Non-formal education in Ethiopia: literacy programs
This report describes the implementation of literacy programmes in Ethiopia, lists the organizations sponsoring the various projects, analyses programme content and estimates enrolment figures in each case - Literacy training is provided by primary schools, the National Literacy Campaign Organization through adult reading programmes and UNESCO which implemented a work-oriented literacy programme in 1968. Other institutions active in this field are: ILO, the Ethiopian Orthodox Church, foreign missionary groups, etc. 3 shortcomings of these programmes are: inadequate distribution of follow-up materials, insufficient development of womens education, difficulties in teaching in the national language differing from the mother tongue of students. Research is a prerequisite for the study of educational objectives, organizational patterns, teaching methods, use of instructional materials, relative importance of functional and work-oriented programmes. In view of the urgency, means should be devised to deliver adult education in an illiteracy context.
| Main Authors: | , |
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| Format: | book biblioteca |
| Language: | eng |
| Published: |
Mich.
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| Subjects: | Adult education, Educational objectives, Enrolment, Illiteracy, Literacy programmes, Primary schools, Teaching materials, Teaching methods, |
| Online Access: | https://unesdoc.unesco.org/ark:/48223/pf0000164088 |
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| Summary: | This report describes the implementation of literacy programmes in Ethiopia, lists the organizations sponsoring the various projects, analyses programme content and estimates enrolment figures in each case - Literacy training is provided by primary schools, the National Literacy Campaign Organization through adult reading programmes and UNESCO which implemented a work-oriented literacy programme in 1968. Other institutions active in this field are: ILO, the Ethiopian Orthodox Church, foreign missionary groups, etc. 3 shortcomings of these programmes are: inadequate distribution of follow-up materials, insufficient development of womens education, difficulties in teaching in the national language differing from the mother tongue of students. Research is a prerequisite for the study of educational objectives, organizational patterns, teaching methods, use of instructional materials, relative importance of functional and work-oriented programmes. In view of the urgency, means should be devised to deliver adult education in an illiteracy context. |
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