ERIC Number: ED110711
Record Type: RIE
Publication Date: 1975-Feb
Reference Count: 0
Non-Formal Education Approaches to Teaching Literacy. Program of Study in Non-Formal Education, Supplementary Series. Paper No. 2.
The author feels that nonformal adult literacy education should be structured around several observations he has made concerning such education: adults learn to read and do arithmetic faster than do children; the difference in learning rate between adults and children in regard to writing is negligible; learners vary greatly in their learning speeds; learners have a slight preference for group rather than individual instruction; learners supported and encouraged by the community are more likely to succeed than those who are not; learners who need literacy for their work are more persevering and successful than those who do not; literacy instruction need not be directly related to the learner's specific purposes; literacy programs oriented to occupational problems have usually been more successful than have more general programs; and instruction conducted intensively and continuously has fewer dropouts than that done at a more leisurely pace. These observations are based primarily on programs conducted in Iran, Tanzania, Turkey, and Zambia. One section of the pamphlet considers the value and uses of literacy, and there is a brief consideration of the problems of program management and bureaucracy. (PR)
Publication Type: Guides - General
Education Level: N/A
Authoring Institution: Michigan State Univ., East Lansing. Inst. for International Studies in Education.; Agency for International Development (Dept. of State), Washington, DC.