Women and Literacy; Yesterday, Today and Tomorrow. Report from the Hasselby Symposium on Women and Literacy Sponsored by the Nordic Association for the Study of Education in Developing Countries (Stockholm, Sweden, June 8-10, 1989).

Autor/in	und weitere
Sonst. Personen	Odora, Catherine (Hrsg.)
Institution	Swedish National Commission for Unesco, Stockholm.
Titel	Women and Literacy; Yesterday, Today and Tomorrow. Report from the Hasselby Symposium on Women and Literacy Sponsored by the Nordic Association for the Study of Education in Developing Countries (Stockholm, Sweden, June 8-10, 1989).
Quelle	(1992), (228 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adult Basic Education; Adult Literacy; Developed Nations; Developing Nations; Economic Development; Educational History; Educational Research; Foreign Countries; Futures (of Society); Illiteracy; Literacy Education; Nonformal Education; Participation; Sex Differences; Sex Fairness; Womens Education; Botswana; Germany; India; Sri Lanka; Sweden; Tanzania; Zimbabwe + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Ausland; Future; Society; Zukunft; Analphabetismus; Non-formal education; Non formal education; Nichtformale Bildung; Teilnahme; Sex difference; Geschlechtsunterschied; Sexualaufklärung; 'Women''s education'; Frauenbildung; Deutschland; Indien; Ceylon; Schweden; Tansania; Simbabwe
Abstract	Fourteen papers are provided from a symposium to provide general input into the 1990 Unesco International Literacy Year by reviewing and documenting existing knowledge and current issues in the field of women and literacy with special emphasis on developing countries. Specific topics are as follows: the definition of literacy; review of methods; acquisition and retention of literacy among women; impact of literacy on individuals, family, and society; post-literacy follow-up strategies and methods; and future perspectives and scenarios. These topics are dealt with in the time perspectives of the past, present, and future. The three regions of Africa, Asia, and Europe are covered. The opening address is "International Literacy Year: What Is Its Significance for Women?" (Chlebowska). An introduction (Lofstedt) summarizes the papers both by author and by topic. The 12 chapters contain the following papers: "Literacy: Towards a Theoretical Framework" (Lofstedt); "Literacy: A Tool for the Empowerment of Women? Women's Participation in Literacy Programs of the Third World" (Lind); "Women's Literacy for Development" (Caillods); "Women and the Tradition of Reading around 1700: Examples from Sweden and Germany" (Johannson); "Literacy as a Catalyst for Development with Special Reference to Women in Zimbabwe" (Mupawaenda); "Post Literacy: An Equalizing Tool. The Case of Tanzania" (Sjostrom); "Women in Literacy Programs and Underdevelopment: The Case of Tanzania" (Kweka); "The National Literacy Programme and Gender Issues: The Case of Botswana" (Gaborone); "Women and Literacy: The Sri Lanka Experience" (Jayaweera); "Education for Women's Equality: A Pipe Dream? A Case from India" (Dighe); "The Future of Nonformal Education for Women in India" (Ekstrand); and "Challenges to the Attainment of Women's Literacy" (Stromquist). A participant list is appended. (YLB)
Anmerkungen	Swedish National Commission for Unesco, Ministry of Education and Science, S-103 33, Stockholm, Sweden (free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC