Evaluates the mission of schools in industrialized nations to transmit literacy and numeracy skills to persons generally considered disadvantaged. Data are analyzed for the United Kingdom, the United States, and France. (Author/DB)

In Canadian society there are people who are totally illiterate, and they are all the more conscious of their illiteracy as a personal weakness because most of the population is literate. Literacy teaching and practices in Canada are discussed. Illiteracy in Canada and in the third world is also compared. (RM)

Discusses Unesco's attempts to promote equality of access to education for all individuals. Defines Unesco's educational priorities as quality of education, teacher training, and adaptation of educational systems to national needs. A review of Unesco's educational activities from 1946-1976 is presented. (Author/DB)

Radio can be an important part of national strategies to combat illiteracy, a growing problem worldwide. Several strategies are suggested which enable radio to be used as an educational medium in developing nations. Such radio stations should be locally based and controlled by grassroots participation. (IS)

While the overall illiteracy rate in Spain is an acceptable 6.6 percent, Andalusia is clearly above that average at 11.8 percent. Andalusia's program for eradicating adult illiteracy is discussed. Examined are program objectives and implementation, teachers, teaching methods, and the need for continuing literacy action. (RM)

Worldwide, the absolute number of illiterate adults continues to grow. The following topics are discussed: those in need of literacy education; pre-literacy programs; the changing role of post-literacy efforts, i.e., efforts to help adults apply literacy skills; strategies for literacy campaigns; and illiteracy in industrialized countries. (RM)

Quantifies the degree of social, economic, and cultural deprivation of countries with high degrees of illiteracy by comparing their social indicators to those of countries having a predominantly literate population. Examined are indicators of education, the mass media, transportation, social welfare, agriculture, and the economy. (Author/AM)

Education in the less developed nations is again at a crossroads. Difficulties exist in eradicating illiteracy and providing skilled manual workers; at the same time many countries have too many college graduates. Innovative solutions, such as integrating traditional apprenticeships with vocational training schools, are needed. (IS)

One way of countering illiteracy is to teach children to read before they enter elementary school, e.g., in nursery school or at home. The "right age" for learning to read is discussed; positive results of a project in France that taught nursery school children to read and write are examined. (RM)

The educational history of adult literacy education programs in Iraq is discussed. Specifically examined are planning efforts; administration and organization; curricula and instructional materials; human, technical and material resources; program exemptions, drop-outs, and failure; post-literacy programs; and social and economic results. (RM)

Conference recommendations dealing with the following areas of adult education are presented: objectives and policies; needs of special groups; formal and non-formal sectors; the use of educational technologies; teacher training; illiteracy; international cooperation; development and research; and information dissemination. (RM)