International Trends and Issues in Adult Literacy and Illiteracy
Greetings. The following materials are intended to provide an Introduction to International Trends and Issues in Adult Literacy and Illiteracy. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Manjari Singh
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
A Literacy Overview from UNESCO
The International Adult Literacy Survey (IALS)
International Literacy Report (Statistics provided by the National Institute for Literacy)
Comparing adult literacy in developed nations
Papers from the ILI/UNESCO LAP 2nd Experts Meeting: Literacy Assessment Practices (LAP) in Selected Developing Countries, UNESCO, Paris, March 7-8, 2002
World literacy: what went wrong?
The Adult Literacy and Lifeskills Survey (ALL)
Education in States and Nations: Indicators Comparing U.S. States with Other Industrialized Countries in 1991
Adult Outreach Education Statistics from the World Bank
UNESCO Institute for Statistics
Citations from ERIC Database
AN: ED457411
Title: Literacy and development: ethnographic perspectives
Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
AU: Sticht,-Thomas-G.
TI: Reforming Adult Literacy Education: Transforming Local Programs into National Systems in Canada, the United Kingdom, & the United States.
PY: 2001
AV: For full text: http://www.nald.ca/fulltext/sticht/reformin/cover.htm.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED457411
DEM: *Access-to-Education; *Adult-Literacy; *Delivery-Systems; *Educational-Improvement; *Lifelong-Learning; *Literacy-Education
DER: Adult-Basic-Education; Comparative-Education; Computer-Uses-in-Education; Course-Content; Curriculum-; Developed-Nations; Educational-Administration; Educational-Finance; Educational-Legislation; Educational-Needs; Educational-Quality; Educational-Trends; Enrollment-; Federal-Legislation; Foreign-Countries; Futures-of-Society; International-Education; Outcomes-of-Education; Program-Effectiveness; Program-Evaluation; Standards-; Teacher-Qualifications
AB: National activities are underway in Canada, the United Kingdom, and the United States to extend the right to free elementary and fundamental education to adults, and to transform the many local, independently acting programs into systems of state-supported, free education for adults across the life span. This paper summarizes these activities in those three nations in these five categories: (1) scale of need, or determining how many adults are in need of adult basic skills education; (2) access to provision, or determining how many adults are aware of, have access to, and enroll in adult education and literacy education programs; (3) nature of provision, or determining the nature of the delivery system for meeting the needs of adult literacy provision, including the use of information and communication technology; (4) quality of provision, or determining the nature of and need for improved instructional quality, including teacher qualifications and establishing content and outcome standards for programs; and (5) accountability of provision, or improving methods for determining achievements of programs in terms of student learning outcomes and broader impacts for the adult, the family, the workplace, and the community. (Contains 14 references.) (KC)
AN: ED449320
AU: Osberg,-Lars
TI: Schooling, Literacy and Individual Earnings. International Adult Literacy Survey.
CS: Statistics Canada, Ottawa (Ontario).
PY: 2000
AV: Statistics Canada, Dissemination Division, Circulation Management, 120 Parkdale Avenue, Ottawa, Ontario K1A 0T6, Canada; Tel: 800-267-6677 (Toll Free); Fax: 877-287-4369 (Toll Free); e-mail: order@statcan.ca. For full text: http://www.statcan.ca (Catalogue no. 89-552-MIE, No. 7; $10 Canadian).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED449320
DEM: *Adult-Literacy; *Economic-Impact; *Outcomes-of-Education; *Scaling-; *Sex-Differences
DER: Adult-Education; Comparative-Analysis; Developed-Nations; Econometrics-; Educational-Benefits; Foreign-Countries; Least-Squares-Statistics; Literacy-Education; Salaries-; Salary-Wage-Differentials; Test-Selection; Wages-
AB: This paper uses direct measures of literacy skill levels provided by the International Adult Literacy Survey to estimate the return to literacy skills. Using a very simple human capital earnings equation and standard ordinary least squares regression, it tested estimates of the return to literacy skills for their robustness to alternative scalings of literacy attainment. The paper emphasizes the importance of alternative possible scalings of literacy scores, because literacy scores are inherently ordinal, not cardinal, numbers. The paper explores the sensitivity of econometric results to a range of monotonic transformations of literacy scores and concludes that, particularly for males, much of the economic return yielded by education is due to literacy skills--perhaps as much as 40-45 percent. Other conclusions are that, while education has a higher overall rate of return for females than for males, not as much of that return is explained by literacy; literacy may also account for a larger proportion of the impact of education on earnings among those with higher literacy skills; and literacy does affect earnings over quite a wide range of metrics. Alternative possible scalings of literacy scores also imply that the rankings of Canadian provinces in average literacy vary with the scaling adopted, sometimes quite dramatically. Appendixes contain 18 endnotes and 29 references. (YLB)
AN: ED449361
TI: Literacy in the Information Age: Final Report of the International Adult Literacy Survey.
CS: Statistics Canada, Ottawa (Ontario).; Organisation for Economic Cooperation and Development, Paris (France).
PY: 2000
AV: OECD Washington Center, 2001 L Street N.W., Suite 650, Washington, D.C., 20036-4922; Tel: 202-785-6323 or 800-456-6323 (Toll Free); Fax: 202-785-0350; E-mail: washington.contact@oecd.org; Web site: http://www.oecd.org/els/education/literacy (OECD Code: 812000051P, $31).
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Adult-Literacy; *Education-Work-Relationship; *Educational-Attainment; *Literacy-Education; *Skill-Development
DER: Adult-Basic-Education; Adult-Learning; Comparative-Analysis; Definitions-; Developed-Nations; Developing-Nations; Educational-Benefits; Educational-Needs; Educational-Trends; Employment-Level; Employment-Patterns; Foreign-Countries; Functional-Literacy; Futures-of-Society; Information-Literacy; Labor-Market; Needs-Assessment; Outcomes-of-Education; Predictor-Variables; Reading-Instruction; Reading-Skills; Salary-Wage-Differentials; Tables-Data; Teaching-Methods; Trend-Analysis
AB: Data drawn from 3 cycles of data collection for the International Adult Literacy Survey (IALS) were analyzed to identify the levels and distributions of literacy skills in the adult populations of 20 countries. The following were among the main conclusions: (1) in 14 of the countries, at least 15% of all adults have literacy skills at only the most rudimentary level, making it difficult for them to cope with the rising skill demands of the information age; (2) low literacy skills are found not just among marginalized groups but also among significant portions of the adult populations in all 20 countries; (3) educational attainment is the most important predictor of literacy proficiency; (4) higher levels of literacy skills in the work force are associated with larger proportions of knowledge jobs in the economy. (The end-of-chapter reference lists contain 82 references. Fifty tables/figures are included. Appendixes, constituting approximately 50% of the document, contain the following: (1) definitions of literacy performance on three scales; (2) discussion of the survey's methodology and data quality; (3) notes on the international comparability of IALS data; (4) data values for the figures; (5) the source database for the IALS; and (6) lists of principal participants in the project.) (MN)
AN: ED453359
AU: Indabawa,-Sabo-A., ed.; Oduaran,-Akpovire, ed.; Afrik,-Tai, ed.; Walters,-Shirley, ed.
TI: The State of Adult and Continuing Education in Africa.
PY: 2000
AV: Department of Adult and Nonformal Education, Faculty of Education, University of Namibia, Private Bag 13301, Windhoek, Republic of Namibia. e-mail: sindabawa@unam.na or akisani2000@yahoo.com.
PR: EDRS Price MF01/PC11 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED453359
DEM: *Adult-Education; *Adult-Literacy; *Continuing-Education; *Educational-Needs; *Educational-Policy; *Educational-Trends
DER: Access-to-Education; Adult-Learning; Annotated-Bibliographies; Case-Studies; Change-Strategies; Cultural-Differences; Cultural-Pluralism; Definitions-; Delivery-Systems; Distance-Education; Economic-Climate; Educational-Attitudes; Educational-Change; Educational-History; Educational-Research; Educational-Resources; Foreign-Countries; Futures-of-Society; Illiteracy-; International-Cooperation; International-Educational-Exchange; Lifelong-Learning; Literacy-Education; Needs-Assessment; Nonformal-Education; Open-Education; Policy-Formation; Political-Attitudes; Postsecondary-Education; Research-Needs; State-of-the-Art-Reviews; Training-; Trend-Analysis; Womens-Education
AB: This document contains 21 papers examining the state of adult and continuing education in Africa. The following papers are included: "Introduction: An Overview of the State of Adult and Continuing Education in Africa" (Akpovire Oduaran); "Setting the Tone of Adult and Continuing Education in Africa" (Michael A. Omolewa); "Significant Post Independence Developments in Adult and Continuing Education in Africa" (Tai Afrik); "Research and Scholarship in Adult and Continuing Education in Africa" (Akpovire Oduaran); "From Adult Education to Lifelong Learning in Southern Africa over the Last Twenty Years" (Shirley Walters, Kathy Watters); "The State of Adult and Continuing Education in Botswana" (Gbolagade Adekanmbi, Oitshepile Modise); "Creating a Knowledge Society through Distance and Open Learning in Cameroon" (Ajaga Nji); "The State of Adult Literacy in the Democratic Republic of Congo" (Ikete E. Belotsi, Muntumosi Atukimba); "Research Priorities in Adult and Continuing Education in Kenya" (Florida A. Karani); "The State of Adult and Continuing Education in Lesotho" (Lephoto H. Manthoto, Dele Braimoh, and A. Adeola); "The State of Adult and Continuing Education in Madagascar" (Violette Rabakoarivelo, Rakotozafy-Harisson, Solo Randriamahaleo); "Diversity of Adult and Nonformal Education Provisions in Namibia" (Sabo A. Indabawa); "Continuing Education Policy Provisions and Options in Nigeria" (Gidado Tahir); "The State of Adult and Continuing Education in Senegal" (Lamine Kane); "The Political and Social Contexts of Adult Education and Training in South Africa" (Zelda Groener); "The Development and Provision of Adult Education and Literacy in Zambia" (Derek C. Mulenga); "The State of Adult Literacy Education in Zimbabwe" (Stanley T. Mpofu); "Re-Defining Adult and Continuing Education in Africa" (Paul Fordham); "Inventing a Future for Adult Education in Africa" (H.S. Bhola); "International Cooperation in Adult Education: A German View of Focus on Africa" (Heribert Hinzen); and "Annotated Bibliography of 44 Selected Works of Jones Akinpelu" (Sabo A. Indabawa). (Most papers contain substantial bibliographies.) (MN)
AN: EJ621883
AU: Hamilton,-Mary; Barton,-David
TI: The International Adult Literacy Survey: What Does It Really Measure?
PY: 2000
SO: International-Review-of-Education; v46 n5 p377-389 Sep 2000
NT: Special Issue: Literacy in the Age of Information--Knowledge, Power or Domination? An Assessment of the International Adult Literacy Survey.
DEM: *Adult-Basic-Education; *Adult-Literacy; *Cross-Cultural-Studies; *National-Surveys; *Test-Bias; *Test-Interpretation
DER: Cultural-Differences; Educational-Assessment; Functional-Literacy; Knowledge-Level; National-Norms
AB: Evaluates the International Adult Literacy Survey (as reported in OECD 1997) from a New Literacy Studies perspective. Criticism of the survey includes charges that: it provides only a partial picture of literacy; culture is treated as bias; and the test items do not represent the real-life items as claimed. Contains 30 references. (PGS)
AN: ED435817
AU: Cyr,-Angela-V..
TI: Overview of Theories and Principles Relating to Characteristics of Adult Learners: 1970s-1999.
