Post-literacy themes. The results of an international research project of the Unesco Institute for Education in collaboration with the German Commission for Unesco, Bonn
Bordia, A.
Estudios del IUE sobre la Post Alfabetizacion y la Educacion Continuada Serie en Espanol, Unesco Institute for Education, German Federal Re ic 1: 30
1984
Document Number: 234846
A large number of developing countries have recently initiated mass adult literacy programmes, in conjunction with the implementation of universal primary education for school-age children. However, it has been observed that neo-literate adults have difficulty in retaining their new skills and often revert to virtual illiteracy if follow-up measures are not taken. The same is true of children who are obliged to drop out of the formal school system. Post-literacy programmes are essential, and must fulfill three basic criteria: (1) the retention and consolidation of skills acquired in the literacy phase; (2) the advancement of knowledge beyond these initial skills; and (3) the application of the newly acquired knowledge to improve participants' social and working conditions. An analysis is made of literacy and post-literacy statistics in various developing countries, and several teaching methods are reviewed in relation to post-literacy programmes.