Adult Literacy/Recurrent Education Programmes in Timor-Leste

Autor/in	Rashid, Tahmina
Titel	Adult Literacy/Recurrent Education Programmes in Timor-Leste
Quelle	In: Studies in the Education of Adults, 52 (2020) 2, S.134-156 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rashid, Tahmina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2020.1744873
Schlagwörter	Adult Literacy; Literacy Education; Foreign Countries; Informal Education; Program Descriptions; Numeracy; Community Education; Public Policy; Sustainability; Educational Planning; Strategic Planning; International Organizations; Timor-Leste + Suchen Sie Ihr Suchwort? Ausland; Informelle Bildung; Nichtformale Bildung; Rechenkompetenz; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Öffentliche Ordnung; Nachhaltigkeit; Bildungsplanung; Strategy; Planning; Strategie; Planung; International organisation; International organisations; International organization; Internationale Organisation
Abstract	Since independence, Timor-Leste has taken initiatives to improve adult literacy and successive governments, international NGOs and donor agencies have been involved in literacy programmes. This paper explores the non-formal literacy programmes with a particular focus on the Second Chance Education Project (SCEP), an accelerated learning model that helps improve literacy and numeracy, integrating academic and life skills through tailored support. SCEP was funded and supported by the World Bank and UNESCO in the initial stages, and implemented by the Ministry of Education that continues to run the programme through community learning centres established in eight municipalities. It analyses SCEP and the public policy framework, and scans through commitments made by the government to improve adult literacy. This paper examines the impact of SCEP employing a mixed-methods approach; examining public policies and literature on adult learning, incorporating the views of various stakeholders to assess the impact and sustainability of the programmes. It concludes that programme and policy level structural limitations hinder efforts to improve literacy among adults; this needs to be addressed to achieve the goals set in the national education plan. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01