1) using printed media, such as textbooks, supplementary reading materials, extension literature, and the rural or community press; (2) the use of radio, TV, and audiovisual media; (3) using distance education and correspondence courses; (4) rural libraries, mobile exhibitions, and museums; (5) traditional folk media and games; (6) local study and action groups; and (7) out-of-school programs, award-bearing schemes, institutions parallel to the school system, and other general and vocational nonformal courses. Part 3 includes two examples of the integrated use of learning strategies: Action for Popular Culture programs in Colombia and Village Continuing Education Centers in India. References and reading lists are included in each part. A glossary of terms and a listing of acronyms and abbreviations is provided. (CML)
Author: Jiyuan Li Publisher: ISBN: 9789282010419 Category : Languages : en Pages : 284
Book Description
Many countries have recently launched massive programs to promote nation-wide adult literacy, but while these efforts have been commendable, it has been observed that neo-literates who acquire literacy through such programs have great difficulty in retaining it; hence an urgent need to develop suitable programs of post-literacy and continuing education has been felt. In 1980, Unesco's Institute for Education initiated a major research project designed to respond to this need. The research was carried out within the broad framework of lifelong education, and resulted in the series of case studies of which this volume is a part. The volume presents six national case studies from the Asian Region. They are: "Literacy and Continuing Education in China" (Li Jiyuan); "Learning Strategies for Post-Literacy and Continuing Education at the Basic Level in India" (D. V. Sharma); "The Development of Learning Strategies for Post-Literacy and Continuing Education of the Neo-Literates in the Perspective of Lifelong Education in Indonesia" (A. Iskandar et al.); "Learning Strategies for Post-Literacy and Continuing Education of the Neo-Literates in Nepal" (L. N. Belbase); "The Development of Learning Strategies for Post-Literacy and Continuing Education of Neo-Literates in the Perspective of Lifelong Education in Thailand" (N. Suntornpithug); and "Learning Strategies for Literacy Follow-up and Complementary Education in the Context of Lifelong Education in Vietnam" (Le Son). Each case study provides general background and context information, discusses general issues and policies, and describes specific techniques and/or programs for literacy, post-literacy, and continuing education. (YLB)
Author: R. H. Dave Publisher: ISBN: Category : Continuing education Languages : en Pages : 238
Book Description
Many countries have recently launched massive programs to promote nation-wide adult literacy, but while these efforts have been commendable, it has been observed that neo-literates who acquire literacy through such programs have great difficulty in retaining it; hence an urgent need to develop suitable programs of post-literacy and continuing education has been felt. In 1980, Unesco's Institute for Education initiated a major research project designed to respond to this need. The research was carried out within the broad framework of lifelong education, and resulted in the series of case studies of which this volume is a part. The document includes the following reports: "Literacy and Post-Literacy in the Framework of Continuing Education: The Algerian Experience" (Abdullatif Fetni); "Learning Strategies for Post-Literacy and Basic Level Education in Egypt in the Perspective of Lifelong Education" (Abdel Fattah Galal, Sami Nassar); and "Development of Learning Strategies for Literacy, Post-Literacy, and Continuing Education in Kuwait" (Yacoub A. Al-Sharah, Deeb Khabbas). Each report includes background information on the country and its educational system, a description of literacy and continuing education programs, and a discussion of learning strategies used. Numerous statistical tables and appendixes are also included. (CML)
Author: Helen Abadzi Publisher: World Bank Publications ISBN: 9780821328620 Category : Education Languages : en Pages : 110
Book Description
World Bank Discussion Paper 245. Experience shows that literacy levels are much more easily raised in children than in adults. Literacy is not easily transmitted to adults, and skills of neoliterates are not stable--a problem which can lower the ef
Author: Ravindra H. Dave Publisher: ISBN: 9789282010426 Category : Languages : en Pages : 0
Book Description
