Women and Literacy in India: A Study in a Re-settlement Colony in Delhi. Education for Development Occasional Papers Series 1, Number 2.

Autor/in	Dighe, Anita
Institution	Education for Development, Reading (England).
Titel	Women and Literacy in India: A Study in a Re-settlement Colony in Delhi. Education for Development Occasional Papers Series 1, Number 2.
Quelle	(1995), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-870447-15-8
Schlagwörter	Adult Basic Education; Adult Literacy; Continuing Education; Developing Nations; Educational Attainment; Educational Attitudes; Foreign Countries; Illiteracy; Land Settlement; Learning Processes; Literacy Education; Outcomes of Education; Participation; Refugees; Teaching Methods; Urban Areas; Womens Education; India + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Weiterbildung; Developing country; Developing countries; Entwicklungsland; Bildungsabschluss; Bildungsgut; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ausland; Analphabetismus; Siedlungsraum; Learning process; Lernprozess; Lernleistung; Schulerfolg; Teilnahme; Flüchtling; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Stadtregion; 'Women''s education'; Frauenbildung; Indien
Abstract	A group of 100 randomly selected women living in the resettlement colony of Ambedkernager in South Delhi, India, who had participated in colony's Total Literacy Campaign (TLC) were interviewed regarding their participation in the TLC. Of the 100 women, 34 had attended school earlier. Four of the 34 women were still attending school. Most respondents were motivated to join the TLC by young literacy volunteers living in their neighborhoods. Although most women joined the TLC on their own initiative, most had husbands, parents, or children who supported their participation in the campaign. Most respondents had positive opinions about the literacy volunteers; however, not all of them liked attending literacy classes. Although all the respondents had completed the three TLC primers, only 16% were able to reach the National Literacy Mission norm when tested. By and large, the respondents did not use their newly acquired reading, writing, and numeracy skills in their everyday lives. When asked whether literacy had changed their personal and family lives, many respondents did not initially answer positively. When probed, however, they acknowledged some changes in their lives after acquiring literacy skills. (Contains 28 references.) (MN)
Anmerkungen	Education for Development, Building 33, University of Reading, London Road, Reading RG1 5AQ, England, United Kingdom.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC