Program and Curriculum Development in the Post-Literacy Stages. (A Workshop Manual).

Autor/inn/en	Bhola, H. S.; Bhola, Joginder K.
Institution	German Foundation for International Development, Bonn (West Germany).
Titel	Program and Curriculum Development in the Post-Literacy Stages. (A Workshop Manual).
Quelle	(1980), (263 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Basic Education; Adult Literacy; Change Agents; Change Strategies; Community Development; Community Education; Curriculum Development; Definitions; Developing Nations; Foreign Countries; Functional Literacy; Illiteracy; Literacy Education; National Programs; Nonformal Education; Open Universities; Program Design; Rural Development; Rural Education; Staff Development; Workshops; Asia; India; Tanzania + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Lösungsstrategie; Community; Development; Entwicklung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Curriculum; Curriculumentwicklung; Lehrplan; Begriffsbestimmung; Developing country; Developing countries; Entwicklungsland; Ausland; Funktionale Kompetenz; Analphabetismus; nicht übertragen; Non-formal education; Non formal education; Nichtformale Bildung; Offene Universität; Programme design; Programmaufbau; Programmplanung; Rural environment; Ländliches Milieu; Ländliche Erwachsenenbildung; Personnel development; Personalentwicklung; Lernwerkstatt; Schulung; Asien; Indien; Tansania
Abstract	The manual is intended for training workshops on program and curriculum development for the post-literacy stages, since many countries successful in literacy work find that even greater challenges await them as erstwhile illiterates emerge from literacy classes as new literates. The emphasis is on programs and curricula to help new literates retain literacy skills, strengthen those skills, and put literacy to work in their daily lives. The first chapter defines illiteracy, pre-literacy, and literacy, describes four types of illiterates: complete, functional, technological, and vocational, and discusses post-literacy stages, adult education, nonformal education, rural development, use of print and non-print media, and curriculum/program development. The second chapter catalogs post-literacy needs: literacy retention programs, second chance formal education, systematic integration between literacy and developmental objectives, and socialization for ideal societies. A third chapter, on program/curriculum design, discusses national goals, the change process, organizational design/institution building, needs analysis/community diagnosis, counselling/guidance for adult learners, program/curriculum design issues and skills, and personnel training for post-literacy programs. Technical appendices describe post-literacy work in Tanzania, India, and Southeast Asia; discuss organizational literacy for functional literacy workers and design of delivery systems for learning resources in community education; and give the project description of a curriculum/program development workshop. (MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC