Purpose: There is limited amount of research that constitutes non-traditional curricula implemented within an institutionalized context of developing countries. An attempt is made in this project to gain a clearer understanding of a non-traditional early learning program within an orphanage campus setting of Ladyville, Belize, Central America.…

One reason for the failure of UNESCO's literacy campaign in Third World Countries has been lack of commitment by many countries. Tanzania's successful literacy program is attributed to the utilization of all educated persons as teachers. UNESCO is intensifying its efforts to persuade governments toward commitment and action to eradicate…

The author feels that the basic key to Tanzania's successful literacy program has been the national will to dare to eradicate illiteracy. Adult education centers/committees and a teacher training system were established; all mass media and national institutions were geared to promote the program. (EA)

Women in Nepal are empowered through adult functional literacy programs called Non Formal Education (NFE). The NFE classes are held six nights per week using discussion and group socialization processes that develop critical thinking and build self-esteem in a society in which women have few or no legal rights. In these programs, women gain…

Reports the effectiveness of Thailand's Functional Literacy and Family Life Planning project in the village of Nonglungka, based upon several months of observation by the author. Concludes that, although literacy skills were improved, the participants did not apply this knowledge to their daily lives. Makes suggestions for improvement of the…

Despite its low volume of lending for adult literacy and nonformal education, the World Bank acquired significant project experience in the 1960s and 1970s. Enthusiasm for nonformal education waned in the 1980s; increasing priority was given to help governments to achieve universal primary education as the principal means of making societies…

After Botswana became independent of British rule in 1966, a series of five-year plans for economic development were written and put into action. Education was always seen by development planners as essential for development; by 1977, the government was promoting education for human resource development. Every child in the country was to be given…

This bibliography contains references to literacy education evaluation reports and evaluation method descriptions. The 161 entries are from around the world and some are in French or Spanish. The references cover a wide range of topics and include evaluation reports on programs in adult basic education, family planning, educational radio,…

The marked decline in international interest in promoting adult literacy that has occurred over the last decade has had serious consequences for literacy education in third world countries. In general, planning and implementation of literacy instruction in these areas has neither improved nor adapted itself to changing circumstances. While the…

This study describes efforts by the Summer Institute of Linguistics (SIL) to promote literacy among six language groups of northern Ghana during the years 1972-1979. The report is organized into three parts. Part I provides general background for an understanding and evaluation of what took place. It first describes the national and local setting…

Faced with the fact that over 50% of its citizens are illerate, and recognizing the link between illiteracy, poverty, and disease, the government of Kenya, in 1963, created an adult literacy program. The program's objectives were (1) to train literacy teachers, (2) to produce materials for teaching and learning and for continuing education after…

In 2000, approximately 877 million adults worldwide were illiterate and 113 million children did not attend school. More than two-thirds of those individuals lived in East and South Asia, and two-thirds were females. Functional illiteracy remains high in developed and developing nations alike. The reasons include weak training in how to teach…

The effects of literacy and livelihood programs on female learners' participation in literacy were examined through case studies of groups of women who participated in four literacy and income-earning projects in Kenya. Data were collected through focus group discussions and a questionnaire. The four programs were started between 1968 and 1999 and…