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED435817
DEM: *Adult-Learning; *Adult-Students; *Educational-Principles; *Learning-Theories; *Student-Characteristics; *Theory-Practice-Relationship
DER: Adult-Education; Andragogy-; Educational-Research; Educational-Theories; Literature-Reviews; State-of-the-Art-Reviews; Trend-Analysis
AB: In the early 1960s, European adult educators developed a new theoretical model of adult learning called "andragogy." In 1968, Malcolm Knowles introduced the concept of andragogy into U.S. adult education literature and identified four primary assumptions about adult learners: adults become increasingly independent and self-directing; they accumulate experience that becomes a resource for learning; they orient their formal and informal learning around their social and work roles; and they orient their learning toward performance rather than subject. From the early 1970s through the late 1980s, Knowles and other experts in the field of adult education initiated and advanced assumptions, theories, principles, and practices related specifically to characteristics of adult learners and advanced the theory that andragogical theories and principles were applicable to learners of all ages, depending on individual learners' developmental levels and learning situations. Although many authors published in the 1990s support these earlier works, other authors have expressed concerns about the direction of the fields of adult education and learning theory, including language particular to the field, the lack of an acceptable general theory of adult learning, and the need for additional research to validate prior positions and expand knowledge about certain aspects of andragogy. (Contains 38 references.) (MN)
AN: ED434209
TI: Defining Adult Literacy--Again. Literacy Discussion Paper.
CS: Adult Literacy Information Office, Ashfield (Australia).
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED434209
DEM: *Adult-Literacy; *Definitions-; *Educational-Needs; *Educational-Objectives; *Literacy-Education
DER: Adult-Basic-Education; Education-Work-Relationship; Foreign-Countries; Literature-Reviews; National-Surveys; Needs-Assessment; Numeracy-; Position-Papers
AB: Adult literacy is a context-dependent, purposeful, and constantly changing phenomenon. What counts for literacy at the end of the 20th century is not what counted for literacy at the beginning of the century. Literacy is the ability to read, use written information, and write appropriately in a range of contexts. Literacy also includes the recognition and meaning of numbers and basic mathematical formulas within texts. Literacy must change over a lifetime. The 1989 national survey of adult literacy in Australia (No Single Measure) broke new ground by adopting a definition of literacy as social practice. The most recent evidence of the extent of literacy and numeracy difficulties experienced by Australia's population comes from the 1996 Survey of Aspects of Literacy (SAL) (n=9,302). By conducting the SAL, the Australian Bureau of Statistics (ABS) became part of the International Adult Literacy Survey. According to the ABS survey, the percentages of Australians with very poor, poor, moderate, and good/very good literacy skills are 19%, 26%, 35%, and 17%, respectively. The decision to base literacy programs on a remedial or developmental approach will depend on how literacy is defined. The ABS survey also showed a clear link between literacy and work. (Contains 32 references.) (MN)
AN: ED435003
TI: Literacy Research, Evaluation and Statistics. Ensuring Universal Rights to Literacy and Basic Education. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997).
CS: United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education.
PY: 1999
AV: For full text:
NT: For other booklets in this series, see CE 079 178-206.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED435003
DEM: *Developing-Nations; *Educational-Research; *Literacy-Education; *Research-Needs; *Statistics-
DER: Adult-Basic-Education; Adult-Literacy; Educational-Policy; Foreign-Countries; Information-Needs; Program-Evaluation; Relevance-Education; Research-Methodology
AB: Although adult literacy programs exist in almost every country throughout the developing world, comprehensive information on their capacity, performance, and impact is seriously lacking. This deficiency has direct consequences for the effectiveness of developing countries' national literacy education policies. Reasons for the lack of data include the popular character of adult literacy programs with their grassroots, bottom-up, participatory approach and the fact that, in some countries, the private sector has taken over adult literacy. The knowledge base on adult literacy programs must be improved and broadened to enable policymakers and donor agencies to understand literacy programs' context, grasp learners' needs, and discuss programs' effectiveness and relevance by capturing the continuum of literacy abilities that goes beyond the simplistic literacy/illiteracy dichotomy. Effective monitoring and evaluation are needed to ensure the quality of adult literacy programs. The International Adult Literacy Survey is a good demonstration of how to use the best of education assessment technology to gather data on a broad range of individual literacy skills and examine basic skills from a continuum or scale perspective. In assessing requests for assistance, donor agencies are interested in research, evaluation, and statistics regarding the planning and implementation of adult literacy programs. (MN)
AN: ED449359
AU: Rassool,-Naz
TI: Literacy for Sustainable Development in the Age of Information. Language and Education Library 14.
PY: 1999
AV: Multilingual Matters, c/o UTP Distribution, 2250 Military Road, Tonowanda NY 14150, USA; Web site: http://www.multilingual-matters.com (ISBN: 1-85359-433-4 (cloth) $83.95; ISBN: 1-85359-432-6 (paper) $34.95).
PR: Document Not Available from EDRS.
DEM: *Adult-Literacy; *Educational-Needs; *Functional-Literacy; *Literacy-Education; *Social-Development; *Sustainable-Development
DER: Adjustment-to-Environment; Adult-Basic-Education; Citizenship-Education; Communication-Skills; Competence-; Computer-Literacy; Computer-Uses-in-Education; Cultural-Context; Definitions-; Democracy-; Democratic-Values; Developed-Nations; Developing-Nations; Economic-Development; Educational-Environment; Educational-History; Educational-Policy; Educational-Trends; English-; Experiential-Learning; Global-Approach; Individual-Power; Information-Literacy; Information-Technology; International-Educational-Exchange; Internet-; Mass-Instruction; Needs-Assessment; Nongovernmental-Organizations; Outcomes-of-Education; Policy-Formation; Political-Power; Political-Socialization; Power-Structure; Reading-Skills; Role-of-Education; Social-Change; Technological-Advancement; Theory-Practice-Relationship; Trend-Analysis; Womens-Education
AB: This book examines literacy for sustainable development in the age of information. It begins by discussing the relationship between literacy and hegemony, social policy, national language policy, colonial relations, and postcolonial realities. Also discussed in the introduction are views and definitions of literacy and considerations in mapping a typology of literacy. Part 1 explores the theoretical frameworks of literacy and the disparate ways literacy has featured in academic discourse. Part 2, which focuses on older literacy discourses and practices within the framework of the nation-state, contains chapters devoted to the following issues: (1) literacy as a social practice in terms of its relationship with institutions, political systems, structures, and processes within the nation-state; (2) historical links between literacy and social development; and (3) lessons from the mass literacy campaigns that featured in the drive for modernization in the 1970s. Part 3, which considers the impact of globalization on literacy concepts and definitions, addresses the following topics: (1) technological and cultural transformations; (2) changing definitions of "text" within the information society; (3) conceptualizing literacy, knowledge, and power in the information society; and (4) moving toward "communicative competence" for democratic participation in the information society. (Ten tables/figures are included. The bibliography lists 317 references.) (MN)
AN: ED416424
AU: Puchner,-Laurel-D.
