A Comparative Survey of Seven Adult Functional Literacy Programs in Sub-Saharan Africa.

Autor/in	Richmond, Edmun B.
Titel	A Comparative Survey of Seven Adult Functional Literacy Programs in Sub-Saharan Africa.
Quelle	(1986), (115 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8191-5521-7
Schlagwörter	Adult Literacy; African Languages; Comparative Analysis; Comparative Education; Creoles; Curriculum Development; Developing Nations; Educational Policy; Foreign Countries; Functional Literacy; Literacy Education; Longitudinal Studies; Program Descriptions; Public Policy; Uncommonly Taught Languages; Burundi; Gambia; Kenya; Liberia; Mali; Rwanda; Seychelles + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Vergleichende Erziehungswissenschaft; Kreole; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Politics of education; Bildungspolitik; Ausland; Funktionale Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Öffentliche Ordnung; Minderheitensprache; Kenia; Ruanda; Seychellen
Abstract	A study compares the adult functional literacy campaigns and programs developed in seven African nations: the Gambia, Liberia, Mali, Burundi, Rwanda, Kenya, and Seychelles. After an introductory chapter outlining the background of African adult functional literacy efforts and some of the constraints on them, the second chapter gives an overview of 6 of the 7 countries' literacy activities. Chapter 3 describes a detailed longitudinal study of the literacy campaign in the Republic of Mali from its inception to the present, with projections into the future. The Mali program was chosen for an in-depth analysis because it has been considered one of the best organized, most efficiently functioning programs on the continent, having total government commitment and support. The fourth chapter analyzes the material presented in the previous chapters and offers some conclusions and implications for curriculum development and further research. (Author/MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Anmerkungen	University Press of America, 4720 Boston Way, Lanham, MD 20706.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC