Adult Literacy and National Development.

Autor/inn/en	Miller, Harry G.; Shapiro, Freddy L.
Titel	Adult Literacy and National Development.
Quelle	(1982), (26 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Adult Education; Adult Literacy; Cultural Influences; Definitions; Developing Nations; Educational Benefits; Educational Needs; Educational Planning; Educational Policy; Needs Assessment; Program Design; School Role; Student Motivation + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Cultural influence; Kultureinfluss; Begriffsbestimmung; Developing country; Developing countries; Entwicklungsland; Bildungsertrag; Educational need; Bildungsbedarf; Bildungsplanung; Politics of education; Bildungspolitik; Bedarfsermittlung; Programme design; Programmaufbau; Programmplanung; Schulische Motivation
Abstract	The causal relationship among adult literacy, social evolution, and economic development has traditionally made adult literacy programs a priority in developing nations. To develop effective adult literacy programs, educational planners must consider a variety of linguistic, cultural, economic, and political needs. First of all, planners must define what it means to be literate in a particular culture or country. Frequently, planners of functional literacy programs will determine that literacy programs must be supplemented by basic educational programs emphasizing work habits, motivation, and teamwork. In other areas, adult literacy is perceived as a means to enhance civic responsibility, facilitate political and ideological changes, and enhance social as well as individual development. As more attention is given to the educational needs of adults, different types of government and private organizations are beginning to sponsor literacy programs. The roles of policy, planning, and implementation in adult education present a number of major issues that need systematic review. Included among these are the following: determination of whether it is more appropriate to conduct mass literacy campaigns or to provide basic relevant skills to selected categories and classes of adults; definition of the relationship of adult literacy programs to formal education; and delineation of the role of post-literacy programing. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC