Report Of Evaluation Of The Functional Adult Literacy Programme In Uganda 1999

The policy of the World Bank has been to focus on universal primary education, rather than supporting adult literacy programmes. But slow progress in Sub-Saharan Africa has convinced the Bank that adult literacy, especially amongst women, is a key factor in promoting economic and social development. This study of programmes in Uganda shows that adult literacy programmes can be more effective than was previously thought; that government run programmes can be as effective as those run by non-governmental organisations and that there is a large, unsatisfied demand among Ugandan adults for more education.

THE JOSSEY-BASS READER ON Contemporary Issues in Adult Education With contributions from leading experts in the field, The Jossey-Bass Reader on Contemporary Issues in Adult Education collects in one volume the best previously published literature on the issues and trends affecting adult education today. The volume includes influential pieces from foundational authors in the profession such as Eduard C. Lindeman, Alain Locke, and Paulo Freire, as well as current work from authors around the world, including Laura L. Bierema, John M. Dirkx, Cecilia Amaluisa Fiallos, Peter Jarvis, Michael Newman, and Shirley Walters. In five sections, the book's thirty chapters delve into a wide range of compelling topics including: social justice, democracy, and activism diversity and marginalization human resource development lifelong learning ethical issues the meaning and role of emotions globalization and non-Western perspectives the role of mass media, popular culture, and "social learning" technology health, welfare, and environment Each piece is framed within its larger context by the editors, and each section is accompanied by helpful reflection and discussion questions.

Despite an estimated one billion adults who are illiterate in the world, adult literacy programmes in developing countries remain severely underfunded and with limited outcomes. Efforts to improve this situation have tended to focus on institutional and social issues, rather than research into cognitive and memory functions and studies regarding learning techniques. This publication explores cognitive research findings and applies this to the design of adult literacy programmes and acquisition of literacy by unschooled adults in lower-income countries.

This collection is comprised of papers submitted to the 3rd International Online Language Conference (IOLC) held in September 2010. IOLC 2010 was a two-day conference which aimed to provide a forum for academics, practitioners, experts and students to debate current international issues and challenges in the broad area of language learning and teaching. This annual world-renowned conference takes place over the internet, allowing participants to save accommodation and flight expenses and at the same time helping to save our planet by reducing CO2 emissions. All submitted papers went through a double blind review process before a decision was made. This was to ensure the quality level of the conference is kept high.

Independent African countries have faced many challenges on the road to economic and social development. The heritage of colonialism has weighed heavy on their shoulders, and the promises of post-colonialism have not always been fulfilled. The nature and trajectory of the development project is determined, in large part, by governments. Where they have been limited in - or neglectful of - their capacity to improve the lives of their people, non-government organizations have been quick to respond. Composing a New Song comprises portraits of five such NGOs, from Nigeria, Tanzania, Uganda, Zambia and Zimbabwe. Each was spurred by a moral concern for those sectors of society that were marginalized or ignored completely, by the march of mainstream development, but each has chosen its own route, its own tactics and its own methods. These stories, told by founders and senior managers of the organizations, offer a rare insight into personal motivations, social reactions and political choices - indeed, the real world of development, one that is too often glossed over by more orthodox texts.

Featuring the most frequently taught female writers and texts of the early modern period, this Companion introduces the reader to the range, complexity, historical importance, and aesthetic merit of women's writing in Britain from 1500–1700. Presenting key textual, historical, and methodological information, the volume exemplifies new and diverse approaches to the study of women's writing. The book is clearly divided into three sections, covering: how women learnt to write and how their work was circulated or published; how and what women wrote in the places and spaces in which they lived, worked, and worshipped; and the different kinds of writing women produced, from poetry and fiction to letters, diaries, and political prose. This structure makes the volume readily adaptable to course usage. The Companion is enhanced by an introduction that lays out crucial framework and critical issues, and by chronologies that situate women's writings alongside political and cultural events.

This book examines the factors affecting the successful implementation of Education Sector Plans in developing countries. It provides a detailed comparison that draws on data from 27 countries to offer careful research conclusions and policy recommendations. Offering a detailed comparison of the schooling situation (e.g. availability of potable water and toilets, provision for the disabled) as well as educational outcomes (both test scores and percentages out-of-school) from the 27 countries using empirical evidence, the book examines the resources that have been invested in different education sectors, investigating the development and success of each plan. The volume uses correlation analysis to compare factors including the availability of government funding, national characteristics, ministerial decisions, influences of country and donor stakeholders, as well as district- and school-level issues. Thorough comparative analysis of the data is then demonstrated, with two measures of achievements to identify which factors can be considered as the most important in order to reach realistic policy and research conclusions. Timely and engaging, this book will be of great interest to researchers, scholars, and postgraduate students in the field of education and international development, comparative education, and international education more broadly.