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Items 1 to 10 of 85

Language, education, and citizenship in Africa
E.A. Albaugh / Afrobarometer 2016
African states are known for their linguistic diversity. Few have spread a single official language widely through their education systems. The preservation of many local languages seems a benefit in terms of minority rights, but some...
Literacy and education for sustainable development and women’s empowerment
A. Robinson-Pant / UNESCO Institute for Lifelong Learning 2013
That women comprise two-thirds of the world’s non-literate population has been a matter of concern for the development sectors for decades. Despite a number of high-profile literacy initiatives and interventions, the gender disp...
What works? Engaging research to shape policy: the case of grammar
D. Myhill; S. Jones 2007
This article explores how literacy research is currently being positioned to address the political imperatives of the day, focusing on debates relating to the teaching of grammar. It takes the international debate about the value of g...
Making the grade: understanding what works for teaching literacy in rural Uganda
J.T. Kerwin; R. Thornton / Population Studies Center, University of Michigan 2015
This paper evaluates an early primary literacy program in Northern Uganda. Through a randomised experiment , the  authors measure the effects of the literacy program as implemented by the organisation that developed it. They comp...
Helpdesk Report: Literacy in Pakistan
L. Bolton; I. Featherstone / Health and Education Advice and Resource Team 2013
This helpdesk query produced: a summary of the key literacy statistics in Paistan for the population as a whole as well as for children up to the age of 15 – broken down by end of grade 2, end of grade 5, and age 15 (grade 8) an...
1 Helpdesk Report: Learning outcomes in Pak i stan
Department for International Development, UK 2011
Currently only 54% of the population in Pakistan aged 15 or over can read or write (66.25% male and 41.75% female). Of the youth population (15-24 years), the literacy rate (2004-8) is 79% for males and 59% for females. Efforts...
Helpdesk Report: Learning outcomes in Afghanistan
E. Bell / Department for International Development, UK 2011
Currently only an average of 26% of the Afghan population aged 15 or over can read or write. One of the first achievements of post-conflict Afghanistan was to bring almost 4 million children back to school. However, low primary enrolm...
Parental, familial, and community support interventions to improve children’s literacy in developing countries: a systematic review
The Campbell Collaboration 2014
The objective of this systematic review is to examine the availability of evidence and what that evidence says about the effectiveness of interventions to improve parental, familial, and community support for children’s literacy...
The impact of mother literacy and participation programmes on child learning: evidence from a randomised evaluation in India
R. Banerji,; J. Berry; M. Shotland / International Initiative for Impact Evaluation 2014
This study reports the results of a randomised evaluation of three programmes designed to improve home learning environment among rural households in India. Households were assigned into one of four groups that received either: (1) ad...
Community participation and after-school support improve learning outcomes and transition to secondary school among disadvantaged girls: a pilot study in informal settlements, Nairobi, Kenya
African Population and Health Research Center, Nairobi, Kenya 2013
Research shows that providing girls with after-school support and mentoring in addition to such incentives as stipends helps them to stay in school and transition into secondary school. This study tested several strategies to support ...
Items 1 to 10 of 85

Items 1 to 10 of 85

Language, education, and citizenship in Africa
E.A. Albaugh / Afrobarometer 2016
African states are known for their linguistic diversity. Few have spread a single official language widely through their education systems. The preservation of many local languages seems a benefit in terms of minority rights, but some...
Literacy and education for sustainable development and women’s empowerment
A. Robinson-Pant / UNESCO Institute for Lifelong Learning 2013
That women comprise two-thirds of the world’s non-literate population has been a matter of concern for the development sectors for decades. Despite a number of high-profile literacy initiatives and interventions, the gender disp...
What works? Engaging research to shape policy: the case of grammar
D. Myhill; S. Jones 2007
This article explores how literacy research is currently being positioned to address the political imperatives of the day, focusing on debates relating to the teaching of grammar. It takes the international debate about the value of g...
Making the grade: understanding what works for teaching literacy in rural Uganda
J.T. Kerwin; R. Thornton / Population Studies Center, University of Michigan 2015
This paper evaluates an early primary literacy program in Northern Uganda. Through a randomised experiment , the  authors measure the effects of the literacy program as implemented by the organisation that developed it. They comp...
Helpdesk Report: Literacy in Pakistan
L. Bolton; I. Featherstone / Health and Education Advice and Resource Team 2013
This helpdesk query produced: a summary of the key literacy statistics in Paistan for the population as a whole as well as for children up to the age of 15 – broken down by end of grade 2, end of grade 5, and age 15 (grade 8) an...
1 Helpdesk Report: Learning outcomes in Pak i stan
Department for International Development, UK 2011
Currently only 54% of the population in Pakistan aged 15 or over can read or write (66.25% male and 41.75% female). Of the youth population (15-24 years), the literacy rate (2004-8) is 79% for males and 59% for females. Efforts...
Helpdesk Report: Learning outcomes in Afghanistan
E. Bell / Department for International Development, UK 2011
Currently only an average of 26% of the Afghan population aged 15 or over can read or write. One of the first achievements of post-conflict Afghanistan was to bring almost 4 million children back to school. However, low primary enrolm...
Parental, familial, and community support interventions to improve children’s literacy in developing countries: a systematic review
The Campbell Collaboration 2014
The objective of this systematic review is to examine the availability of evidence and what that evidence says about the effectiveness of interventions to improve parental, familial, and community support for children’s literacy...
The impact of mother literacy and participation programmes on child learning: evidence from a randomised evaluation in India
R. Banerji,; J. Berry; M. Shotland / International Initiative for Impact Evaluation 2014
This study reports the results of a randomised evaluation of three programmes designed to improve home learning environment among rural households in India. Households were assigned into one of four groups that received either: (1) ad...
Community participation and after-school support improve learning outcomes and transition to secondary school among disadvantaged girls: a pilot study in informal settlements, Nairobi, Kenya
African Population and Health Research Center, Nairobi, Kenya 2013
Research shows that providing girls with after-school support and mentoring in addition to such incentives as stipends helps them to stay in school and transition into secondary school. This study tested several strategies to support ...
Items 1 to 10 of 85

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