ADULT EDUCATION AND LITERACY -A MANUAL

2019

The development of policies aimed at educating and developing citizens is of crucial importance as a result of the particular contemporary societal characteristics, the global demographic changes, the intense rhythm of immigration, the rapid development of technology and the increase in the unemployment rate. This research, through the analysis of the text "Third World Report on Adult Learning and Adult Education (UNESCO, GRALE III, 2016), comes to explore the key dimensions of adult education policies. The methodology used to investigate the material is the qualitative analysis and in particular the methodological tool of thematic analysis with the contribution of thematic networks. The analysis of the text shows that policies supporting adult education should be universal, holistic, inclusive and without exclusions. A second dimension concerns the need for the Member States to modernize their policies, to control and evaluate their implementation. The proportion of public funding in the field of adult education constitutes a challenge, since it remains fairly low in the government's investment priorities, which seem to give priority to other areas, such as health, infrastructure and social welfare. Moreover, it appears that all countries do not interpret international policies in the same way. Thus, policies are sometimes used as a general frame of reference and sometimes as well-established practices. These practices could be implemented by governmental organizations, research institutes, civil society organizations, trade unions and other agents. Finally, governments, in cooperation with regional and local authorities and services are called to broaden their policies and strengthen adult learning and education. Towards this direction, the development of the mobility and participation of trainees in programs such as ARION, Comenius, Grundtvig, Erasmus and Erasmus plus is absolutely of major importance (UNESCO, 2016).

1991

European Journal for Research on the Education and Learning of Adults, 2020

Literacy, numeracy and language learning has always had a central place in adult education theory and practice. Over the various historical moments and contexts, its meaning, uses and importance have been changing considerably. It is difficult, therefore, to build a consistent and complete road map to literacy and adult education that takes into account every trend, theoretical approach and practical experience. However, it is important to consider the importance of Paulo Freire's work that started in the early 1960s in Northeast Brazil . His work calls attention to educational-political processes as being central for adults to regain their voices as citizens in the fight against oppression (Freire, 1997). It seems that in a number of societies and particularly during the 60s and the 70s, literacy was key to social change and a matter of social justice. Literacies, therefore, provide us with a lens for understanding the world. Literacies are without question inter-connected with a number of structural conditions and inequalities, including social class, gender, ethnicity and especially with lack of power so these issues are frequently analysed within literacies studies and its connections to social inclusion and exclusion. For example, women globally have been a key group who have been oppressed in relation to literacy, numeracy and language learning. Because literacies are complex, nations try to tackle it using a wide range of approaches or methods, precisely because of its basic importance, not only for citizens, but also for social, cultural and economic national systems. Literacies can be an integrating issue in public policies and a way of increasing social inclusion. Literacy studies, once strong in community adult education, have branched out to include new forms of literacies such as language literacy (with migrants), health literacy, digital literacy and workplace literacy. There have also been, in the last decades, various understandings of adult literacies. For example, functional approaches focus on the citizens' uses of literacy and numeracy in every day-life activities. For some time such approaches seemed innovative and were linked, in many countries, with systems of recognition of prior learning. Other ways of

This paper provides a brief overview of adult education in India focusing on the literacy scenario, various approaches, programs and web based monitoring system. Although a variety of adult education programs are offered by different agencies in the country, viz., government departments, non-governmental organizations and academic institutions, their focus continues to be on adult literacy, continuing education and skill training presumably due to the massive number of non-literates and neo literates. With the largest number of 282.70 million of global non-literates, India has been pursuing an ambitious literacy program-Saakhar Bharath-(Literate India)-since 2009 with special focus on women. Apart from discussing the salient features of the program, this paper examines some of the innovative initiatives of the non-governmental organizations and corporate sector in promoting literacy. A brief historical perspective on Indian adult education is provided as a backdrop to the study. Based on the review of official statistics and critical analysis of field reports, this paper identifies various issues and argues that though India may meet the Sustainable Development Goal-4.6 before 2030 by achieving above 80% literacy-which may be considered substantial-yet the importance of pursuing a more vigorous literacy program to become a fully literate society cannot be undermined.

1988

This report on a seminar on adult literacy and public policy aims to make available for discussion current significant issues in the relationship between literacy and the economy, including matters that extend well beyond the institutional boundaries of the economy. This document summarizes a presentation by Jarl Bengtsson, Head of the Centre for Educational Research and Innovation of the Organization for Economic Cooperation and Development (OECD). Next are summaries of presentations regarding policy and programming arrangements in Sweden, by Kjell Rubenson and Kenneth Abrahamson; in Germany, by Hans Schutze; and in Massachusetts, by Gerald D'Amico. Issues discussed in the seminar included the following: education as a priority; a new techno-economic paradigm; the labor force, education and training, and labor market management; the undereducated and marginalized; three arguments on the marginalized, education, and economic participation; arti..ulating education to new economic demands; the public schools; making the case for adult literacy in Canada; innovative literacy programming strategies; education for the new economy-policy, funding, and equity; and research for adult literacy. Eleven references, a list of participants, and three data tables conclude the document. (KC) Reproductions supplied by EDRS are the best that can be made from the original document.

Msingi Journal

The Incheon Declaration 2015- “Towards 2030: a new vision for education,” recognizes the important role of education as the main driver of development, and therefore commits to “ensure inclusive and equitable quality education and promote life-long learning opportunities for all(p. i).” The declaration further commits to “ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy levels and acquire life skills and that they are provided with adult learning and training opportunities (p. 7).”” This commitment is a clear recognition of the role of adult education in development. Sadly, although adult education and lifelong learning are key for achieving social change and reducing poverty levels, the sector receives minimal attention in development matters in many African countries. According to UNESCO the adult education sub-sector of state education systems remains relatively underfunded and marginal despite the...

Unesco Institute For Lifelong Learning, 2010

While the programmes of the UNESCO Institute for Lifelong Learning (UIL) are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility. UNESCO is not responsible for their contents. The points of view, selection of facts and opinions expressed are those of the authors and do not necessarily coincide with official positions of UNESCO or the UNESCO Institute for Lifelong Learning. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or the UNESCO Institute for Lifelong Learning concerning the legal status of any country or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory.

2016

An Adult Education Journal appears at a time when promises and challenges linked to globalization have perhaps most affected the education of marginalized adults in many developing countries. Below I address four of the most crucial trends regarding adult literacy and why the focus should be on women.