Artykuły w czasopismach: „Adult literacy”

1

Kitz, William R. "Adult Literacy". Remedial and Special Education 9, nr 4 (lipiec 1988): 44–50. http://dx.doi.org/10.1177/074193258800900408.

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Nolen, Patricia. "Adult Literacy:". Computers in the Schools 6, nr 1-2 (14.12.1989): 179–95. http://dx.doi.org/10.1300/j025v06n01_15.

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Varik, Ene. "Literacy of Young Adults Learning at Adult Gymnasiums: Literacy or Illiteracy?" Studies for the Learning Society 3, nr 1-2 (5.02.2015): 13–19. http://dx.doi.org/10.2478/sls-2013-0002.

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Abstract The article based on the sociocultural approach to literacy (Barton & Hamilton 1998, Barton 2007, Eames 2006, Gee 2012). The literacy has to do with reading, whereas multiple abilities to “read” certain types of texts in certain ways or at certain levels are used. This allows to claim that in that area various types of abilities are needed depending on the type of literacy and there is a set of literacy practices (Gee 2012, 40). Based on sociocultural approach conducted in 2007 the survey Literacy level of students of adult gymnasiums. The survey focuses on the analysis of literacy of young adults learning at adult gymnasiums in Estonia. The main research question was: how do young adults who learn at adult gymnasiums assess their coping with literacy-related activities and what are their skills in reading texts with different degrees of difficulty? The survey revealed that the majority of young adults who had had reading difficulties during childhood also experienced reading difficulties as adults. Significant proportion of young adults learning at adult gymnasiums had difficulties with finding necessary information in written texts and using this information.

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Sticht, Thomas G. "Adult Literacy Education". Review of Research in Education 15 (1988): 59. http://dx.doi.org/10.2307/1167361.

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Nwakeze, Peter C., i Lauren H. Seiler. "Adult Literacy Programs". Adult Learning 5, nr 1 (wrzesień 1993): 17–24. http://dx.doi.org/10.1177/104515959300500109.

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Akello, Judith Abal, Evelyn Lutwama-Rukundo i Peace Musiimenta. "Functional Adult Literacy". Adult Education Quarterly 67, nr 2 (11.01.2017): 79–96. http://dx.doi.org/10.1177/0741713616685143.

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This article presents findings of study on women’s experiences of Functional Adult Literacy (FAL) as a gateway to their financial progress and welfare in Lango region, Northern Uganda. The qualitative study of 45 participants aimed at examining women’s live changes resulting from using their acquired FAL knowledge and skills to participate in Income Generating Activities. The study demonstrates that FAL brings out women’s individual and collective agency through “conscientization” concept and dialogue as tools for marginalized people in the act of social and economic change agents. This argument is grounded within agency concept that portray the power of the oppressed individual as well as collective agency. Findings revealed that FAL training improves women’s livelihood. The article concludes that Government, international development partners, NGOs, and civil society should ensure strong support and implementation of FAL program because it can help women succeed in the contemporary world.

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Crandall, JoAnn (Jodi). "Adult Literacy Development". Annual Review of Applied Linguistics 12 (marzec 1991): 86–104. http://dx.doi.org/10.1017/s0267190500002166.

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The 1980s experienced a worldwide increase in interest in adult literacy, culminating in the designation of 1990 as International Literacy Year by the United Nations, and the setting of a variety of international and national goals for the reduction or eradication of adult illiteracy by the year 2000. While attention to adult illiteracy resembles a pendulum, a number of factors have contributed to the current heightened awareness of this problem as well as interest in working toward its solution.

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Purcell-Gates, Victoria, Sophie C. Degener, Erik Jacobson i Marta Soler. "Impact of Authentic Adult Literacy Instruction on Adult Literacy Practices". Reading Research Quarterly 37, nr 1 (3.01.2002): 70–92. http://dx.doi.org/10.1598/rrq.37.1.3.

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Burnaby, Barbara. "Adult Literacy Issues in Canada". Annual Review of Applied Linguistics 12 (marzec 1991): 156–71. http://dx.doi.org/10.1017/s0267190500002208.

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This chapter concerns adult literacy issues in Canada—adults being defined as people fifteen years or older and out of school—and focuses primarily on adults who are not (or are barely) literate in any language. Until the mid-1980s, educational support for adults who wished to develop or improve their literacy skills up to about the grade eight level was almost entirely a charitable endeavor. People with low literacy skills were perceived to be a marginal group consisting of elderly people who had not had the chance to go to school, people with disabilities who were considered to be untrainable, certain immigrant populations, and people who had failed in the school system through some individual weakness. In 1985, in the midst of national concerns about the productivity of the country's labor force, the government of Ontario launched a program of funding for three explicit purposes: 1) to assist literacy programs for adult learners, 2) to support literacy organizations, and 3) to fund a small amount of community based research on adult literacy. The federal government followed suit in 1986, establishing the National Literacy Secretariat in the Department of the Secretary of State for Canada.

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Paltridge, Brian. "Teaching ESL literacy to adults: A guide for adult literacy teachers". English for Specific Purposes 14, nr 3 (1995): 260–63. http://dx.doi.org/10.1016/0889-4906(95)90025-x.

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Oyigbo, Dorida Nneka, K. Chukwuemeka Obetta, Chinasa M. Ugwunnadi, J. O. Acha, Onyinyechi E. Okoye i B. N. Onah. "Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods: Study of Adult Basic Literacy Education Program in Enugu State, Nigeria". Global Journal of Health Science 12, nr 12 (23.10.2020): 70. http://dx.doi.org/10.5539/gjhs.v12n12p70.

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Adult basic literacy education program requires the integration of creativity into learning activities to increase the rate of adult learning in adult basic literacy education program. The study assessed the extent of integrating creativity in facilitating adult learners in adult basic literacy education program. The study adopted a descriptive survey design. The instrument titled, Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods Questionnaire was administered to 880 adult education administrators, adult literacy facilitators and adult learners. Data were presented through the use of mean, standard deviation and ANOVA. The results of the study revealed that integrating analytic and synthetic methods to a moderate extent facilitated the learning of adults in an adult basic literacy education program. The study recommended that state agency for mass literacy, adult and non-formal education should encourage adult literacy facilitators to create personalized programs of instruction and lesson plans that are based on the adult learners’ skill level and learning styles.

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Diehl, Sandra J. "Health literacy education within adult literacy instruction". New Directions for Adult and Continuing Education 2011, nr 130 (czerwiec 2011): 29–41. http://dx.doi.org/10.1002/ace.408.

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Chao, Xia, i Boping Kang. "Health Literacy Among Bhutanese Adult Refugees in the United States: The Sociocultural Approach". Adult Education Quarterly 70, nr 3 (5.02.2020): 258–76. http://dx.doi.org/10.1177/0741713620904047.

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Drawing on the accounts of literacy as socioculturally situated, this 2-year ethnography explores Bhutanese adult refugees’ health literacy at the intersection of their culture and experiences. This study illustrates the multifaceted relations between health literacy, culture, integration, and empowerment. This study indicates health literacy as sociocultural practice. Health literacy is mediated by Bhutanese adults’ oral tradition, language, education, and experiences over time. This study highlights health literacy as sociocultural participation—it resides in individuals’ community engagement. Rather than simply describing their limited functional health literacy as “a big problem,” this study recognizes Bhutanese adults’ ability to take action to improve personal and community health. This study challenges the deficit view rooted in adult literacy. It advocates integrating health literacy into adult literacy education to raise public awareness that health literacy promotes social justice, human rights, and world citizenship. Implications for a bottom-up approach to health literacy education are provided.

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Hall, C. "An Adult Literacy Program". Aboriginal Child at School 13, nr 4 (wrzesień 1985): 27–41. http://dx.doi.org/10.1017/s0310582200013948.

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This paper describes the way in which a program in Adult Literacy has been successful in developing individualized educational programs. The fundamental criterion for this is the identification of the individual needs for each learner, and the development of a teaching-learning program that enables the learner to become self-directing and active in the attainment of literacy skills.

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Blum, Alain, Harvey Goldstein i France Guérin-Pace. "International Adult Literacy Survey (IALS): an analysis of international comparisons of adult literacy". Assessment in Education: Principles, Policy and Practice 8, nr 2 (1.07.2001): 225–46. http://dx.doi.org/10.1080/09695940120062665.

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Blum, Alain, Harvey Goldstein i France Guérin-Pace. "International Adult Literacy Survey (IALS): An analysis of international comparisons of adult literacy". Assessment in Education: Principles, Policy & Practice 8, nr 2 (lipiec 2001): 225–46. http://dx.doi.org/10.1080/09695940123977.

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Jimoyiannis, Athanassios, i Maria Gravani. "Digital Literacy in a Lifelong Learning Programme for Adults". International Journal of Digital Literacy and Digital Competence 1, nr 1 (styczeń 2010): 40–60. http://dx.doi.org/10.4018/jdldc.2010101903.

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The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults’ knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners’ needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The article ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.

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Ameer, Rashid, i Robert Khan. "Financial Socialization, Financial Literacy, and Financial Behavior of Adults in New Zealand". Journal of Financial Counseling and Planning 31, nr 2 (16.03.2020): 313–29. http://dx.doi.org/10.1891/jfcp-18-00042.

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We used survey data from a cross-sectional New Zealand sample of adults to examine whether financial socialization and financial literacy are associated with their financial behavior. The results show different financial socialization experiences of adult males compared to adult females are associated with higher financial literacy and higher financial confidence. Adults with education in finance and economics had higher financial literacy and financial confidence in managing their personal finances. Furthermore, those with high self-assessed confidence in managing personal finance but low financial literacy, have a higher propensity to engage in undesirable financial behaviors.

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Foorman, Barbara R. "Adult literacy/child literacy: One world or worlds apart?" Linguistics and Education 3, nr 2 (styczeń 1991): 103–8. http://dx.doi.org/10.1016/0898-5898(91)90001-y.

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Perry, Kristen H., Donita M. Shaw, Lyudmyla Ivanyuk i Yuen San Sarah Tham. "The “Ofcourseness” of Functional Literacy: Ideologies in Adult Literacy". Journal of Literacy Research 50, nr 1 (15.01.2018): 74–96. http://dx.doi.org/10.1177/1086296x17753262.

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We used metastudy and metasynthesis techniques to conduct a discursive review of 101 recent publications on the topic of adult functional literacy (FL). Our purpose was to understand the ideologies shaping current definitions and conceptualizations of FL, as well as how and why FL is researched and assessed as it is. Using discursive review techniques, we analyzed instances of legitimation, dissimulation, reification, and “ofcourseness” to explore the ideological underpinnings of the field. Close analysis of three passages related to theory, research, and assessment illustrates ideological patterns in what “counts” as FL. These patterns are grounded in ideological divisions between cognitive and sociocultural perspectives on FL—the effects of which we traced through our findings on what “counts” as FL, the logics of inquiry that undergird the field, and the ways in which these ideologies shape adult literacy assessment. Our discussion considers the larger implications of these ideologies: What is legitimated or reified, and what is ignored, dismissed, or subsumed, by these ways of conceptualizing FL? We offer future directions and raise important questions that arise from these conclusions.

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Fueyo, Judith Macdonald. "Technical Literacy versus Critical Literacy in Adult Basic Education". Journal of Education 170, nr 1 (styczeń 1988): 107–18. http://dx.doi.org/10.1177/002205748817000109.

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The demands placed upon Adult Basic Education programs in the United States are more rigorous and involve more people than ever before in our history. Government-supported programs as well as private ones capture in microcosm the best and worst in American education. Literacy education is modeled along a continuum moving from a technical conception of literacy, wherein students mark progress by numbers of completed worksheets, to a conception of literacy as praxis, or critical literacy, wherein students construct meaning for themselves and effect change in their lives. These competing models are contrasted, and special emphasis is given to one adult basic literacy organization that is managing to humanize the process. In this program founded in 1973, the students' own words demonstrate the liberating nature of literacy learning that puts into practice the best of current understandings in the field. The challenge of the next decades demands a critical literacy that is consistent with participatory democracy. The convergence of social learning theories, process teaching, critical consciousness, and adult literacy offers constructive responses to the epidemic incidence of illiteracy in our society.

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Smith-Greenaway, Emily. "Educational attainment and adult literacy". Demographic Research 33 (11.11.2015): 1015–34. http://dx.doi.org/10.4054/demres.2015.33.35.

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Wagner, Daniel A., i Richard L. Venezky. "Adult Literacy: The Next Generation". Educational Researcher 28, nr 1 (styczeń 1999): 21–29. http://dx.doi.org/10.3102/0013189x028001021.

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Sticht, Thomas G. "Adult Education for Family Literacy". Adult Learning 7, nr 2 (listopad 1995): 23–24. http://dx.doi.org/10.1177/104515959500700212.

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Chervin, Cara, Joseph Clift, LaKeesha Woods, Elizabeth Krause i Kien Lee. "Health Literacy in Adult Education". Health Promotion Practice 13, nr 6 (3.07.2012): 738–46. http://dx.doi.org/10.1177/1524839912437367.

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Catts, Ralph. "Indicators of adult information literacy". Journal of Information Literacy 6, nr 2 (18.11.2012): 4. http://dx.doi.org/10.11645/6.2.1746.

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Information literacy (IL), defined as the capacity to locate, evaluate and use information to create new knowledge, is a core adult life skill and an extension of the notion of functional literacy. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has identified information literacy as an essential capacity for participation in the knowledge economy and has included this construct as a strategic priority in the Information for All Programme (IFAP).To support this initiative UNESCO has commissioned research to consider whether a household survey could be used to identify the extent to which people in member states are information literate in all aspects of their life, including work and lifelong learning, and in relation to their personal well-being, and in their participation in civil society. United Nations agencies use surveys to provide indications of the extent to which various agreed objectives are being achieved. These include international surveys of education and of health and well-being.This paper reports on an investigation aimed at determining whether indicators of IL could be identified by secondary analysis of existing data collected in other household surveys.It was concluded that IL has unique elements that are not encompassed in the surveys that were examined.

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Sticht, Thomas G. "Chapter 2: Adult Literacy Education". Review of Research in Education 15, nr 1 (styczeń 1988): 59–96. http://dx.doi.org/10.3102/0091732x015001059.

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Sticht, Thomas G., C. Richard Hofstetter i Carolyn H. Hofstetter. "Assessing Adult Literacy by Telephone". Journal of Literacy Research 28, nr 4 (grudzień 1996): 525–59. http://dx.doi.org/10.1080/10862969609547939.

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Several industrialized nations have conducted expensive door-to-door surveys of adult literacy. Following a critique of the role of knowledge in literacy, the research presented here examined the construct and action validity of the use of simple checklists to assess the declarative knowledge component of adult's literacy by telephone. Significant relationships were found among knowledge when assessed either by listening (telephone) or by reading (mailed questionnaire) modality. The telephone data showed similar relationships to demographic variables that have been found in the 1993 National Adult Literacy Survey and other literacy surveys during the last half-century. It was concluded that the telephone method may provide a valid, cost-effective alternative to door-to-door assessments of literacy.

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Rapchak, Marcia E., Leslie A. Lewis, Julie K. Motyka i Margaret Balmert. "Information Literacy and Adult Learners". Adult Learning 26, nr 4 (lipiec 2015): 135–42. http://dx.doi.org/10.1177/1045159515594155.

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Nielsen, Kristen. "Teaching Writing in Adult Literacy". Adult Learning 26, nr 4 (20.07.2015): 143–50. http://dx.doi.org/10.1177/1045159515594178.

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Spencer, Linda. "Adult ESL Literacy… Everyone's Responsibility". Adult Learning 1, nr 4 (styczeń 1990): 31. http://dx.doi.org/10.1177/104515959000100411.

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Askov, Eunice N., i Sheila Sherow. "Building Coalitions in Adult Literacy". Adult Learning 2, nr 5 (luty 1991): 23–25. http://dx.doi.org/10.1177/104515959100200509.

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Lehman, Barbara A., Lynn G. Johnson i Daniel W. Lehman. "Whole Language for Adult Literacy". Adult Learning 3, nr 5 (luty 1992): 15–26. http://dx.doi.org/10.1177/104515959200300508.

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Bitter, Gary G., i Kay Gore. "Technology Solutions for Adult Literacy". Computers in the Schools 6, nr 1-2 (14.12.1989): 19–29. http://dx.doi.org/10.1300/j025v06n01_03.

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Billek-Sawhney, Barbara, i E. Anne Reicherter. "Literacy and the Older Adult". Topics in Geriatric Rehabilitation 21, nr 4 (październik 2005): 275–81. http://dx.doi.org/10.1097/00013614-200510000-00004.

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Caldwell, Bruce, i Andrew Webster. "Adult Literacy Surveys in Australia". Australian Economic Review 46, nr 1 (28.02.2013): 103–9. http://dx.doi.org/10.1111/j.1467-8462.2013.00712.x.

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Rogers, A. "DFID experience of adult literacy". International Journal of Educational Development 26, nr 3 (maj 2006): 339–46. http://dx.doi.org/10.1016/j.ijedudev.2005.07.017.

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Mosenthal, Peter B., i Irwin S. Kirsch. "Designing effective adult literacy programs". Poetics 18, nr 3 (czerwiec 1989): 239–56. http://dx.doi.org/10.1016/0304-422x(89)90002-8.

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Sheared, Vanessa, Jennifer Mccabe i Donna Umeki. "Adult Literacy and Welfare Reform". Education and Urban Society 32, nr 2 (luty 2000): 167–87. http://dx.doi.org/10.1177/0013124500322002.

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Perlgut, Don. "The ABC and Adult Literacy". Media Information Australia 61, nr 1 (sierpień 1991): 98–104. http://dx.doi.org/10.1177/1329878x9106100116.

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Wenqing, Zhao. "Literacy and postliteracy adult education". New Directions for Adult and Continuing Education 1988, nr 37 (1988): 15–21. http://dx.doi.org/10.1002/ace.36719883704.

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Sparks, Barbara. "Adult literacy as cultural practice". New Directions for Adult and Continuing Education 2002, nr 96 (2002): 59–68. http://dx.doi.org/10.1002/ace.79.

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Hall, Stephanie Jane. "'Quick Reads' May Promote Literacy without Stigma: Findings from Eight UK Public Libraries". Evidence Based Library and Information Practice 1, nr 2 (5.06.2006): 36. http://dx.doi.org/10.18438/b8d59m.

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A review of: McLoughlin, Carla, and Anne Morris. "UK Public Libraries: Roles in Adult Literacy Provision." Journal of Librarianship and Information Science 36.1 (March 2004): 37-46. Objective – To examine the role of public libraries in the provision of adult literacy services, with a detailed look at both the successes and concerns of the libraries under study; to provide recommendations for best practice in establishing or reviewing adult literacy services. Design – A series of case studies using written reports and semi-structured interviews. Setting – Eight public libraries in the UK involved in literacy service provision or reader development services. Subjects – Eight senior staff members in charge of library literacy programming. Method – A written report of literacy service initiatives was solicited from each participating library. A single interview was conducted with a staff member in charge of literacy service at each of the eight participating libraries. Fact-checking telephone interviews were conducted at three locations where adult literacy programs were in early stages. More in-depth, face-to-face interviews were conducted at the five libraries with better established programs. Each type of interview consisted of a set of scripted questions supplemented by individualized questions based on the written reports. Main results – There are four key areas of results to be summarized from this study: Adult Literacy Collections – The authors observed three main approaches to branding literacy collections: ?Emphasis on reading for pleasure (with collections entitled ‘Quick Reads’ or ‘First Choice’); ?Emphasis on reading for skills development; ?Discreet labelling enabling stock recognition without advertising that the reader is borrowing literacy materials. The authors conclude that the ‘Quick Reads’ approach was the most successful in highlighting the collection without stigmatizing it and in promoting the pleasure of reading. The importance of maintaining relevant, attractive books was highlighted, with collections targeting both entry level readers and emergent readers. Approaches for Supporting Adult Literacy – The libraries used reader development extensively as a strategy to support adult literacy efforts. Staff tied literacy offerings to other programs or services of interest (for example, promoting adult literacy services alongside audio-visual collections and Internet access). Adult learners were also targeted for library tours, reading groups, and assistance with book selection for the literacy collection. Some of the libraries hired new staff from outside the library profession, choosing candidates with prior experience in basic skills development or community work. Methods of Attracting Adults with Poor Literacy -- Partnership was identified as a key strategy for the libraries studied. Partnerships were formed with numerous agencies, including the probationary service, a community centre (where the library’s ‘reader in residence’ was installed), a college, and a Peugeot factory. Networking with other literacy service providers and coalitions was also an important strategy, particularly as a way to increase the library’s profile as a literacy service provider. Perhaps the simplest strategy for attracting adults with poor literacy was to identify areas of the library districts where literacy skills were lowest and then to target literacy service to those regions. Sustainability and Mainstreaming -- Early planning for sustainability was crucial. Incorporating funding for literacy staffing and collections into the core budget and annual library plan was also an important step. While some libraries hired new staff, and one library staffed the literacy project with volunteers, using existing staff for adult literacy work proved to be more efficient and sustainable. Instilling a sense of ownership in the project for both staff and users of the literacy services by involving them in the development and promotion of literacy service and collections was another strategy employed to ensure longevity of the service. Conclusions – The most successful form of library literacy service provision was found to be the reader development approach (promoting reading for enjoyment and building reading activities around existing interests). The libraries studied showed an understanding of the wide range of reading levels and interests among adult learners. Potential barriers for libraries in the provision of adult literacy service “include restrictive funding criteria, limited staff capacity, and a bidding culture that remains unsympathetic to public library circumstances” (44). The authors make five recommendations for best practices in adult literacy service provision: Eclectic adult literacy collections: Collections should be fresh and appealing and should incorporate engaging non-fiction. Standardized criteria for adult literacy stock: Standardized criteria should be developed by a basic skills agency, preferably at a national level. Equality for adult readers: Approach adult readers as people who read for enjoyment or who are ‘getting back to reading’, rather than as those needing to ‘improve’ their reading. Maximum access: Ensure a diverse and well-stocked collection of books that is easy for adult learners to locate. Community profiling: Optimize service delivery by profiling your community’s literacy levels.

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Barakat, Bilal. "Improving Adult Literacy Without Improving The Literacy of Adults? A Cross-National Cohort Analysis". World Development 87 (listopad 2016): 242–57. http://dx.doi.org/10.1016/j.worlddev.2016.06.015.

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Yamashita, Takashi, Thomas Smith i Phyllis Cummins. "Age, Period, and Cohort Effects on Literacy Skills across Life Stages". Innovation in Aging 5, Supplement_1 (1.12.2021): 838–39. http://dx.doi.org/10.1093/geroni/igab046.3070.

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Abstract Literacy skills are essential adult competencies for economic, social, political and cultural participation, which are linked to higher quality of life. Literacy skills are known to be lower for older age groups. However, relatively little is known about cohort and period effects, which provide clues to the sociohistorical impacts on literacy, in addition to the well-known age effects, over the life course. This study analyzed three nationally representative cross-sectional survey data of the U.S. adults at five time points, from the 1994 International Adult Literacy Survey (IALS), 2003 Adult Literacy and Life Skills Survey (ALL), and the 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC). The total analytic sample was 17,450 adults age between 18 and 65 years old. The literacy measures were re-scaled (0-500 points) to be comparable across the surveys. An age-period-cohort hierarchical linear model (i.e., cross-classified random effects model) was constructed using the Bayes estimator. Individuals were cross-classified based on 14 five-year birth cohort and 5 periods (survey years) information. Results showed that literacy skills improved [95% credibility-interval (CI) for linear effect of age = (0.31, 1.07), but the rate of improvement declined over time, faster rates of decline in later life stages [95% CI for quadratic effect of age = (-0.17, -0.09)]. Additionally, the notable variability across the cohorts and periods [95% CI variances = (5.34, 52.52) and (2.30, 172.01), respectively] were identified. Possible explanations for the identified age, period and cohort effects on literacy and implications for adult competencies in later life are evaluated.

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Hasaba, Sarah. "Perspectives on literacy: Exploring functional vs. sociocultural views on adult literacy learning in the case of Uganda". International Journal of Literacy, Culture, and Language Education 2 (1.01.2013): 21–39. http://dx.doi.org/10.14434/ijlcle.v2i0.26842.

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Illiteracy remains a global concern, especially among developing countries like Uganda. The 1990 World Education Conference in Jomtien, Thailand drew attention to the increasing number of illiterate individuals in the world, especially in developing countries. Consequently, the Education For All (EFA) campaign was launched, with UNESCO spearheading it. The campaign urged both developed and developing countries to invest in improving literacy and education levels among children and adults. The support for universal primary education has been enormous, with the United Nations putting forward eight Millennium Development Goals in 2000 to be achieved by 2015; goal 2 emphasizes universal primary education. This paper explores adult literacy promotion as an EFA effort and presents UNESCO’s drive for functional literacy. It also presents the Ugandan government’s Functional Adult Literacy Program and juxtaposes it against other alternative approaches to literacy learning, such as the social and sociocultural views of literacy. Findings from research conducted in 2006 and 2011 on the Functional Adult Literacy Program in Uganda not only point to program challenges limiting its effectiveness, but also call for a social approach to implementing any adult literacy program.

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Ofornagoro, Nnaemeka. "CORRELATION BETWEEN ADULT LITERACY AND HEALTH PROMOTION BEHAVIOR AMONG ADULTS IN RURAL COMMUNITIES IN ENUGU STATE, NIGERIA". International Journal of Advanced Research 10, nr 02 (28.02.2022): 709–14. http://dx.doi.org/10.21474/ijar01/14260.

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Health-promoting behaviors are an essential component of illness prevention and healthy living. The concept of health promotion behavior and educational literacy skills describes the multidimensional potentialities of literacy for healthy well-being. The present work examines the association between adult literacy and health promotion behavior in rural adults. A convenience sample of two hundred and eleven adults residing in the rural communities of Enugu State, Nigeria, participated in the study. The respondents comprising males and females aged 30 to 65, completed a self-report measure of the adult literacy questionnaire and the Health Promotion Lifestyle Profile II scale. The finding revealed a significant positive association between the variables.

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Mohammed, Yusuf. "Participation for Sustainability in Adult Literacy and Skills Acquisition Centers". International Journal of Psychosocial Rehabilitation 24, nr 5 (20.04.2020): 5490–97. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020256.

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Boon, Danielle. "Alfabetisering In Oost-Timor". Toegepaste Taalwetenschap in Artikelen 83 (1.01.2010): 31–42. http://dx.doi.org/10.1075/ttwia.83.04boo.

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Almost 50% of the adults in Timor-Leste are illiterate. With Portuguese and Tetum as official languages, fifteen regional languages recognized, and English and Bahasa Indonesia accepted as working languages, adult literacy education takes place in a multilingual context. Most adult learners are multilingual and learn to read and write in a second language. The NWO-WOTRO funded research project 'Becoming a Nation of Readers' investigates adult literacy in Timor-Leste. One study focuses on acquisition and use of literacy in the two official languages. This paper presents first results: a description of currendy provided literacy programmes (different in method, content and length), a profile of teachers (relatively young, low educated, multilingual), participants (two-thirds women, two-thirds without school experience) and learning circumstances (poor). Analysis of aspects of participants' reading and writing ability shows that school experience, age and being able to speak Tetum are important factors, as is teachers' work experience in the adult literacy sector.

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Kim, Chan-ki. "The Characteristics and Prospects of Adult Literary Competence. -Focusing on Literary Literacy Type of Adult and Its Character-". Korean Language Education 160 (28.02.2018): 247–66. http://dx.doi.org/10.29401/kle.160.8.

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