Contends most people in Third World need functional and development-oriented literacy (FDL) if they are to contribute meaningfully to illiteracy eradication and attainment of sustainable national development in respective countries. Arguing current literacy instruction approaches in most Third World countries can't sustain FDL, suggests adoption…

This document reviews progress in the nine high-populations countries towards the goal of Education for All (EFA). The nine countries are Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan. Since the Thailand conference in 1990, most countries have shown improvement with primary education increasing by over 40…

Arguments are presented for extending Universal Primary Education to school age children as well as Universal Basic Literacy Education to illiterate and semiliterate adults in Nigeria. Proposed financing of such programs is outlined. (JMF)

Approximately 200 items are listed in this bibliography of materials pertaining to adult literacy in Nigeria, Rhodesia, South Africa, the Sudan, and Tanzania. The listed materials are categorized according to country and deal with a variety of topics, including the following: (1) adult education and adaptation to change in Nigeria; (2) adult…

Discussion of the Nigerian government's efforts to improve agricultural productivity focuses on the role of rural libraries. Highlights include the neglect of libraries, the need for functional education for farmers, the role of library services, libraries as distributors of extension materials, and suggestions for improvements. (LRW)

In 2000, approximately 877 million adults worldwide were illiterate and 113 million children did not attend school. More than two-thirds of those individuals lived in East and South Asia, and two-thirds were females. Functional illiteracy remains high in developed and developing nations alike. The reasons include weak training in how to teach…