This bibliography presents and analyses selected books, articles and sample learning materials on functional illiteracy in industrialized countries from the holdings of the library of the Unesco Institute for Education. Some of the publications mentioned could be acquired thanks to the bibliographical references supplied by the International Bureau of Education and Unesco Headquarters on the occasion of the "Workshop of Specialists in Europe on Prevention of Functional Illiteracy and Integration of Youth into the World of Work" (December 1986).

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This study is a contribution to the project of the Unesco Institute for Education in Hamburg in co-operation with the German Commision for Unesco, Bonn. The project aims at developmenting educational strategies for the post-literacy training and continuing education programmes.

Download: Learning strategies for post-literacy and continuing education in Algeria, Egypt and Kuwait (PDF 6,56 MB)

For historical reasons and on account of economic backward-ness, eighty per cent of the whole population of old China were illiterate. New China, ever since its founding, has been conducting programmes of literacy, post-literacy and continuing education which, as practice has shown, are extremely important for the reconstruction of the country and the development of the nation. Remarkable achievements have been made, thanks to the leadership of the Communist Party and the Central People's Government, the concern and support of the governments at various levels, all the departments and...

Since 1972, the Unesco Institute for Education (UIE) has been conducting basic as well as developmental research on the concept of lifelong education and its implications for educational reforms and development. The activities of the Institute have been specifically focused on practical implications of this concept for the goals and content of education, learning strategies, evaluation and teacher education, covering the broad spectrum of formal, non-formal and informal systems of learning. The needs of both developed and developing countries have been kept in view throughout the planning...

Within the framework of a project on the Development of Learning Strategies for Post-literacy and Continuing Education in the Perspective of Lifelong Education, which the Unesco Institute for Education (UIE) has been carrying out since 1980, an orientation seminar for the Arab States was held in Hamburg from 28 October to 8 November, 1985.

Download: Final Report: Orientation Seminar for the Arab States on the Development of Learning Strategies for Post-literacy and Continuing Education in the...

The history of illiteracy has long been regarded as the history of the social and educational problems of developing countries. Illiteracy will doubtlessly remain in a serious problem for developing countries in coming decades despite the fact that numerous efforts have been made to reduce rates of illiteracy, that notable advances have been achieved with respect to increasing the level of public participation in formal and non-formal educational activities, and that more and more people are becoming aware of the problem of illiteracy.

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Kenya is a republic within the Organization of African Unity and the British Commonwealth of Nations. It attained its independence on 12th December, 1963, after 61 years of British colonial rule. The country is situated on the east coast of equatorial Africa. The surface area of 582,646 square kilometres includes 13,396 square kilometres of inland water. Ethiopia and Sudan are the northern neighbours, Uganda is on the west, Tanzania is the southern neighbour while Somalia and the Indian Ocean are to the east.

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Nonformal education is a world-wide phenomenon: systematic out-of-school activities designed to meet specific learning needs are to be found in developed and developing countries alike. The pervasiveness of nonformal education programs (NFEP's) is attributable in large part to their nature.

Download: Evaluation of nonformal education programs: the applicability and utility of the criterion-sampling approach (PDF 5,99 MB)

Since 1980 the Unesco Intitute for Education (UIE) has been carrying out a research and dissemination project on the Development of Learning Strategies for Post-literacy and Continuing Education of Neo-1iterates in the Perspective of Life-long Education. Within the framework of this project an orientation seminar for the Latin American and Caribbean region was held in Caracas, Venezuela from 24 September to 6 October 1984.

Download: Final report:Orientation Seminar for Latin America and the...

Efforts to establish universal primary education started a century ago. The vast majority of the industrialized nations stipulated that all children should complete secondary education. However, for Third World countries, universal primary education remains a dream that will prove difficult to achieve. This fact, coupled with population growth, are the two main reasons why, despite increases in literacy rates, the number of illiterate people worldwide continues to grow. Although the Soviet Union launched its literacy campaign at the end of 1919, adult education only really started to...