Many countries have recently launched massive programs to promote nation-wide adult literacy, but while these efforts have been commendable, it has been observed that neo-literates who acquire literacy through such programs have great difficulty in retaining it; hence an urgent need to develop suitable programs of post-literacy and continuing education has been felt. In 1980, Unesco's Institute for Education initiated a major research project designed to respond to this need. The research was carried out within the broad framework of lifelong education, and resulted in the series of case studies of which this volume is a part. The following papers are included: "Post-literacy and Lifelong Education of New Literates in Brazil" (A. M. Coutinho, L. M. Carmo Chaves, and V. Galveo);"Literacy, Post-literacy, and Continuing Education Programs in the Perspective of Lifelong Education in Colombia" (Lino Hurtado Bolivar); "The Development of Learning Strategies for Post-Literacy and Continuing Education in Jamaica" (Miriam Moulton-Campbell); and "The Development of Learning Strategies for the Post-Literacy and Continuing Education of Neo-Literates in Venezuela in the Perspective of Lifelong Education" (Antonio Valbuena Paz). The case studies discuss or provide some or all of the following components: general background information on the geography, economy, and political situation of the country under study; literacy and post-literacy initiatives; specific learning strategies (including sample instructional materials); demographic data; the organizational structure of the country's formal educational system; information on available nonformal education; and descriptive data on literacy trainees. (MN)
Author: Jo Bradley Publisher: Routledge ISBN: 1134558015 Category : Education Languages : en Pages : 273
Book Description
Open and distance learning has been used in many ways in the recent past to provide both primary education and adult education. The Commonwealth of Learning works with governments, schools and universities with the aim of strengthening the capacities of Commonwealth member countries in developing human resources required for their economic and social development. Many existing policy documents link distance education with new information and communication technologies, portraying them as a promising universal access and exponential growth of learning. This book answers the key questions to these issues and assesses the impact and effect of the experience of basic education at a distance all over the world and in a wide variety of forms. This is the first major overview of this topic for twenty years.
Author: George J. Andreopoulos Publisher: University of Pennsylvania Press ISBN: 9780812216073 Category : Education Languages : en Pages : 670
Book Description
Human Rights Education for the Twenty-First Century is a comprehensive resource for training, education, and raising awareness in a wide variety of settings, both formal and informal. A diverse group of contributors—experienced activists, education experts, and representatives of several international governmental organizations—provides a rich potpourri of ideas and real-world approaches to initiating, planning, and implementing programs for teaching people about their human rights and fundamental freedoms. This volume has been developed for a global audience of educators, scholars in many disciplines, nongovernmental organizations, and foundation officers.
Author: Adama Ouane Publisher: ISBN: Category : Adult education Languages : en Pages : 228
Book Description
This handbook (in English and French editions) presents training in its broadest sense, highlighting its function of providing trainees both with theoretical foundations and with instrumental competencies to carry out the roles and duties of middle and grassroots level adult educators. It constitutes an attempt to present various experiences and views on training problems and issues so that trainees can sort the evidence to make appropriate decisions. The handbook contains 14 chapters, organized in 3 parts. The first part presents a general framework within which training can be viewed. It contains three chapters that, respectively, define the conceptual issues related to adult education, profile the personnel involved in literacy at the middle and grassroots levels, and set forth the concept and guiding principles of training. The six chapters in the second part propose a systematic approach to the development of a training curriculum. Steps include identifying and assessing training needs, setting training objectives, determining and sequencing the training content, making the training process operational, and designing the evaluation of training. The third part focuses on implementation of the curriculum. Chapters concern trainers' roles and responsibilities, training of trainers, administrative aspects, and examples of training programs from nine developing countries. A concluding chapter comments on issues and needs. (KC)
Author: Adama Ouane
Author: Adama Ouane
Author: Unesco Institute for Education
Author: Jiyuan Li
Author: 
Author: R. H. Dave
Author: Helen Abadzi
Author: Ravindra H. Dave
Author: Jo Bradley
Author: George J. Andreopoulos
Author: Adama Ouane