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A didática no processo de alfabetização de jovens e adultos: uma leitura do cotidiano a partir da geografia e de textos literários; The instruction in reading and writing of young and adult students: discuss about didactic strategies and the contribution of geographic and literary knowledge

Martins, Vivian Christine
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 11/08/2006 PT
Relevância na Pesquisa
36.34%
Este trabalho traz o relato e a análise de uma experiência e uma reflexão sobre alfabetização de jovens e adultos. Buscamos, por meio da nossa vivência, discutir sobre estratégias didáticas e a contribuição do conhecimento geográfico e da literatura, visando evitar um ensino mecânico e sem sentido para o aluno no processo de alfabetização e que resulte numa aprendizagem significativa. Na nossa concepção sobre alfabetização, devemos promover o desenvolvimento de habilidades que garantam, não apenas, a aquisição do sistema de escrita e de leitura, mas também, ofereça novos conhecimentos aos alunos; The present work brings the report and analysis of an experience, and a reflection upon the instruction in reading and writing of young and adult students. By using our practical experience, we seek to discuss didactic strategies and the contribution of geographic and literary knowledge, aiming to avoid a mechanical and meaningless teaching for the student in the process of literacy acquirement, which will result in significant learning In our concept of literacy acquirement, we should promote the development of skills that not only guarantee the acquisition of the writing and reading systems, but that can also offer students new knowledge

Reading profiles for adults with low-literacy: Cluster analysis with power and speeded measures

Mellard, Daryl F.; Fall, Emily; Mark, Caroline
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 01/09/2009 EN
Relevância na Pesquisa
46.35%
The United States’ National Institute for Literacy’s (NIFL) review of adult literacy instruction research recommended adult education (AE) programs assess underlying reading abilities in order to plan appropriate instruction for low-literacy learners. This study developed adult reading ability groups using measures from power tests and speeded tests of phonemic decoding, word recognition, fluency, and comprehension. A multiple cluster analysis of these reading ability scores from 295 low-literacy AE participants yielded seven reading ability groups. These groups are described in terms of instructional needs relevant to an instructor’s planning and activities.

Relative Effectiveness of Reading Intervention Programs for Adults with Low Literacy

Sabatini, John P.; Shore, Jane; Holtzman, Steven; Scarborough, Hollis S.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //2011 EN
Relevância na Pesquisa
46.27%
To compare the efficacy of instructional programs for adult learners with basic reading skills below the seventh grade level, 300 adults were randomly assigned to one of three supplementary tutoring programs designed to strengthen decoding and fluency skills, and gains were examined for the 148 adult students who completed the program. The three intervention programs were based on or adapted from instructional programs that have been shown to benefit children with reading levels similar to those of the adult sample. Each program varied in its relative emphasis on basic decoding versus reading fluency instruction. A repeated measures MANOVA confirmed small to moderate reading gains from pre- to post-testing across a battery of targeted reading measures, but no significant relative differences across interventions. An additional 152 participants who failed to complete the intervention differed initially from those who persisted. Implications for future research and adult literacy instruction are discussed.

Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions

Greenberg, Daphne; Wise, Justin C.; Frijters, Jan C.; Morris, Robin; Fredrick, Laura D.; Rodrigo, Victoria; Hall, Ryan
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.15%
Adult literacy programs are characterized by high attrition rates. Rigorous exploration of student persistence in adult reading classes is lacking. This study was an attempt to understand the profiles of adults who completed reading classes compared to a group of adults who made it to the midpoint and a group of adults who did not make it to the midpoint. Students were offered 100 hours of instruction. Of the 395 students who attended the first day of class, only 198 completed the program. Results indicated that English language status, age, some reading related skills, class assignment, avoidance of reading, previous adult education experience, and Women, Infants, and Children (WIC) benefit receipt variables significantly predicted persistence. The significance of some of these predictors varied based on analyzing midpoint completion or full completion. To further explore the characteristics of the sample, the most representative participants were selected from the group that did not make it to midpoint and from the group that completed the program. Results indicated that the most representative members of these two groups differed in English language status, gender, age, some reading related skills, and information access.

The Road Not Traveled : Education Reform in the Middle East and North Africa

World Bank
Fonte: Washington, DC : World Bank Publicador: Washington, DC : World Bank
EN_US
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36.27%
This report focuses on the economic rather than the social and cultural dimensions of education. Its approach in answering the questions raised is analytical and comparative in nature. Education outcomes in the region are compared with education outcomes in other developing countries. The development impact of investment in education is considered in the context of the large body of literature on the subject. The education reform strategies in Middle East and North Africa (MENA) are assessed on the basis of a new analytical framework. Labor market outcomes are evaluated on the basis of how well these markets function, given past reform efforts. The feature of the report is that it covers all levels of instruction, not just basic, secondary, or higher education. Although the primary focus of the report is education, it was important to pay special attention to domestic labor markets and migration. After all, this is where the returns to education are determined and its impact on development made.

Educating Adults in Uganda : Findings and Signals

Oxenham, John
Fonte: Banco Mundial Publicador: Banco Mundial
Relevância na Pesquisa
46.51%
The note summarizes a 1999 evaluation of adult literacy programs in Uganda, which looked at the longer-term outcomes of these programs. Four main questions were addressed: How well do adult literacy students remember how to read, write, and calculate? To what extent do they use their skills? Compared with non-literates, what knowledge of "functional" topics do they exhibit, and to what extent do they practice what was learnt? Which are the most effective approaches to literacy teaching, and what are the comparative costs? Some questions were left open, such as the treatment of literacy instructors, which engenders uncertainty towards policy formation, and, the balance to be sought between general, national curriculum, and an array of curricula tailored to suit different interest groups. Evident signals seemed to confirm the importance of reliable delivery of sound instruction, rather than methods, and materials, and, as for policy, the strong signal is that frameworks to encourage active, complementary partnerships between governments...

Sahelian Languages, Indigenous Knowledge and Self-Management

Easton, Peter
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
46.55%
While many of the languages in Africa may be related, and inter-comprehensible, it is also a multilingual continent, where a relatively high proportion of the population speaks, or understands more than one language. However, the distribution of languages is not uniform. The reasons are both topographical, and political: dense forests, numerous, rivers, thus hampering both transport, and communications. The note identifies the work of a local nongovernmental organization, established by community members to prod literacy instruction centers in West Africa. Primary education completion exams - which must be taken in French, and govern admission to secondary schooling, reveal that children who started education in their mother tongue, performed on average, significantly better than graduates of standard primary schools. The note further examines case studies in different countries, revealing this change is most pronounced in Francophone countries, where little recognition was given to African languages, exemplifying the literacy gains of multilingualism...

Education and Koranic Literacy in West Africa

Easton, Peter
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
36.34%
The note examines the practical, and literate skills that students acquire at different levels in West African Koranic schools. It is a long-standing parallel system of education, yet, relatively unknown to development planers, thus seldom taken into explicit account in their policies, and strategies. Islamic educational systems have been present since the seventh century, and by the tenth century, communities of Muslim merchants, and scholars were established in many commercial centers region wide. The system of Islamic learning across West Africa is several-tiered, though less rigidly structured than its Western counterpart. Nonetheless, and despite a uniformity tendency toward underlying religious culture, and basic orientation, the nature and quality of instruction in Koranic schools, and the Islamic system as a whole, vary tremendously from region to region. Given that understanding of Arabic - modern or classic - beyond the Koranic texts is rare, the highest levels of practical literacy are most frequently found in areas where there is a developed system for transcribing African language with Arabic characters. The note concludes that basic Islamic instruction has dimensions of practical application...

Literacy and Local Governance in a Rural Community : The Experience of Nwodua, Ghana

Easton, Peter
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
46.46%
The note reviews the efforts begun in 1979 by an illiterate farmer from Nwodua, Ghana, to bring instruction in the ways of a modern society to his community. The success led to further opportunities in functional literacy, and soon a full scale adult primary school was opened, which became the center for a whole series of local developmental activities. A health care committee was established, which later guided the creation of a grinding mill to prepare weaning mixture for infants, eventually leading the community towards a self-sustaining food processing industry, and, other initiatives in the area of agro-forestry soon followed. Increased commerce made it imperative to upgrade roads infrastructure, to constitute a vocational-technical center, and develop new innovations to benefit the poor rural communities. This success lies in the renewed form of community governance, gradually elaborated by village authorities, and young participants in the new initiatives, to provide a basis for managing, and expanding their activities...

Education in the Arab World : Shift to Quality in Math, Science and Technology Faltering

Ezzine, Mourad
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
46.08%
Impressive results still leave Middle East and North Africa (MENA) with an education gap as compared to the rest of the world. With some exceptions, MENA countries have almost reached full primary education enrollment and increased enrollment in secondary schools almost threefold since 1970, and fivefold at the higher education level. The crowning achievement for the MENA region has been the closing of the education gender gap. Illiteracy rates have also been halved in the past 20 years and the absolute difference between male and female adult literacy rates is declining rapidly. These impressive quantitative achievements have contributed to improving the quality of life for citizens through longer life expectancy, lower fertility and infant mortality rates, and a more cohesive national identity.

Improving Adult Literacy Outcomes : Lessons from Cognitive Research for Developing Countries

Abadzi, Helen
Fonte: Banco Mundial Publicador: Banco Mundial
EN_US
Relevância na Pesquisa
76.72%
Despite the existence of about one billion illiterates in the world, adult literacy programs make up 1-5 percent of government or donor budgets, and they remain severely underfunded in comparison to primary education. Though dropout and course completion rates improved in the 1990s, the outcomes of literacy instruction are still modest and may have improved little since the 1970s. The results may disappoint governments and donors who expect that once taught, people will have usable skills and remain literate. The modest results make it hard to increase coverage and to argue for increased expenditures for this sector. The results may be due to inefficient instruction but also to the structure of human memory, which has important implications for adult literacy acquisition. The need to learn the rapid recognition of complex patterns poses problems that are not apparent to people who became expert readers in their childhood.

Teaching Adults to Read Better and Faster : Results from an Experiment in Burkina Faso

Abadzi, Helen
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
66.64%
Two cognitively oriented methods were tested in Burkina Faso to help illiterates learn to read more efficiently. These were (a) speeded reading of increasingly larger word units and (b) phonological awareness training to help connect letters to speech. Learners were given reading tests and a computerized reaction time test. Although the literacy courses were shortened by the arrival of rains and government delays, the piloted methods helped adults read better than those in the standard "control" classes. Learners enrolled in the experimental classes performed better on the outcome tests than did learners enrolled in control classes. Ninety percent of the possible comparisons between treatment classes and control classes favored classes receiving treatments, and 72 percent of the measurements in favor of treatments were statistically significant. The evidence suggests that phonological awareness training is particularly effective in situations where the training period was short, and that rapid reading was more advantageous in longer training situations. Overall...

Jordan Workforce Development : SABER Country Report 2013

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
46.19%
Human Development in Jordan has witnessed significant progress over the past two decades, in line with Jordan s vision to become a regional leader through leveraging its strong human capital base into a skills, knowledge and innovation driven economy. Evidence of progress on this front is provided by the advancement of the country s human development and education indicators. Between 1980 and 2011, the Human Development Index (HDI) value increased by 29 percent, the adult literacy rate reached 92.6 percent; the primary school completion rate hit 100 percent and combined gross enrolment reached 79 percent. In the decade prior to the global financial slowdown of 2008 and the subsequent political unrest in the region, Jordan experienced rapid economic growth, outperforming the MENA average.

In Their Own Language : Education for All

Bender, Penelope; Dutcher, Nadine; Klaus, David; Shore, Jane; Tesar, Charlie
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
36.44%
Fifty percent of the world's out-of-school children live in communities where the language of schooling is rarely, if ever, used at home. This paper discusses the benefits of use of first language instruction. The results of benefits from first language instruction discussed are: increased access and equity; improved learning outcomes; reduced repetition and dropout rates; socio-cultural benefits and lower overall costs. The paper outlines why many countries have been reluctant to deliver basic education in local languages. It also gives lessons learned on: policy formulation around language of instruction issues; bilingual programs; and management of the policy environment of language reforms.

Burkina Faso : "Literacy for the Little Ones" in Nomgana

Easton, Peter
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
46.38%
Nomgana is the hub community of a very active inter-village federation in Burkina Faso. In recent years, a local association called Manegbzanga has launched an experimental program using Moore language literacy as the basis for learning French. The program achieved a good deal of success and was soon faced with increasing demand for enrollment from young people who had missed primary schooling or had been forced to drop out. Test results showed that the pupils at the center were ahead of those at the area's formal primary school in some subjects. However, there were several handicaps in the center: 1) the rigidity of pre-established schedules and time allocations to different subject matters required for accreditation in the formal system worked against some of the things that the Nomgana center was experimenting. 2) Some of the content of French textbooks turned out to be quite inappropriate for use once translated into Moore. 3) To match the rhythm and requirements of the official curriculum the teaching staff had to largely abandon instruction directly in Moore...

Mali - Indigenous Knowledge : Blending the New and the Old; Mali : les savoirs locaux, combiner l'ancien et le nouveau

Easton, Peter; Belloncle, Guy
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
46.3%
Based on research from an evaluation of functional adult literacy during the late 70s, focused on peanut-growing in the western region of Mali, results demonstrated that while literacy programs only attained its full quantitative objectives in just a few localities, the vast majority of participating communities, had nonetheless managed to produce a nucleus of literate people. These people, in charge of marketing commercial crops, including monitoring tax bills, soon enhanced the magnitude of literacy's uses in the rural environment. However, indigenous knowledge, which is social in nature, and culturally transmitted, comes forth in social situations, where groups of people resolve their perceptions, or communicate their wisdom across generations. The note thus focuses on the efforts by the Bank, and the Ministry of Education in supporting methods, and new directions for non-formal basic education, premised on the notion that literacy should be a starting point for training, relevant to rural development. The training had five closely related elements: technical content; hands-on developmental work; field inquiry or local needs assessment; comparison with indigenous knowledge; and...

