World without Writing, and Then...They Write for the First Time.

Sonst. Personen	Aspeslagh, Robert (Hrsg.); van den Berg, Jannie (Hrsg.)
Institution	Netherlands Inst. of International Relations "Clingendael," The Hague.
Titel	World without Writing, and Then...They Write for the First Time.
Quelle	(1991), (135 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	90-5031-026-5
Schlagwörter	Adult Basic Education; Adult Development; Adult Literacy; Developing Nations; Economic Development; Foreign Countries; Illiteracy; Labor Education; Literacy Education; Popular Education; Program Content; Program Development; Rural Areas; Unions; Womens Education; Bolivia; Honduras; India; Netherlands; Peru; South Africa + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Erwachsenwerden; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Ausland; Analphabetismus; Labour education; Arbeitserziehung; Befreiungspädagogik; Programmgestaltung; Programmplanung; Rural area; Ländlicher Raum; 'Women''s education'; Frauenbildung; Bolivien; Indien; Niederlande; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This reader on literacy provides a clear account of the major perspectives on literacy and adult education through 20 papers divided into three categories. An introduction provides an overview of the content of the papers. Part 1, "Issues," contains seven papers: "Literacy: Access to Power" (Dijkstra); "Development and the Possibilities for Literacy" (Ooijens); "Can We Work Literacy into Every Context of Development in Developing Countries?" (Shrivastava); "Can Literacy Work Lead to a Critical Consciousness?" (Hammink); "Beyond Literacy" (Barik); "Do We Need Separate Literacy Courses for Women?" (van Dijk); and "Teach Literacy in the First or Second Language?" (Tholen). Part 2, "Applications," consists of nine papers: "Literacy Crash Course: An Experiment with Tribal Women" (Shrivastava); "Amidst the Jungle of the Simipal Hills" (Barik); "The Income Project on Education" (Kumar); "Literacy in Rural Areas: TRICON Associates" (Banerjee); "Literacy in Zimbabwe: Problems and Limitations" (Chombo); "English Literacy: A Unions' Project in South Africa" (Mavuso); "The Literacy Work of CEPROD (Development Studies and Promotion Center)" (Galindo, Barahona); "Technical Training for Women: The Work of INCATEM (Institute of Technical Training for Women)" (Escobar); and "Literacy of Women in Peru" (Dasso). Part 3, "Requirements," contains four papers: "Supporting Literacy for Development" (Dubbeldam); "Limitations and Problems of Literacy Work from a Donor's Point of View" (Monteiro); "Limitations and Problems for Literacy Campaigns with Respect to Support and Prerequisites for Support" (de Vries); and "Education for All" (Storm et al.). Appendixes include an 83-item bibliography, an index, and brief biographies of authors. (YLB)
Anmerkungen	Netherlands Institute of International Relations "Clingendael," Clingendael 7, P.O. Box 93080, 2509 AB The Hague, Netherlands (29.50 Dutch guilders).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC