International Literacy Day

1994 ◽  
Author(s):  
Keyword(s):  
International Literacy

scholarly journals 1990, International Literacy Year

1970 ◽  
pp. 12
Author(s):  
Lebanese American University
Keyword(s):  
United Nations ◽  
Member States ◽  
International Literacy ◽  
The World ◽  
The United Nations ◽  
The Moment ◽  
Year 2000

The moment the United Nations declared 1990 as International Literacy Year, the international literacy movement began to consider how the year could strenghten the movement in every corner of the world. The U.N. plan of action is to "help member states in all regions to eradicate illiteracy by the year 2000".

scholarly journals Back to the Future?: Timor-Leste, Cuba and the return of the mass literacy campaign

1970 ◽  
Vol 18 (2) ◽  
pp. 58-74 ◽  
Author(s):  
Bob Boughton
Keyword(s):  
Latin America ◽  
Adult Literacy ◽  
Original Research ◽  
Literacy Campaign ◽  
Independence Movement ◽  
Timor Leste ◽  
International Literacy ◽  
Literacy Course ◽  
National Literacy ◽  
National Literacy Campaign

In December 2005, eleven Cuban educational advisers arrived in Timor-Leste to begin work on a national literacy campaign. Adapting the program known in Latin America as Yo, Sí Puedo (Yes I Can), the Cubans trained over 400 local tutors to run classes in every part of the country, using a method they call ‘alphanumeric’, delivered via audiovisual technology. The campaign was launched in March 2007, and the first classes began in June of that year. By September 2010, three years later, over 70,000 adults, over one fifth of the total illiterate population, had successfully completed a thirteen week basic literacy course. Drawing on original research undertaken in Timor-Leste between 2004 and 2009, followed by further investigations in May 2010 in Havana, Cuba, this paper describes the Timor-Leste campaign, locating it within the historical commitment of the country’s independence movement to adult literacy, and the broader context of Cuba’s international literacy work.

scholarly journals Ten Years of Adult Literacy Policy and Practice in Canada: Literacy Policy Tensions and Workarounds

2015 ◽  
Vol 17 (2) ◽  
pp. 4 ◽  
Author(s):  
Suzanne Smythe
Keyword(s):  
Public Education ◽  
Adult Literacy ◽  
Coming Of Age ◽  
Policy Networks ◽  
Learning Needs ◽  
Literacy Practice ◽  
Policy And Practice ◽  
Literacy Policy ◽  
International Literacy ◽  
Neoliberal Economics

The years 2003 – 2013 marked a coming-of-age in the adult literacy field in Canada, as it reconciled the politics of international literacy surveys and their accountability regimes with the actualities of literacy work among people caught in the nets of neoliberal economics. The concepts of policy networks, powerful literacies and workarounds are used to capture how educators attempt to escape or repair the effects of standardized accountability regimes to create new networks of adult literacy practice that reflect local learning needs and interests. The nexus of this struggle suggests consequences for the work of all educators within an emerging ‘new precariat’ and downgrading of public education spaces.

scholarly journals Programas de educação de jovens e adultos e pesquisa acadêmica: a contribuição dos estudos do letramento

2001 ◽  
Vol 27 (2) ◽  
pp. 267-281 ◽  
Author(s):  
Angela B. Kleiman
Keyword(s):  
International Literacy

O objetivo deste trabalho é apresentar elementos que permitam construir uma interface entre a pesquisa acadêmica e os programas no campo de Educação Básica de Jovens e Adultos. Serão discutidas contribuições para esses programas, que podem ser encontradas nos resultados das pesquisas qualitativas. Serão utilizados, em especial, dados obtidos de uma investigação, que se estendeu por cinco anos, de um projeto para formação do alfabetizador que visava a análise da interação entre professor e aluno em classes de alfabetização de jovens e adultos. A pesquisa em questão foi realizada em contextos naturais, com o objetivo de compreender uma determinada realidade social e não o estabelecimento de leis gerais. Portanto, a credibilidade dos resultados foi construída por meio da observação de múltiplos contextos e da obtenção de dados, por vários métodos, a partir das diversas perspectivas dos participantes nos contextos observados, por um período prolongado de tempo. Essa base empírica foi utilizada para avaliar as indicações do relatório encomendado pela Unesco ao Instituto Internacional de Alfabetização/Letramento (International Literacy Institute, EFA 2000) para apresentação no Fórum sobre Educação Mundial, realizado em Dacar em 2000, que apresentou, como um dos grandes desafios para o milênio, a permanência do alunos nos cursos de Educação Básica. Em relação ao problema do abandono dos cursos e programas pelos adultos, serão discutidos os fatores motivação e acessibilidade, apontados, nos documentos oficiais de desenvolvimento, como fatores relevantes para o sucesso ou fracasso dos programas.

Adult Literacy Development

1991 ◽  
Vol 12 ◽  
pp. 86-104
Author(s):  
JoAnn (Jodi) Crandall
Keyword(s):  
United Nations ◽  
Adult Literacy ◽  
Literacy Development ◽  
Number Of Factors ◽  
International Literacy ◽  
The United Nations ◽  
Year 2000

The 1980s experienced a worldwide increase in interest in adult literacy, culminating in the designation of 1990 as International Literacy Year by the United Nations, and the setting of a variety of international and national goals for the reduction or eradication of adult illiteracy by the year 2000. While attention to adult illiteracy resembles a pendulum, a number of factors have contributed to the current heightened awareness of this problem as well as interest in working toward its solution.

International Literacy Day

1969 ◽  
Vol 69 (1) ◽  
pp. 3
Author(s):  
Dr Kenneth Kaunda
Keyword(s):  
International Literacy
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