Belgian associations and institutions began providing adult literacy courses approximately ten years ago. At that time, they were working in isolation due to a lack of response from governments and the public as a whole. As in other industrialised countries, illiteracy was generally thought to have been eliminated as a result of compulsory education and modern training methods.
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This is a book on evaluation, surely an important social concern today. Evaluation has become important for reasons both professional and political. Professional planners and managers want evaluation to ensure better implementation and, thereby, greater effectiveness of their programs. Politicians demand evaluations to promote greater accountability all round. Evaluations of literacy projects, programs and campaigns are being required for the same set of reasons.
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There has been an increasing concern the world over for the improvement of the quality of life of the people and for the achievement of a better life for both individuals and their collectives through education. As a corollary to this concern, various measures have been taken in many countries to implement policies for the democratization of educational opportunities and the recognition of education as a basic human right.
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As its title indicates, the project of the Unesco Institute for Education on the development of learning strategies for the post-literacy and continuing education of neo-literates is conceived in the broad perspective of lifelong education.
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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.
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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.
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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