Literacy for Rural Women in the Third World.

Autor/in	Chlebowska, Krystyna
Titel	Literacy for Rural Women in the Third World.
Quelle	(1990), (146 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-3-102710-7
Schlagwörter	Adult Basic Education; Developing Nations; Economic Development; Females; Feminism; Illiteracy; International Programs; Literacy Education; Modernization; Poverty; Quality of Life; Rural Development; Rural Population; Rural Sociology; Technical Assistance; Womens Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Weibliches Geschlecht; Feminismus; Analphabetismus; Modernisierung; Armut; Lebensqualität; Rural environment; Development; Ländliches Milieu; Entwicklung; Landbevölkerung; Agrarsoziologie; Technische Hilfe; 'Women''s education'; Frauenbildung
Abstract	More than 500 million women live in the rural regions of Third World countries and all are illiterate. This book is intended to give these women a face and a voice. The book contains eight chapters and a list of further readings. Chapter 1, "How is illiteracy defined?", views a literate woman as one "who possesses sufficient knowledge of reading, writing, and arithmetic to guarantee an improvement in the quality of her own life and that of her family, and to facilitate her full participation in the development of the group and community." Chapter 2, "The figures speak for themselves," presents statistics on illiteracy rates for women in developing countries. Chapter 3, "Portrait of a rural women," describes the plight of the rural woman in terms of work load, health, nutrition, shelter, lack of natural resources, and discrimination based on sex. Chapter 4, "Why teach rural women literacy?" explains how women's literacy can enhance economic development. Chapter 6, "Schooling," describes the underattendance of girls, and the sex discrimination portrayed in school books. Chapter 7, "Obstacles to literacy," gives examples of the grueling daily schedule of the rural woman. Chapter 8, "Action," proposes using technology to ease the work load, and allow more time for literacy programs. It also describes large and small scale literacy programs. Appended are a standard model for the presentation of a project to a potential donor, an example of a project document, a list of equipment, and a standard job description. (KS)
Anmerkungen	United Nations Educational, Scientific, and Cultural Organization, 7 place de Fontenoy, 75700 Paris.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC