A Turning Point for Literacy. Adult Education for by Leon Bataille

By Leon Bataille

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Experimental World Literacy Programme 39 socio-cultural environments and according to the methods employed (phonetic, syllabic, synthetic, analytic, eclectic), they are usually due to the syntactic and lexical aspects of the language being taught and the relationship between its spelling and phonetic structure. As regards organization, the large-scale nonintensive and diffuse nature of an educational operation catering to adults of both sexes and all ages, regardless of differences in their interests, motivation and socio-economic circumstances, may well explain the failures experienced in national campaigns which lacked the support of a clearly perceptible political will to change society and a powerful ideological impetus, accompanied where necessary by incentives and means of persuasion.

E. Algeria, Afghanistan, Ecuador, Ethiopia, Guinea, India, Iran, Madagascar, Mali, Sudan, Syria, Tanzania and Venezuela. The main pilot projects of the programme fell into two categories: (a) projects implemented by national governments and Unesco (although Unesco was the sole executing agency, these sometimes received technical assistance from one or more of the other United Nations Specialized Agencies, such as FAO, ILO and WHO); and (b) agricultural development programmes implemented by FAO with a Unesco literacy component.

UNDP financed the international aspect of most of these projects. The thirteenth: the functional literacy pilot project in Venezuela was conducted exclusively with national resources and where only the evaluation component was financed by the United Nations system. e. literacy's preinvestment role with regard to development - and (in the words of the 13th Session of Unesco's General Conference in 1964) "to pave the way for the eventual execution of a world campaign . ". The testing and demonstration function of the Programme, although encountering greater obstacles than originally expected, has yielded a harvest of interesting information about how - and how not - to undertake literacy work.

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