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001 ocn297573189;

003 OCoLC;

005 20141212011550.0;

008 090109s2008 fr b 000 0 eng d;

020 a| 9789280313185 (pbk.);

020 a| 9280313185 (pbk.);

035 a| (Sirsi) o297573189;

035 a| (OCoLC)297573189;

049 a| EREE;

050 4 a| LB5b| .F85 no.91;

100 1 a| Oxenham, John.=| ^A128659;

245 10 a| Effective literacy programmes :b| options for policy-makers /c| John Oxenham.;

260 a| Paris :b| Unesco,c| 2008.;

300 a| 140 pages ;c| 22 cm.;

336 a| text2| rdacontent;

337 a| unmediated2| rdamedia;

338 a| volume2| rdacarrier;

490 1 a| Fundamentals of educational planning ;v| 91;

504 a| Includes bibliographical references (p. 125-127) and "Suggestions for further reading" (p. 128-136).;

505 2 a| Introduction, purpose and definitions -- The case for adult education with literacy -- Expectations for well-run literacy programmes -- Options for planning and implementing literacy -- Options for implementation on the ground -- Options in monitoring, evaluation and assessment -- Options for lifelong learning : keeping up with the cutting edges of information and communication technologies -- Conclusion.;

520 a| The fourth goal set by the Dakar Forum on Education for All (EFA) in 2000 aimed to "achieve a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults". However, the EFA Global Monitoring Report for 2006 estimated that 50 countries were at risk or serious risk of not achieving this goal. Despite a century of experience in running adult literacy programs, the empirical comparative evidence on what makes for the most effective strategies, teaching methods and learning materials remains surprisingly scarce. This paper uses what hard evidence there is to discuss the options that education and curriculum planners can consider, whether they are governmental or non-governmental. Starting from the operational meaning of 'literacy' and the implications of a human right to literacy, this publication looks at what can realistically be expected from a literacy project and explores the different options available to education policy-makers and national development planners to ensure that their own countries do achieve this literacy goal.--Publisher's description.;

530 a| Available both in print and online.;

650 0 a| Literacy programs.=| ^A249446;

650 0 a| Education and state.=| ^A4318;

830 0 a| Fundamentals of educational planning ;v| 91.=| ^A97451;

856 41 u| http://unesdoc.unesco.org/images/0016/001636/163607e.pdfz| Connect to online resource;

994 a| C0b| ERE;

590 a| Joyner-FOR JOYNER LIBRARY HOLDINGS OF THE SERIES, FUNDAMENTALS OF EDUCATIONAL PLANNING, SEARCH BY CALL NUMBER LB5 .F85.;

596 a| 1;

998 a| 1446949;

999 a| LB5 .F85 NO. 91w| LCc| 1i| 30372014544941d| 11/30/2011e| 9/26/2011f| 7/2/2025g| 1l| JGESm| JOYNERn| 1r| Ys| Yt| JGESBKu| 1/22/2009x| BOOKz| JSTACKSo| .STAFF. 0;

Effective literacy programmes : options for policy-makers / John Oxenham.

Author/creator	Oxenham, John
Format	Book
Publication Info	Paris : Unesco, 2008.
Description	140 pages ; 22 cm.
Supplemental Content	Connect to online resource
Subjects	Literacy programs. Education and state.

Series	Fundamentals of educational planning ; 91 Fundamentals of educational planning ; 91. ^A97451
Partial contents	Introduction, purpose and definitions -- The case for adult education with literacy -- Expectations for well-run literacy programmes -- Options for planning and implementing literacy -- Options for implementation on the ground -- Options in monitoring, evaluation and assessment -- Options for lifelong learning : keeping up with the cutting edges of information and communication technologies -- Conclusion.
Abstract	The fourth goal set by the Dakar Forum on Education for All (EFA) in 2000 aimed to "achieve a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults". However, the EFA Global Monitoring Report for 2006 estimated that 50 countries were at risk or serious risk of not achieving this goal. Despite a century of experience in running adult literacy programs, the empirical comparative evidence on what makes for the most effective strategies, teaching methods and learning materials remains surprisingly scarce. This paper uses what hard evidence there is to discuss the options that education and curriculum planners can consider, whether they are governmental or non-governmental. Starting from the operational meaning of 'literacy' and the implications of a human right to literacy, this publication looks at what can realistically be expected from a literacy project and explores the different options available to education policy-makers and national development planners to ensure that their own countries do achieve this literacy goal.--Publisher's description.
Local note	Joyner-FOR JOYNER LIBRARY HOLDINGS OF THE SERIES, FUNDAMENTALS OF EDUCATIONAL PLANNING, SEARCH BY CALL NUMBER LB5 .F85.
Bibliography note	Includes bibliographical references (p. 125-127) and "Suggestions for further reading" (p. 128-136).
Other forms	Available both in print and online.
ISBN	9789280313185 (pbk.)
ISBN	9280313185 (pbk.)

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Library	Location	Call Number	Status	Item Actions
Joyner	General Stacks	LB5 .F85 NO. 91	✔ Available	Place Hold

Effective literacy programmes : options for policy-makers / John Oxenham.

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