ERIC Number: ED045882
Record Type: RIE
Publication Date: 1970
Reference Count: N/A
Literacy and Development.
Phillips, H. M.
The booklet concentrates on the massive illiteracy of adults and youth in the world despite modern scientific progress. It approaches the problem from an economic and a social viewpoint and is designed to direct attention to the grave problem of illiteracy at all stages and levels of development policy. Economic and social factors are closely intertwined. Economists favor three approaches to the spreading of literacy based on its use as a component in development: assume that there is a reasonably fixed relationship between the amount of education and the amount of production based on past experience; study the different levels of income attained by people according to their level of education; derive educational needs from manpower forecasts which are in turn derived from economic projections. In their study, Bowman and Anderson show that 30%-50% literacy can be regarded as a threshold rate for economic development. The data strongly suggest that rising literacy alone contributes very little to development over the range of 30%-70% of literacy. On the other hand, among the 24 countries with per capita income over $500 only three had literacy rates under 90%. The eradication of illiteracy is tied to the completion of the growth of universal primary education and the reduction of dropout rates. (NL)
Descriptors: Agricultural Production, Developing Nations, Economic Development, Educational Benefits, Employer Attitudes, Employment Qualifications, Functional Literacy, Industry, Literacy, Motivation, Productivity, Resource Allocation, Rural Population, Social Development, Values
United Nations Educational, Scientific and Cultural Organization, Place de Fontenoy, 75 Paris-7e, France
Publication Type: N/A
Education Level: N/A
Authoring Institution: United Nations Educational, Scientific, and Cultural Organization, Paris (France).