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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


Table of Contents


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