Re-defining Post-Literacy in a Changing World - Education Research Paper No.
29, 1999, 148 p.
Table of Contents
EDUCATION RESEARCH
RE-DEFINING POST-LITERACY IN A CHANGING WORLD
Alan Rogers, Bryan Maddox, Juliet Millican, Katy Newell Jones, Uta Papen, Anna Robinson-Pant
1999
Serial No. 29
ISBN: 1 86192 069 5
Department For International Development
Department For International Development Education Papers List of other DFID Education Papers Available in this Series Executive Summary Abbreviations Introduction PART I. Current Approaches to Post-Literacy
1. General
Understandings of Post-Literacy
Post-Literacy,
Initial Literacy Teaching (ILT) and Continuing Education (CE)
Participants
Aims, goals
and objectives of post-literacy
2. Post-Literacy activities
Programmes
Income-generation
programmes (IGP)
Staffing of post-literacy
Monitoring and evaluation
3. Post-Literacy materials
(PLM)
4. Conclusion
PART II. Pressures for Change
1. Contemporary
concerns about post-literacy
2. Innovatory Programmes
3. The Changing
Context of Adult Literacy
1. Adult learning theory
2. Understanding
of literacy as social practice
3. Language and access
4. Development theory
and practice
5.
Education, centralisation and decentralisation
6. Changing technologies
PART III. Developing new approaches
1. Commentary
on the traditional paradigm
2. Re-defining post-literacy
3. Critiquing the new
approaches
4. Policy implications
and action
1.
Implications for donors and implementing agencies
2. A possible research
agenda
3. Action plan
Bibliography Appendix
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