Re-Defining Post-Literacy in a Changing World. Education Research Paper.

Autor/inn/en	Rogers, Alan; Maddox, Bryan; Millican, Juliet; Jones, Katy Newell; Papen, Uta; Robinson-Pant, Anna
Institution	Department for International Development, London (England).
Titel	Re-Defining Post-Literacy in a Changing World. Education Research Paper.
Quelle	(1999), (140 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-86192-069-5
Schlagwörter	Adult Basic Education; Adult Learning; Adult Literacy; Developing Nations; Educational Needs; Educational Objectives; Educational Policy; Foreign Countries; Job Training; Learning Theories; Literacy Education; Needs Assessment; Nonformal Education; Policy Formation; Public Policy; Research Needs; State of the Art Reviews + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Developing country; Developing countries; Entwicklungsland; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Ausland; Berufsqualifizierender Bildungsgang; Learning theory; Lerntheorie; Bedarfsermittlung; Non-formal education; Non formal education; Nichtformale Bildung; Politische Betätigung; Öffentliche Ordnung; Forschungsbedarf; Entwicklungsstand
Abstract	Current practice in postliteracy (PL) instruction was reviewed. In all cases, PL programs were considered programs of further learning. Some PL programs were concentrating on further developing literacy skills, whereas others were concentrating on skill training, group formation, or further education based on nonformal curricula. Although adult literacy class graduates were the primary target of current PL programs, others (especially younger persons) were often admitted. The main provision for PL is in the form of development of PL materials--reading materials of an improving nature, intended to promote central visions of development. The aim of PL is to help adults of all kinds practice literacy in real situations by using found texts, instead of helping them learn further literacy skills using texts specially prepared for that learning. The staffing of PL is usually the same as for initial literacy training (ILT), and specific training for PL is virtually nonexistent. Although the traditional model of PL as the provision of further specially prepared learning programs for completers of ILT programs remains strong (most likely because of a lack of clarity about new approaches to PL), the evidence that the traditional model of PL is failing was clear. It was proposed that PL be redefined as the provision of assistance to all those who feel that they are having difficulties with the practice of literacy in real situations, and that such assistance be provided outside the classroom, as well as in it, at the time and point of need. (Contains 171 references. Appended is a list of 13 related reports.) (MN)
Anmerkungen	Department for International Development, 96 Victoria Street, London SW1E 5JL, England, United Kingdom.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC