Functional Literacy Project of India 1968-1978--A Decade of Evaluation--Procedures, Problems, and Prospects. The Fundamentals of Educational Planning: Lecture-Discussion Series No. 67.

Autor/in	Saraf, S. N.
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.
Titel	Functional Literacy Project of India 1968-1978--A Decade of Evaluation--Procedures, Problems, and Prospects. The Fundamentals of Educational Planning: Lecture-Discussion Series No. 67.
Quelle	(1980), (34 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Basic Education; Adult Farmer Education; Adult Literacy; Evaluation Methods; Farmers; Foreign Countries; Functional Literacy; Program Evaluation; India + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Farmer; Agriculturist; Landwirt; Landwirtin; Ausland; Funktionale Kompetenz; Programme evaluation; Programmevaluation; Indien
Abstract	The Functional Literacy Project of India was initiated in 1967 as part of a joint program, involving several Indian government ministries and United Nations agencies, to train some five million farm families in both literacy and modern agricultural skills at the same time. This report first describes the beginnings of the project and its coordination with agricultural training and radio broadcasts. The bulk of the report discusses the seven evaluations of the project conducted between 1969 and 1977 by various government agencies. The author examines the methods and findings of each evaluation, noting the increasing awareness of the need for effective evaluation procedures, the early establishment of a project evaluation unit, and the consistent finding that the project was slow to respond to evaluation results. In the closing section, the author summarizes the problems of both the project and its evaluations. These include the need for institutional and professional support staff; the lack of interagency coordination; a misplaced emphasis on final, summative evaluation instead of ongoing, formative evaluation; and the need for qualitative as well as quantitative evaluation of literacy projects. (RW)
Anmerkungen	Publications Officer, International Institute for Educational Planning, 7-9 rue Eugene-Delacroix, 75016 Paris, FRANCE (Order No. G.67; 5.00 francs, prepaid).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC