L'Alphabetisation Fonctionelle: Pourquoi et Comment (Functional Literacy: Why and How).

Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	L'Alphabetisation Fonctionelle: Pourquoi et Comment (Functional Literacy: Why and How).
Quelle	(1970), (39 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Developing Nations; Educational Objectives; Foreign Countries; Functional Literacy; Instructional Materials; Literacy Education; Program Descriptions; Reading Skills; Socioeconomic Influences; Teaching Methods; Writing Skills + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Developing country; Developing countries; Entwicklungsland; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Funktionale Kompetenz; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Reading skill; Lesefertigkeit; Sozioökonomischer Faktor; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit
Abstract	This pamphlet is the result of working papers prepared for the 1969 UNESCO meeting held to analyze problems associated with implementing an experimental world literacy program. Functional literacy is distinguished from traditional literacy as being an integral part of the economic and social development of the area in question, not isolated or an end in itself. At the time of the writing, twelve pilot projects were underway, in Algeria, Ecuador, Ethiopia, Guinea, India, Iran, Madagascar, Mali, the Sudan, Syria, Tanzania, and Venezuela. Results revealed new, innovative teaching methods and materials, and flexibility in adapting programs to a variety of situations and needs. The difficulties encountered were basically three: delays in the established schedule; a discrepancy between the stated objectives and the number of people to be reached, to the disadvantage of the objectives; and insufficient experimentation with methods and materials. Proposed improvements include analyzing and revising operation plans; reinforcing the identity of experimental projects, their experimental nature, and their relationship with national programs; promoting a closer association of socioprofessional groups, such as unions and cooperatives, with the literacy programs; and establishing better guidelines, means of evaluation, and information exchange. (CLK)
Anmerkungen	UNESCO, Place de Fontenoy, 75 Paris-7e, France
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01