TI: Adult Literacy in Developing Countries: A Contemporary Annotated Bibliography.
CS: International Literacy Inst., Philadelphia, PA.
PY: 1998
AV: Literacy Research Center, Graduate School of Education, University of Pennsylvania, 3910 Chestnut Street, Philadelphia, PA 19104-3111; phone: 215-898-2100; fax: 215-898-9804; World Wide Web: http://www.literacyonline.org
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED416424
DEM: *Adult-Literacy; *Developing-Nations; *Females-
DER: Adult-Programs; Annotated-Bibliographies; Cultural-Context; Empowerment-; Foreign-Countries; Functional-Literacy; Health-; Illiteracy-; National-Programs; Psychology-; Public-Policy; Quality-of-Life; Sex-Differences; Teaching-Methods; Workplace-Literacy
AB: This bibliography provides a list of 65 selected works on the topic of adult literacy in developing countries. It is a contemporary list, including only works published in the last 15 years. The works are organized into subject categories. Works are listed only once; in cases where a work could be listed under more than one category, it is listed according to its most salient theme. Each entry consists of these components: author, date, title, source and pagination or place and date of publication, and annotation. The 65 works are organized into these 12 subject categories: general, cultural and psychological issues, instructional issues, gender, language and literacy, literacy and health, workplace literacy, planning and implementation of adult literacy programs, assessment and evaluation, post-literacy, policy issues in literacy development, and national literacy campaigns and programs. (YLB)
AN: ED420843
AU: Hyslop-Margison,-Emery-J.; Margison,-Judith-Ann
TI: The Organization for Economic Cooperation and Development: Functional Literacy and Corporate Agendas.
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED420843
DEM: *Agenda-Setting; *Developed-Nations; *Functional-Literacy; *Global-Approach; *Language-Role
DER: Foreign-Countries; Human-Resources; Literacy-Education
AB: This paper examines the conception of functional literacy advanced by the Organization for Economic Cooperation and Development (OECD), a 29-member organization of leading industrialized countries, as part of its 1994 International Adult Literacy Survey (IALS). The paper suggests that embedded within this conception of literacy and the discourse from which it evolves is an entire economic agenda. It notes that the IALS study developed a scale of literacy performance to allow comparisons of literacy between people within a wide range of abilities and across cultures and languages. According to the paper, OECD's perspective is that literacy's primary function is to satisfy the human resource demands of the global corporate community. The paper contends that OECD's conception of literacy is divided into three distinct strands: prose, document, and quantitative, and that within those strands, the learner's function is to extract the information contained in text and apply it in a specific, predetermined manner. The paper argues that it is misguided to believe that language is a neutral medium to convey objective ideas--for example, although the prevailing corporate discourse presents the free market system as a force of nature similar to the law of gravity, an economic system constructed to empower some individuals over others is not the same as an inexorable natural law. The paper concludes that like other educational concepts, models of literacy instruction contain social theories or models of social order, social power, and social change. (NKA)
AN: ED451408
AU: Wagner,-Daniel-A.
TI: Literacy Assessment for Out-of-School Youth and Adults: Concepts, Methods and New Directions. ILI Technical Report.
CS: International Literacy Inst., Philadelphia, PA.
PY: 1998
AV: For full text: http://literacyonline.org/products/ili/pdf/TR9809.pdf.
NT: Paper was originally prepared for the Expert Seminar on Literacy in Out-of-School Youth and Adults (Paris, France, June 22-24, 1998), co-sponsored by the International Literacy Institute (ILI) and UNESCO.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED451408
DEM: *Adult-Literacy; *Comparative-Education; *Educational-Assessment; *Evaluation-Methods; *International-Cooperation; *Skill-Development
DER: Academic-Achievement; Adolescents-; Adult-Basic-Education; Comparative-Analysis; Data-Collection; Developing-Nations; Foreign-Countries; Global-Approach; National-Surveys; Out-of-School-Youth; Secondary-Education; Vocabulary-
AB: A critical need remains for a practical and low-cost methodology to bridge the gap between methodologies for assessment of literacy at the national survey level. At the program level, it must be able to be used effectively by those in developing countries with limited funds but major literacy problems. Etic (external, quantifiable, comparison-oriented) measures are clearly important in understanding how people acquire literacy, how educators and policymakers view literacy, and how economic and societal systems interact in an increasingly interdependent world. Collection of international statistics on literacy poses problems that specialists have debated. With the greater need for direct measurement and increased technical capacity for such measurement in developing countries, clarification of issues is occurring in language policy and multilingualism; classification; international comparability of data; and measuring the consequences of literacy. The Education for All approach that emphasizes measuring learning achievement and widening the view to beyond the 3Rs raises definition issues. National and local program needs are artificially separated by goals and tools typically used in these two domains. Confusion exists with regard to the terminology used to describe methods for literacy assessment. Challenges to validity of literacy assessment tools are cross-cultural comparison, targets and "minimum" levels of achievement, and technical/statistical challenges. (Contains 51 references.) (YLB)
AN: ED428032
TI: Highlights from the Second World Congress of Education International (2nd, Washington, DC, July 1998).
CS: Education International, Brussels (Belgium).
PY: 1998
AV: General Secretary, Education International, 155, Boulevard Emile Jacqmain (8th Floor), 1210 Brussels, Belgium; Tel: 32-2- 224-0611; Fax: 32-2-224-0606; e-mail: educint@ei-ie.org; Web site: http://www.ei-ie.org
NT: Papers presented at the World Congress of Education International (2nd, Washington, DC, July 1998).
PR: EDRS Price MF01/PC07 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED428032
DEM: *Educational-Improvement; *Public-Education
DER: Child-Labor; Children-; Comprehensive-School-Health-Education; Cultural-Awareness; Educational-Finance; Elementary-Secondary-Education; Environment-; Equal-Education; Females-; Feminism-; Foreign-Countries; Global-Approach; Health-Promotion; Higher-Education; Homosexuality-; Illiteracy-; Indigenous-Populations; Information-Technology; Nuclear-Warfare; Peace-; Preschool-Education; Preservice-Teacher-Education; Refugees-; Teacher-Salaries; Teaching-Conditions; Teaching-Occupation; Vocational-Education; War-
AB: The papers in this volume reflect the general theme of the conference, which includes issues that will shape the future of Education International and of education for decades to come. The first half of the publication includes speeches by the following individuals: (1) Mary Hatwood Futrell, President, Education International; (2) Sandra Feldman, President, American Federation of Teachers; (3) Bob Chase, President, National Education Association; (4) Bill Jordan, General Secretary, International Confederation of Free Trade Unions; (5) Katherine Hagen, Deputy Director-General, International Labor Office; (6) Federico Mayor, Director-General, UNESCO; (7) Fred van Leeuwen, General Secretary, Education International; (8) Hans Engelberts, General Secretary, Public Services International; (9) Gaston de la Haye, General Secretary, World Confederation of Teachers; (10) Maris O'Rourke, Director, Education Department, The World Bank; (11) John J. Sweeney, President, AFL-CIO; (12) Kofi A. Annan, Secretary General, United Nations; (13) Eadie Shanker, Widow of Al Shanker, Education International Founding President; (14) Shantha Sinha, Mamidipudi Vekatarangaiya Foundation (India), Albert Shanker International Education Award Recipient; and (15) Bill Clinton, President of the United States of America. The second half of the publication presents the text of the 36 resolutions passed by the Congress. (SM)
AN: EJ586425
AU: Hautecoeur,-Jean-Paul
TI: A Political Review of International Literacy Meetings in Industrialized Countries, 1981-1994.
PY: 1997
SO: International-Review-of-Education-Internationale-Zeitschrift-fuer-Erziehungswissenschaft-Revue-Internationale-de-l'Education; v43 n2-3 p135-58 1997
DEM: *Adult-Literacy; *Developed-Nations; *Functional-Literacy; *Global-Approach; *Illiteracy-
DER: Basic-Skills; Educational-Change; Educational-Policy; Educationally-Disadvantaged; Government-School-Relationship; Politics-of-Education
AB: Presents a historical survey of the official discourse on functional literacy in the industrialized countries on the basis of the reports of 20 seminars and international conferences linked to UNESCO. Underlines broad geopolitical tendencies of the literacy movement. Concludes with a typology of principal political tendencies. (42 citations) (VWC)
AN: ED400381
AU: Imel,-Susan; Kerka,-Sandra
TI: Women and Literacy: Guide to the Literature and Issues for Woman-Positive Programs. Information Series No. 367.
CS: ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
PY: 1996
AV: Publications, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090 (order no. IN367: $9.75).
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED400381
DEM: *Equal-Education; *Feminism-; *Literacy-; *Literacy-Education; *Womens-Education
DER: Adult-Basic-Education; Adult-Literacy; Annotated-Bibliographies; Educational-Practices; Females-
AB: This publication is intended to support the effort to focus literacy programs on women. It serves as a guide to the information and resources related to women and literacy and to assist the development of woman-positive programs. The first part of the guide describes the literature base, depicting the subject areas from which the resources are drawn and providing an organizing framework that classifies the materials by type. An explanation of how to find this information in the ERIC database is given. An annotated bibliography of 150 resources is organized according to the framework. The second part of the guide is an analysis of this information. The issues and trends emerging from this growing literature base are reviewed. The next chapter explores the topic of women as learners in more depth, including such questions as What is literacy? Why should women acquire literacy skills? and How should they acquire them? This section describes elements of an inclusive, learner-centered, woman-positive learning environment in which women can develop their skills. Specific practices for that environment are presented in the next section. The guide concludes with an annotated list of organizations that provide information and materials on women and literacy. Contains 140 references. (SK)
AN: EJ533633
AU: Cuban,-Sondra; Hayes,-Elisabeth
TI: Women in Family Literacy Programs: A Gendered Perspective.
PY: 1996
SO: New-Directions-for-Adult-and-Continuing-Education; n70 p5-16 Sum 1996
DEM: *Females-; *Literacy-Education; *Womens-Education
DER: Adult-Basic-Education; Educational-Needs
AB: The transmission model of family literacy devalues women's home literacy practices and conceives of women primarily as conduits. It implies a simple cause-and-effect relationship with children's achievement. It obscures women's desire for change, the conflicts they experience in attempting to change, and cultural differences among women. (SK)
AN: ED407485
AU: Lim,-Joan-B.
TI: Women and Literacy: Definition of Literacy, the Causes and Manifestations of Illiteracy, and Implications for the Educator.
PY: 1996
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED407485
DEM: *Adult-Literacy; *Educational-Needs; *Educational-Objectives; *Illiteracy-; *Literacy-Education; *Womens-Education
DER: Adult-Basic-Education; Definitions-; Developing-Nations; Foreign-Countries; Position-Papers; Teaching-Methods
AB: In societies with rich oral traditions in which knowledge and wisdom are transmitted by way of mouth, through recitation, song and drama, the inability to read and write does not mean ignorance or lack of intelligence. Literacy is, however, essential for gaining legal and socioeconomic rights. Literacy campaigns should therefore involve changing the existing social, political, and economic structures. Literacy is also a women's issue. Although the world illiteracy rate has decreased from 44% in 1950 to 25% in 1990, the proportion of women in the world's total nonliterate population is increasing steadily (it had increased to 60% by 1980). Among the reasons for higher illiteracy rates among women are following: the technologies of goods production, the nature of human reproduction, and institutionalization of violence in the state. Literacy teachers working with women in developing countries must first convince women of their need for literacy. Women themselves should determine their literacy programs' objectives, and literacy's benefits in terms of empowerment and social change should be explained to them. Programs should emphasize knowledge over product, and teaching materials should be relevant to women's situation and give them legal, social, and political knowledge so that they can change their condition. As in developed nations, literacy programs in developing nations should be based on two-way flow of information between students and teachers. (MN)
AN: ED413497
AU: Medel-Anonuevo,-Carolyn, ed.
TI: Women Reading the World. Policies and Practices of Literacy in Asia. UIE Studies 6.
CS: United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education.
PY: 1996
PR: EDRS Price MF01/PC06 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED413497
DEM: *Adult-Literacy; *Educational-Policy; *Educational-Practices; *Literacy-Education; *Womens-Education
DER: Adult-Basic-Education; Case-Studies; Community-Development; Community-Education; Community-Programs; Educational-Improvement; Educational-Needs; Educational-Strategies; Empowerment-; Foreign-Countries; Government-School-Relationship; Illiteracy-; Lifelong-Learning; Nonformal-Education; Outcomes-of-Education; Theory-Practice-Relationship
AB: Papers from national seminars in five countries documenting the literacy practices that have developed through time include: "Preface" (Medel-Anonuevo); "Introduction"; "Illiteracy Eradication in Vietnam; Past Achievements and Orientation for Development in the New Stage" (Mac); "Brief Situationer of Women's Literacy in Bangladesh" (Huq); "Bangladesh Government Literacy Initiative: The Integrated Nonformal Education Program (INFEP)" (Rahman); "Brief Situationer of Women's Literacy in India" (Dighe); "Literacy Policies and Programs for Women in the Philippines"; "History of Literacy Efforts and Current Policies on Women's Literacy" (Sese); "Engendering Adult Literacy" (Clarke); "Educational Strategies for Women--A Case Study of Mahila Samakhya, Banda" (Samakhya); "The Literacy Program of Friends in Village Development Bangladesh (FIVDB)" (Khandakar); "Models of Literacy Program in Nepal"; "Linking Total Literacy to Universal Elementary Education" (Rampal); "Two Views on Literacy Strategies in India" (Priyam, Sundaraman); "Innovations in Literacy Practice in Nepal"; "Case Study of Bihar Mahila Samakhya" (Sujita); "Some Notes on Non-formal Education for Women in Thailand" (Leesuwan); "German Government Organization for Technical Cooperation/Basic Education for Afghan Refugees--Female Literacy" (Adam); "The Education Forum's Literacy-Numeracy Program" (Sipin); "Some Tips in Doing Literacy Work" (Doronila); "Maori Development Committee of the Adult Reading and Learning Assistance" (Grey); "Korean Research Institute for Women's Life" (Chan); "The Literacy Circle" (Sundaraman); "Development of Methods and Instructional Materials for Women in Bangladesh" (Kabeer); "On Language and Indigenous Knowledge"(Doronila); "Language and Representation" (Rampal); "Development of Literacy Learning Materials for Women" (Thong); "Choice of Words for Literacy Curriculum and Materials"; "Analysis of Total Literacy Campaign Primers" (Patel); "Incorporating Health Education in Literacy Efforts" (Sundaraman); "The Content of Functional Knowledge in Literacy Programs for Women in Vietnam" (Thai, Bui); "Impact of Literacy on Women in India" (Dighe); "Concerns on Literacy Practices in Bangladesh"; "Theory and Practice of Women's Literacy in Bangladesh: Problems and Issues" (Latif); "Women's Empowerment Strategies in Post-Literacy Campaigns--Some Experiences from Tamil Nadu" (Sudha); "Problems of Literacy Programs in Nepal"; "Summary of the Main Points Raised in the National and Regional Seminars"; "The Challenges Ahead" (Ramdas); and "Summary of the Main Issues Discussed in the Second Day of the Regional Seminar" (Doronila). (MN)
AN: ED378570
AU: Binkley,-Marilyn, ed.; and-others
TI: Methodological Issues in Comparative Educational Studies: The Case of the IEA Reading Literacy Study.
CS: Westat, Inc., Rockville, MD.
PY: 1995
PR: EDRS Price MF01/PC12 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED378570
DEM: *Comparative-Analysis; *Cross-Cultural-Studies; *Data-Interpretation; *Reading-Achievement; *Reading-Research; *Research-Methodology
DER: Global-Approach; Grade-4; Grade-9; Intermediate-Grades; Junior-High-Schools; Methods-Research; Research-Design
AB: This report discusses various methodological issues confronted in the Reading Literacy Study conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and issues relating to analysis of the data. The study analyzed in the report involved fourth- and ninth-grade students (9-year-olds and 14-year-olds) in 32 countries. Chapters in the report are: (1) "Issues in Sampling for International Comparative Studies in Education: The Case of the IEA Reading Literacy Study" (Keith Rust); (2) "Estimation, Sampling Errors, and Design Effects" (Edward Bryant); (3) "Handling Item Nonresponse in the U.S. Component of the IEA Reading Literacy Study" (Marianne Winglee and others); (4) "Assessing the Dimensionality of the IEA Reading Literacy Data" (Nadir Atash); (5) "Exploring the Possibilities of Constructed-Response Items" (Barbara Kapinus and Nadir Atash); (6) "Interpreting the IEA Reading Literacy Scales" (Irwin S. Kirsch and Peter B. Mosenthal); (7) Creating a Measure of Reading Instruction" (Marilyn R. Binkley and others); (8) "Hierarchical Models: The Case of School Effects on Literacy" (Steve W. Raudenbush); and (9) "Synthesizing Cross-National Classroom Effects Data: Alternative Models and Methods" (Steven W. Raudenbush and others). Contains 30 references. An appendix presents empirical Bayes and Bayes estimation theory for two-level models with normal errors. (RS)
AN: ED377475
AU: Verhoeven,-Ludo, ed.
TI: Functional Literacy: Theoretical Issues and Educational Implications. Studies in Written Language and Literacy, Volume 1.
PY: 1994
AV: John Benjamins North America, 821 Bethlehem Pike, Philadelphia, PA 19118-0519 (paperback: ISBN-1-55619-317-3, $29.95; hardback: ISBN-1-55619-316-5).
PR: Document Not Available from EDRS.
DEM: *Developed-Nations; *Developing-Nations; *Functional-Literacy
DER: Adult-Literacy; Cross-Cultural-Studies; Elementary-Education; Foreign-Countries; Global-Approach; Social-Influences; Theory-Practice-Relationship
AB: Opening up new perspectives in the study of literacy, this book presents 25 essays that bring together current research findings from linguistics, psychology, sociology, and anthropology. Essays in the book discuss theoretical questions related to the definition and modeling of the construct of functional literacy; the notion of literacy development; literacy in developing societies; literacy in industrialized societies; and promotion of functional literacy through education. After an introduction ("Modeling and Promoting Functional Literacy" by Ludo Verhoeven), essays in the book are "Literacy, Myths and Legacies: Lessons from the History of Literacy" (Harvey J. Graff); "The Construct of Oral and Written Language" (Claire Blanche-Benveniste); "Text Processing and Its Relevance for Literacy" (Leo Noordman and Wietske Vonk); "Cross-Cultural Perspectives on Literacy" (Brian Street); "Functional Literacy in a Changing World" (Kenneth Levine); "Literacy and the Making of the Western Mind" (David R. Olson); "The Cognitive Psychology of Literacy: Some Basic Findings" (Paul Bertelson and Beatrice de Gelder); "Socio-Cultural Determinants of Literacy Development" (Paul Leseman); "The Social Impact of Literacy" (David Barton); "Linguistic Diversity and Literacy Development" (Ludo Verhoeven); "Problems and Pseudo-Problems in Literacy Development: Focus on Latin America" (Emilia Ferreiro); "Continua of Biliteracy: Quechua Literacy and Empowerment in Peru" (Nancy Hornberger); "Literacy Education and Gender: The Case of Honduras" (Monique van der Westen); "Literacy and Development in South-East Asia" (Chander J. Daswani); "Literacy and Development in Africa: The Case of Tanzania" (Josephine Yambi); "Writing Systems and Literacy: The Alphabetic Myth Revisited" (Florian Coulmas); "Assessment of Adult Literacy Levels: The Dutch Case" (Cees Doets); "Emergent Literacy and Education" (Clotilde Pontecorvo); "Towards a Taxonomy of Early Literacy Difficulties" (Aryan van der Leij); "Dialogue Systems and Interactive Literacy Instruction" (Don Bouwhuis and Harry Bunt); "A Comparative Perspective on Functional Literacy Levels" (William Loxley); "Towards a Socio-Cultural Model of Literacy Education" (Leo Dubbeldam); "The Question of Functionality in Literacy: A Systematic Approach" (Jennifer Hammond and Peter Freebody); "Literacy for Work Programs" (Jan Ooijens); and "Literacy in a Global Perspective: The Year 2000 and Beyond" (Daniel Wagner). (RS)
AN: ED366934
AU: Freebody,-Peter, ed.; Welch,-Anthony-R., ed.
TI: Knowledge, Culture, and Power: International Perspectives on Literacy as Policy and Practice.
PY: 1993
AV: University of Pittsburgh Press, 127 North Bellefield Avenue, Pittsburgh, PA 15260 (hardback: ISBN-0-8229-1177-9, $49.95; paperback: ISBN-0-8229-6102-4, $19.95).
PR: Document Not Available from EDRS.
DEM: *Cultural-Context; *Global-Approach; *Literacy-
DER: Basic-Writing; Case-Studies; Cross-Cultural-Studies; Elementary-Secondary-Education; Foreign-Countries; Higher-Education; Political-Issues; Power-Structure
AB: Of interest to students of literacy, education, planning, and policy studies and cross-cultural analysis, this book examines the cultural and political dynamics underlying literacy. Case studies focusing on the historical role of literacy and the maintenance or suppression of marginal groups are complemented in the book by reports of data on access to literacy competence for various sub-national minority groups. Issues discussed in the book are framed by close attention to educational, policy, popular, or media accounts of literacy. Chapters in the book are: (1) "Introduction: Explanations of the Current International 'Literacy Crises'" (Anthony R. Welch and Peter Freebody); (2) "Literacy Strategies: A View from the International Literacy Year Secretariat of UNESCO" (Leslie J. Limage); (3) "The Pen and the Sword: Literacy, Education and the Revolution in Kurdistan" (Amir Hassanpour); (4) "Aboriginal Education in Northern Australia: A Case Study of Literacy Policies and Practices" (Christine Walton); (5) "Rights and Expectations in an Age of 'Debt Crisis': Literacy and Integral Human Development in Papua New Guinea" (Naihuwo Ahai and Nicholas Faraclas); (6) "Literacy and Primary Education in India" (Krishna Kumar); (7) "Adult Literacy in Nicaragua 1979-90" (Colin Lankshear); (8) "Literacy and the Dynamics of Language Planning: The Case of Singapore" (Anna Kwan-Terry and John Kwan-Terry); (9) "'The Troubled Text': History and Language in American University Basic Writing Programs" (James Collins); (10) "Workplace Literacy in Australia: Competing Agenda" (Peter O'Connor); and (11) "Individualization and Domestication in Current Literacy Debates in Australia" (Peter Freebody and Anthony R. Welch). (RS)
AN: ED362830
AU: Wagner,-Daniel-A.
TI: Literacy: Developing the Future. International Yearbook of Education: Volume XLIII-1991.
CS: International Bureau of Education, Paris (France).
PY: 1992
AV: UNIPUB, 4611 F Assembly Dr., Lanham, MD 20706 ($16 plus $3 postage/handling).
PR: Document Not Available from EDRS.
DEM: *Global-Approach; *Literacy-
DER: Basic-Skills; Cultural-Context; Definitions-; Elementary-Secondary-Education; Evaluation-Methods; Illiteracy-
AB: Taking a global perspective, this yearbook presents an overview and analysis of key issues and trends in the field of international literacy. The book integrates a psychological and cultural approach to advance a new method of analyzing literacy concepts designed to set up linkages between childhood literacy and adult literacy, between literacy and socio-cultural environments, between literacy and economic growth, and between developing and industrialized countries. One of the main issues discussed in the book is how to use the available resources in the most effective way in order to improve literacy levels across a diverse world. Chapters in the book are: (1) Contexts and Definitions; (2) Literacy in the Contemporary World; (3) Literacy Learning in Children and Adults; (4) Issues in Measurement, Evaluation and Accountability; (5) Literacy and Development; and (6) Developing the Future. An appendix contains documentation for the 42nd session of the International Conference on Education. Contains 235 references. (RS)
AN: ED371173
AU: Ballara,-Marcela
TI: Women and Literacy. Women and World Development Series.
PY: 1992
AV: Zed Books Ltd., 165 First Avenue, Atlantic Highlands, NJ 07716 (paperback: ISBN-1-85649-981-7; hardbound: ISBN-1-85649-980-9).
PR: Document Not Available from EDRS.
DEM: *Educational-Needs; *Females-; *Illiteracy-; *Literacy-Education; *Outcomes-of-Education; *Womens-Education
DER: Adult-Basic-Education; Adult-Literacy; Adult-Reading-Programs; Feminization-of-Poverty; Foreign-Countries; Global-Approach; Instructional-Materials; International-Cooperation; Material-Development; Needs-Assessment; Program-Development; Rural-Areas; Sex-Differences; Urban-Areas
AB: This book examines the connection between poverty and illiteracy among women in a global context and presents guidelines for developing literacy activities for women. The following topics are covered: defining literacy (negative effects of illiteracy and literacy programs for women); global context (literacy gap, gender disparities, urban/rural disparities, the age factor, illiteracy in industrialized countries, and illiteracy's effects on women); the legacy of female illiteracy (obstacles to literacy, motivation and literacy, women and development and the labor force, and literacy and sustainable development); international responses to illiteracy among women (International Literacy Year 1990, the World Conference on Education for All, and the role of non-governmental organizations in addressing the problem); successful literacy projects (the time factor, language choice, and selection and training of personnel, and achieving success); literacy's impact on women's rights, health, environmental protection, agriculture and fishing, children's school performance, and female employment; program development (assessing women's needs, preparing literacy programs, and planning literacy projects); and producing written material (basic principles of adult education, planning and preparing teaching materials, and developing post-literacy materials). Appended are a series of questions and answers about literacy education for women and a list of 60 pertinent organizations. Contains 110 references. (MN)
Different Peoples Of The World
Learning about and understanding people, locally as well as globally, helps us communicate more effectively with each other. In this issue we discuss how to share with your children an appreciation of the diverse cultures all around you.Other Resources (available either for sale or via interlibrary loan)
Author: Brian V Street
Year: 2001
Publisher: London ; New York : Routledge
ISBN: 0415234506 0415234514 (pbk.)
Title: The future of literacy in a changing world
Author: Daniel A Wagner
Year: 1999 (Rev.ed)
Publisher: Cresskill, N.J. : Hampton Press
ISBN: 157273082X (cloth) 1572730838 (pbk.)
Title: World Development Indicators 1998
Author: World Bank
Year: 1998
Publisher: Washington, DC: The World Bank
ISBN: 0-8213-3701-4124-3
Title: Adult literacy in OECD countries: technical report on the first International Adult Literacy Survey
Authors: T Scott Murray; Irwin S Kirsch; Lynn Jenkins
Year: 1998
Publisher: Washington, DC : U.S. Dept. of Education, Office of Educational Research and Improvement
ISBN: 0160493722 (pbk).
Title: What we know about acquisition of adult literacy: is there hope?
Author: Helen Abadzi
Year: 1994
Publisher: Washington, D.C.: World Bank
ISBN: 082132862X
Title: World literacy in the year 2000
Authors: Daniel A Wagner; Laurel D Puchner
Year: 1992
Publisher: Newbury Park, CA : Sage
ISBN: 0803944799 (pbk.) 0803944780 (cloth)
Title: Cross-cultural literacy: global perspectives on reading and writing
Authors: Fraida Dubin; Natalie A Kuhlman
Year: 1992
Publisher: Englewood Cliffs, N.J. : Regents/Prentice Hall
ISBN: 0131944088
Title: Literacy for rural women in the Third World
Author: Krystyna Chlebowska
Year: 1990
Publisher: Paris: Unesco
ISBN: 9231027107
To Order Full-Text Copies of ERIC Journal and ERIC Document Citations:
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form
| NEWS ABOUT READING
| ONLINE EDUCATION
| WEB RESOURCES
| BOOKS & BULLETINS
| DIGESTS & BIBLIOS
| FAMILY INFO CENTER
| LESSON PLANS
| Q & A ARCHIVE
| DATABASE SEARCH
| CHARACTER ED CENTER
|
The Clearinghouse on Reading, English, and Communication is an information repository of the Indiana University School of Education.
Dr. Carl B. Smith, Professor
