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
Literacy in its broadest sense describes "particular ways of thinking about and doing reading and writing" with the purpose of understanding or expressing thoughts or ideas in written form in some specific context of use. In other words, huma ...
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) 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
See also
*
Education in Mali
Education in Mali is considered a fundamental right of Malians. For most of Mali's history, the government split primary education into two cycles which allowed Malian students to take examinations to gain admission to secondary, tertiary, or highe ...
*
History of education in the United States
The history of education in the United States covers the trends in educational formal and informal learning in America from the 17th century to the early 21st century.
Colonial era
New England
The first American schools in the thirteen origi ...
*
International Literacy Day
International Literacy Day is an international observance, celebrated each year on 8 September, that was declared by UNESCO on 26 October 1966 at the 14th session of UNESCO's General Conference. It was celebrated for the first time in 1967. Its ...
*
Literacy
Literacy in its broadest sense describes "particular ways of thinking about and doing reading and writing" with the purpose of understanding or expressing thoughts or ideas in written form in some specific context of use. In other words, huma ...
*
Literacy in India
Literacy in India is a key for social-economic progress. The 2011 census, indicated a 2001–2011 literacy growth of 97.2%, which is slower than the growth seen during the previous decade. An old analytical 1990 study estimated that it would tak ...
**
National literacy mission
National Education Mission (Samagra Shiksha Abhiyan) was launched in 2018. It was allocated a budget of in 2019 Interim Union Budget of India. Samagra Shiksha is an overarching programme for the school education sector extending from pre-school ...
(India)
*
Nicaraguan Literacy Campaign
The Nicaraguan Literacy Campaign ( es, Cruzada Nacional de Alfabetización, CNA) was a campaign launched in 1980 by the Sandinista government in order to reduce illiteracy in Nicaragua. It was awarded the prestigious UNESCO UNESCO Nadezhda K. Krup ...
*
UNESCO Confucius Prize for Literacy The UNESCO Confucius Prize for Literacy recognizes the activities of outstanding individuals, governments or governmental agencies and non-governmental organizations (NGOs) working in literacy serving rural adults and out-of-school youth, particular ...
*
United Nations Literacy Decade
UNESCO leads the United Nations Literacy Decade (UNLD) under the slogan of "Literacy as Freedom". Launched at UN Headquarters in 2003, the Decade aims to increase literacy levels and empower all people everywhere. In declaring this Decade, the in ...
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
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