The UNESCO Institute for Lifelong Learning (UIL) has launched a new publication, "Integrated Approaches to Literacy and Skills Development: Examples of Best Practice in Adult Learning Programmes." This new compilation showcases 21 adult education programmes that demonstrate promising approaches to integrating literacy, life skills and…

This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for…

Rajapalyam village is located in the Tuticorin district along the biodiversity rich Gulf of Mannar coast in southeastern India. The people of this village are economically backward and most of the men are engaged in fishing. The fisherwomen of this village are less literate than the men, or illiterate. Adult education has been introduced to the…

The Functional Literacy Project of India was initiated in 1967 as part of a joint program, involving several Indian government ministries and United Nations agencies, to train some five million farm families in both literacy and modern agricultural skills at the same time. This report first describes the beginnings of the project and its…

Presents a case study of a program to improve functional literacy among adult Indian villagers. In attempting to fit the program to local conditions, organizers encountered problems of curriculum design, enrollment fluctuation, teacher training and effectiveness, role conflicts, and in the placement of education centers. (AM)

Explores the place of education in Indian society and recent outreach programs in preliteracy and adult literacy. Looks at traditions both before and after the formation of the Republic of India, reviews two programs for encouraging literacy, and identifies future challenges for Indian education. (DLH)

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…

There is a close connection between illiteracy and poverty at all levels--global, national, and subnational; the countries with the lowest levels of literacy are also the poorest economically. Poverty breeds illiteracy by forcing children to drop out of school to work, and these illiterate people are forced to stay on the lowest levels of the work…

Traditional adult education has been literacy-oriented, but the curriculum content and methodology has been inadequate in maintaining motivation and interest. An important effort to eradicate these problems has been the Farmer's Functional Literacy Program in India. This major project relates adult education and training in modern agricultural…

The concept of functional literacy is defined as literacy integrated with the occupation of the learner and directly related to development. Its ultimate goal is to assist in achieving specific socio-economic objectives by making adults receptive to change and innovations and by helping them to acquire new vocational skills, knowledge and…

The technical report of the Pilot Evaluation Study of Functional Literacy Project in Lucknow District, Uttar Pradesh, India presents the research procedures and statistical analysis for the previously published non-technical report of the study. The main study objectives were to obtain qualitative and quantitative measurements of attainment and…

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…

This book examines literacy for sustainable development in the age of information. It begins by discussing the relationship between literacy and hegemony, social policy, national language policy, colonial relations, and postcolonial realities. Also discussed in the introduction are views and definitions of literacy and considerations in mapping a…