My aim now is to find a specific literacy programme in a certain country to research further. In returning to UNESCO, I found some more information as to their goals regarding improvement of world literacy:
The Literacy Initiative for Empowerment (LIFE) is conceived as a ten-year (2006-2015) strategic framework through which national governments, NGOs, civil society, the private sector, UN agencies, and bilateral and multilateral agencies collectively accelerate literacy efforts in 35 countries where illiteracy poses a critical challenge. As a key operational mechanism for the implementation of the United Nations Literacy Decade (UNLD, 2003-2012), which is led and coordinated by UNESCO, LIFE is an initiative to support countries in achieving a 50 per cent improvement in their adult literacy rates by 2015.
LIFE is:
• A framework of collaborative action for enhancing and improving national literacy efforts.
• A process in support of literacy which is country-led and country-specific.
• A support mechanism embedded in national policies and strategies.
• An initiative for technical support services and facilitation by UNESCO in the areas of policy, advocacy, partnership, capacity-building and innovation.
I also came across a number of literacy programmes which have been implemented across the globe. http://www.unesco.org/uil/litbase/?menu=4 These could be used as potential case studies for my project.
UNESCO's advice as to how to implement a successful education programme could prove invaluable to my project.
What people can do with literacy often depends on how they learned it. Well-designed programmes will give the best opportunities for learning sustainable literacy skills and using them for meaningful purposes.
Effective and sustainable literacy programmes need various key components:
Effective and sustainable literacy programmes need various key components:
Relevant content and materials
A literacy programme must respond to changing literacy needs and assimilate to the learner’s environment, circumstances and prior learning, with respect to gender, linguistic and cultural diversity.
A literacy programme must respond to changing literacy needs and assimilate to the learner’s environment, circumstances and prior learning, with respect to gender, linguistic and cultural diversity.
Appropriate pedagogical approaches
Children, adolescents and adults learn in different ways and bring different perspectives to literacy instruction. Programmes need to adapt according to learners’ profiles and learning goals. Formal, non-formal or informal approaches may characterize literacy programmes.
Children, adolescents and adults learn in different ways and bring different perspectives to literacy instruction. Programmes need to adapt according to learners’ profiles and learning goals. Formal, non-formal or informal approaches may characterize literacy programmes.
Training of literacy personnel
Well-trained facilitators are essential for effective programme delivery. The profile of literacy facilitators needs to be enhanced through effective and systematic pre- and in-service training.
Well-trained facilitators are essential for effective programme delivery. The profile of literacy facilitators needs to be enhanced through effective and systematic pre- and in-service training.
Beyond basic literacy
Literacy is closely linked to development and improving quality of life. It offers the chance to combine other skills training with literacy learning. In addition, learners may acquire a certificate recognizing a level of competencies equivalent to formal schooling.
Literacy is closely linked to development and improving quality of life. It offers the chance to combine other skills training with literacy learning. In addition, learners may acquire a certificate recognizing a level of competencies equivalent to formal schooling.
A literate environment
The sustainability of literacy skills relies on a literate environment. Fostering local writing and the use of ICT and other medias contribute to strengthening the literate environment.
The sustainability of literacy skills relies on a literate environment. Fostering local writing and the use of ICT and other medias contribute to strengthening the literate environment.