Transforming Primary Education in Sri Lanka : From a 'Subject' of Education to a 'Stage' of Education

Little, Angela; Aturupane, Harsha; Shojo, Mari
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.34%
Sri Lanka is a lower-middle income country with a per capita income of approximately US$ 2,400, and a population of around 20 million people. Sri Lanka's high rate of literacy is due to its sustained growth through the twentieth century. Primary education spans the first five grades of schooling, grades 1-5. Student's progress automatically to lower secondary education for four years of education in grades 6-9 and then on to upper secondary education in grades 10-11 for a two year course that culminates in the General Certificate of Education Ordinary level examination (GCE O-L). The curriculum for primary education is designed separately from those for subsequent stages of education. The primary education curriculum stage is encapsulated in a primary curriculum framework that derives from extensive debate during the 1990s in connection with the recommendations in 1997 of the national education commission, the work of the technical committee on primary education appointed by the presidential task force and detailed implementation work by the primary education unit of the national institute of education. Since 2003 the National Educational Research Centre (NEREC) based at the University of Colombo has administered tests in first Language...

Functional Literacy, Heterogeneity and the Returns to Schooling : Multi-Country Evidence

Fasih, Tazeen; Patrinos, Harry Anthony; Sakellariou, Chris
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
56.36%
Little is known about which of the skills that make up workers' human capital contribute to higher earnings. Past empirical evidence suggest that most of the return to schooling is generated by effects or correlates unrelated to the skills measured by the available tests. This paper uses the International Adult Literacy and the Adult Literacy and Life Skills surveys to obtain multi-country estimates of the components of the return to schooling. The results reveal considerable heterogeneity and a dichotomy between two groups of countries. For a subgroup of educationally advanced countries, nearly half of the return to schooling can be attributed to labor marker-relevant functional literacy skills associated with schooling, while for a subgroup of less educationally advanced countries, such skills account for just over 20 percent of the return to schooling, while the return to schooling mostly reflects the signaling value of schooling.

Skilling Up Vietnam : Preparing the Workforce for a Modern Market Economy

Bodewig, Christian; Badiani-Magnusson, Reena; Macdonald, Kevin; Newhouse, David; Rutkowski, Jan
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
36.32%
Education has played an important role in making Vietnam a development success story over the last 20 years. In the 1990s and early 2000s Vietnam experienced rapid economic growth. The accelerated growth was driven predominantly by productivity increases that came in the wake of a rapid shift of employment from low-productivity agriculture to higher-productivity nonfarm jobs. Vietnam's economy began to industrialize and modernize. Poverty fell dramatically. And education played an enabling role. Vietnam's committed effort to promote access to primary education for all and to ensure its quality through centrally set minimum quality standards has contributed to the country's reputation for having a young, well-educated workforce. Results from the 2012 Program for International Student Assessment (PISA) and new evidence from an adult skills survey presented in this book show that literacy and numeracy among Vietnam's youth and young urban adult workforce are strong and exceed those of even some wealthier countries. Despite its clear progress...

The construction and development of literacy practices in the education of youth and adult education (EJA); A construção/fabricação de práticas de alfabetização em turmas de Educação de Jovens e Adultos (EJA)

Albuquerque, Eliana Borges Correia de; Ferreira, Andréa Tereza Brito
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em 23/12/2008 POR
Relevância na Pesquisa
46.29%
The issue of adult literacy in Brazil is a complex one and has attracted much attention from different parts of society. Adult literacy work is different from literacy with children, as working with adults has its own particular problems, thus requiring special attention from those who teach adults or do research in the area. Lack of schooling of young people and adults who have been outside the school system complicates their participation in social events but this does not keep them from developing strategies which facilitate their involvement with various technologies of learning to read. Taking this into account, methodological and instructional practices have undergone many changes. The issue of literacy, as opposed to mere reading instruction, has become the principal aim of EJA proposals, whether they are in official documents or in classroom materials. The goal of the present research was to analyze the literacy practices of EJA teachers in a project called “Brasil Alfabetizado”, developed by the municipal administration of the city of Recife (Northeast Brazil), in partnership with the Center for Studies in Education and Language (CEEL) at the Federal University of Pernambuco. This article presents data relating to the practice of two teachers who work in the same place (a community school in the area where they live) but at different time of the day. In the results...