The UNESCO Institute for Lifelong Learning (UIL) has launched a new publication, "Integrated Approaches to Literacy and Skills Development: Examples of Best Practice in Adult Learning Programmes." This new compilation showcases 21 adult education programmes that demonstrate promising approaches to integrating literacy, life skills and…

Basic education is essential if societies and economies are to thrive and become sustainable in challenging times. However, many people have never had an opportunity to benefit from education and many others leave the initial phase of education without attaining the level of proficiency in literacy and numeracy needed to participate fully in…

This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for…

Rajapalyam village is located in the Tuticorin district along the biodiversity rich Gulf of Mannar coast in southeastern India. The people of this village are economically backward and most of the men are engaged in fishing. The fisherwomen of this village are less literate than the men, or illiterate. Adult education has been introduced to the…

It has long been orthodoxy among adult educators that those who teach adults need to take into account the existing knowledge, practices, perceptions and expectations of the learners. This is true at both central level where curricula and teaching-learning materials are developed and at local level where adult teacher/facilitator meets adult…

Based on a 65-day educational program in India designed to provide an Indian international perspective for 22 adult educators in the New England region and the addition of this dimension to their Adult Education programs at home, these papers written by the participants indicate their reactions to their Indian experience. They are intended for…

Basic Education is a way of living which does not receive a ready-made or imported load on instruction but which generates and regenerates education as an outcome of the living process. The pupil learns the art of deriving educational benefit and creative satisfaction from the work he does. (Author)

The Functional Literacy Project of India was initiated in 1967 as part of a joint program, involving several Indian government ministries and United Nations agencies, to train some five million farm families in both literacy and modern agricultural skills at the same time. This report first describes the beginnings of the project and its…

The selective bibliography lists 169 items dealing with adult education in India. (MW)

Discusses the National Literacy Mission (NLM) launched in 1988 in India. Notes the barriers to successful campaigns for literacy in India. Describes the reasons for the particularly successful campaign in the state of Kerala, including the fact that it was in every sense a people's campaign. (SR)

The author believes that education (formal schooling) is contributing to massive illiteracy in his country, because learning in schools has little to do with the learner's life. He asks what literacy can do to help education regain its mission. (AJ)

A CONCEPTUAL FRAMEWORK IS PRESENTED AND IS APPLIED TO NATIONAL REPORTS ON ADULT EDUCATION IN FIVE COUNTRIES. THE FIRST TWO CHAPTERS FEATURE COMPONENTS OF THE FRAMEWORK AND DETAILED DATA ON THE TOTAL EDUCATIONAL SCENE IN CANADA, HONG KONG, INDIA, ISRAEL, SUDAN, THE UNITED STATES, THE UNITED KINGDOM, PUERTO RICO, AND YUGOSLAVIA. CHAPTER 3 THROUGH 7…

The technical report of the Pilot Evaluation Study of Functional Literacy Project in Lucknow District, Uttar Pradesh, India presents the research procedures and statistical analysis for the previously published non-technical report of the study. The main study objectives were to obtain qualitative and quantitative measurements of attainment and…

Surveys the work accomplished in post-literacy in India as part of the National Literacy Mission. Argues that post-literacy has become an arena of struggle between individual and group goals. Uses interviews and discussions to explore this field. Outlines the concerns being voiced in India about adult literacy learning. (CAJ)

The Each One Teach One (EOTO) literacy project undertaken by universities and colleges is one of five methods of conducting adult education programs in India. A basis for an understanding of EOTO is a definition of literacy--a person is considered literate if he or she has mastered accuracy and fluency in word recognition, comprehension of…