Post-literacy or post-literacy education is a concept used in

continuing education Continuing education (similar to further education in the United Kingdom and Republic of Ireland, Ireland) is an all-encompassing term within a broad list of post-secondary learning activities and programs. The term is used mainly in the United ...

and

adult education Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. Merriam, Sharan B. & Brockett, Ralp ...

programs aimed at recently literate or "neo-literate" adults and communities, largely in the

developing world A developing country is a sovereign state with a lesser developed industrial base and a lower Human Development Index (HDI) relative to other countries. However, this definition is not universally agreed upon. There is also no clear agreem ...

. Unlike continuing education or

further education Further education (often abbreviated FE) in the United Kingdom and Ireland is education in addition to that received at secondary school, that is distinct from the higher education (HE) offered in universities and other academic institutions. I ...

, which covers secondary or vocational topics for adult learners, post-literacy programs provide skills which might otherwise be provided in

primary education Primary education or elementary education is typically the first stage of formal education, coming after preschool/kindergarten and before secondary school. Primary education takes place in ''primary schools'', ''elementary schools'', or first ...

settings. Post-literacy education aims to solidify literacy education, provide resources and media aimed at the newly literate, and also may create systems of non-formal education to serve these communities. Projects include providing formal continuing education, providing written materials (the

literate environment A literate environment may include written materials (newspapers, books and posters), electronic and broadcast media (radios and TVs) and information and communications technology (phones, computers and Internet access), which encourage literacy acq ...

) relevant to economic development to newly literate members of developing societies, and leveraging radio and other non-written media to increase access to educational material in informal settings.World Bank
Post-Literacy and Continuing Education for Human Development Project Bangladesh (2001)
Accessed 2009-03-27

References

Bibliography

*Dave, R. H.; And Others. Learning Strategies for Post-Literacy and Continuing Education: A Cross-National Perspective. Second Edition. Outcomes of an International Research Project. Studies on Post-Literacy and Continuing Education 1. (1988) *Manandhar, Udaya; And Others. Empowering Women and Families through Literacy in Nepal. ndParticipatory Video as a Post-Literacy Activity for Women in Rural Nepal. Convergence v27 n2-3 p102-118 1994 * Muller, Josef, (Ed.)
Learning Strategies for Post-Literacy. The Tanzanian Approach. A Reader
German Foundation for International Development, Tanzania Ministry of Education, (1986) *Kothari, B. Same language subtitling: Integrating post literacy development and popular culture on television. Media and Technology for Human Resource Development, 1999 *Lasway, Rest B. The Impact of Post-Literacy: A Tanzanian Case Study. International Review of Education, Vol. 35, No. 4, Post-Literacy (1989), pp. 479–489 *Ouane, Adama . Rural Newspapers and Radio of Post-Literacy in Mali. Prospects: Quarterly Review of Education v12 n2 p243-53 1982 *Ouane, Adama (ed), R. H. Dave (Author), D. A. Perera (Author). Learning Strategies for Post-Literacy and Continuing Education in Mali, Niger, Senegal and Upper Volta/U1475 (UIE studies on post-literacy and continuing education)Unesco Inst of Education (July 1986) *Ranaweera, A. M.(Ed.), R. H. Dave (Author), A. Ouane (Author). Learning Strategies for Post-Literacy and Continuing Education in Brazil, Colombia, Jamaica and Venezuela (Uie Studies on Post-Literacy and Continuin). Unesco Inst of Education (August 1987) *Rogers, Alan (ed), Bryan Maddox, Juliet Milligan, Katy Newell Jones, Uta Papen, Anna Robinson-Pant. Re-defining Post-Literacy in a Changing World. Department for International Development, Education Research Report No. 29, London. (1999) *Srivastava, Hari S. Some Innovative Initiatives in Literacy, Post-Literacy and Continuing Education in Asia. International Review of Education, Vol. 30, No. 3, Adult Education in a Rapidly Changing World (1984), pp. 369–375 *Zhu, Qing-Ping and Rong-Guang Dai. Institutions of post-literacy in China. International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation. Volume 35, Number 4 / December, 1989 Literacy Reading (process) Adult education {{Edu-stub

See also

References

Bibliography