literacy
- Assessing the determinants for women’s contributions to Kerala’s contemporary society
- M. Eapen; P. Kodoth / Centre for Development Studies, Kerala, India, 2002
- Literacy, together with non-domestic employment, which gave women access to independent sources of income, have been regarded as important indicators of women’s "status", which affected fertility and mortality outcomes. Since wom...
- ICT programs in Zambia and India lead to positive gains in both literacy and computer skills
- G. Farrell / Commonwealth of Learning, 2004
- This paper reflects the findings of a three-and-a-half-year project that tested how useful various information and communication technology applications were in providing literacy programmes. The project highlighted a number of...
- ICTs for teacher training, Egypt and South Africa
- J. Leach / Digital Education Enhancement Project, Open University, 2004
- This document provides the results of research which aimed to investigate how information and communications technologies (ICT), effectively used, could significantly improve the teaching and learning of literacy, numeracy and science...
- Collection of papers on literacy in celebration of International Literacy Day 2003
- Education Sector, UNESCO, 2003
- As a part of International Literacy Day 2003, a UNESCO round table on the theme of understanding what literacy as freedom means to people in different contexts, yet linked by the forces of globalisation and change. This document is a ...
- ICTs for non-formal education in Africa
- D. Wagner; B. Day; J.S. Sun / Imfundo, 2004
- Examines the ways in which ICTs can improve the skills of Africa’s young people and adults who do not have basic literacy skills and/or have not completed primary or secondary school. The report looks at: mo...
- Ethnographic approaches and critical analysis of development discourses in practice in Nepal
- A. Robinson-Pant / Education Sector, UNESCO, 2000
- This book looks at two case studies of women’s literacy classes in Nepal. Using extensive field notes, and quotations from class participants, the author attempts to explore the women’s own perceptions of their involvement i...
- Country-level comparative data and analysis of primary, secondary and tertiary inputs and outputs.
- UNESCO Institute for Statistics, 2004
- This report provides comparative data on education in developing and developed countries. It presents detailed country-level statistics on inputs such as enrolment rates, teacher to student ratios, and private and public expenditures ...
- Evaluating the impacts of participatory development in Bangladsh and Uganda
- M. Fiedrich; A. Jellema / Department for International Development, UK, 2003
- This paper is a study of participatory development in practice. Its focus is on Reflect, one of the most innovative approaches to participatory adult education, which aims to use a participatory learning process to stimulate a wider p...
- Poor return on investment? Why are literacy programmes failing to reach the poor?
- Carew Treffgarne / id21 Development Research Reporting Service, 2002
- Has the Education for All debate overshadowed literacy? What is the relationship between literacy and poverty? Should literacy programmes be carried out for their own sake or as part of a wider livelihood programme? What are the impac...
- Universal literacy: essential for development?
- Alan Rogers / id21 Development Research Reporting Service, 2002
- Are ‘literate’ and ‘illiterate’ meaningless terms? How can we judge whether somebody has become ‘literate’? What is the relationship between literacy and development? Should literacy be an end in itself? ...
- Assessing the determinants for women’s contributions to Kerala’s contemporary society
- M. Eapen; P. Kodoth / Centre for Development Studies, Kerala, India, 2002
- Literacy, together with non-domestic employment, which gave women access to independent sources of income, have been regarded as important indicators of women’s "status", which affected fertility and mortality outcomes. Since wom...
- ICT programs in Zambia and India lead to positive gains in both literacy and computer skills
- G. Farrell / Commonwealth of Learning, 2004
- This paper reflects the findings of a three-and-a-half-year project that tested how useful various information and communication technology applications were in providing literacy programmes. The project highlighted a number of...
- ICTs for teacher training, Egypt and South Africa
- J. Leach / Digital Education Enhancement Project, Open University, 2004
- This document provides the results of research which aimed to investigate how information and communications technologies (ICT), effectively used, could significantly improve the teaching and learning of literacy, numeracy and science...
- Collection of papers on literacy in celebration of International Literacy Day 2003
- Education Sector, UNESCO, 2003
- As a part of International Literacy Day 2003, a UNESCO round table on the theme of understanding what literacy as freedom means to people in different contexts, yet linked by the forces of globalisation and change. This document is a ...
- ICTs for non-formal education in Africa
- D. Wagner; B. Day; J.S. Sun / Imfundo, 2004
- Examines the ways in which ICTs can improve the skills of Africa’s young people and adults who do not have basic literacy skills and/or have not completed primary or secondary school. The report looks at: mo...
- Ethnographic approaches and critical analysis of development discourses in practice in Nepal
- A. Robinson-Pant / Education Sector, UNESCO, 2000
- This book looks at two case studies of women’s literacy classes in Nepal. Using extensive field notes, and quotations from class participants, the author attempts to explore the women’s own perceptions of their involvement i...
- Country-level comparative data and analysis of primary, secondary and tertiary inputs and outputs.
- UNESCO Institute for Statistics, 2004
- This report provides comparative data on education in developing and developed countries. It presents detailed country-level statistics on inputs such as enrolment rates, teacher to student ratios, and private and public expenditures ...
- Evaluating the impacts of participatory development in Bangladsh and Uganda
- M. Fiedrich; A. Jellema / Department for International Development, UK, 2003
- This paper is a study of participatory development in practice. Its focus is on Reflect, one of the most innovative approaches to participatory adult education, which aims to use a participatory learning process to stimulate a wider p...
- Poor return on investment? Why are literacy programmes failing to reach the poor?
- Carew Treffgarne / id21 Development Research Reporting Service, 2002
- Has the Education for All debate overshadowed literacy? What is the relationship between literacy and poverty? Should literacy programmes be carried out for their own sake or as part of a wider livelihood programme? What are the impac...
- Universal literacy: essential for development?
- Alan Rogers / id21 Development Research Reporting Service, 2002
- Are ‘literate’ and ‘illiterate’ meaningless terms? How can we judge whether somebody has become ‘literate’? What is the relationship between literacy and development? Should literacy be an end in itself? ...
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