Linking literacy and numeracy programmes in developing countries and the UK

This report is based on a research symposium held at the Literacy Research Centre at the University of Lancaster in December 2003. It documents a range of experiences in adult literacy and numeracy work in developing countries and examines its relevance for policy and practice in adult basic skills in the UK. Recommendations are made for policy and practice in adult literacy and numeracy generally, with particular recommendations for work in the UK. The first section summarises the four main themes and issues to emerge during the symposium: (1) research can inform policy and practice in adult literacy; (2) integrate the teaching of skills with the social, political and economic concerns of communities; (3) the role of different languages in adult literacy programs; and (4) the possible transfer of policies, approaches and tools between contexts. Section two examines the work of the Department for International Development (DfID) in adult literacy in developing countries, section three discusses the 'Reflect' approach to adult literacy in developing countries, and section four presents case studies from around the world, including Africa, India and the Caribbean. The final section provides reflections across projects. The papers are: DfID experience of adult literacy / Alan Rogers (p. 25-33); Research in the Community Literacy Project Nepal: an historical snapshot / Roshan Chitrakar (p. 34-39); DfID, communication, literacies and development / Lindsay Howard (p.40-51); Adapting 'Reflect' to regenerate ESOL in the UK / David Archer (p. 52-58); Reflect in Canada: using participatory methods in the ESOL classroom / Desiree Lopez (p. 59-63); Commentary on Reflect in practice / Juliet Millican (p. 64-66); Literacy and Adult Basic Education, (LABE), Uganda / Simon Kisira (p. 67-73); Gender, education and empowerment: Nirantar, a resource centre for gender and education, New Delhi, India / Malini Ghose (p. 74-76); The National Literacy Programme in Namibia / B. U. Ngatjizeko (p. 77-81); The High School Equivalency Programme in Jamaica / Elaine Ferguson (p. 82-86); English for Speakers of Caribbean Languages (ESOCL) / Liz Millman (p. 87-88); Reflections on how to resolve tensions between community development and educational empowerment / Jane Mace (p. 89); Reflection on how practitioners from different parts of the world can learn from each other / Phyllis Thompson (p. 90); Can we transfer new ideas and approaches without falling into the trap of the recipe paradigm? / Anna Robinson-Pant (p. 91-95); Connecting work from literacy programs in developing and developed worlds: World Education’s experience / Cristine Smith (p. 96-98). A list of symposium participants is included.

This report is based on a research symposium held at the Literacy Research Centre at the University of Lancaster in December 2003. It documents a range of experiences in adult literacy and numeracy work in developing countries and examines its relevance for policy and practice in adult basic skills in the UK. Recommendations are made for policy and practice in adult literacy and numeracy generally, with particular recommendations for work in the UK. The first section summarises the four main themes and issues to emerge during the symposium: (1) research can inform policy and practice in ...  [+] Show more