Functional Illiteracy and Literacy Provision in Developed Countries: The Case of the Federal Republic of Germany. UIE Case Studies 7.

Autor/inn/en	Fuchs-Bruninghoff, Elisabeth; und weitere
Institution	United Nations Educational, Scientific, and Cultural Organization, Hamburg (West Germany). Inst. for Education.
Titel	Functional Illiteracy and Literacy Provision in Developed Countries: The Case of the Federal Republic of Germany. UIE Case Studies 7.
Quelle	(1986), (102 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-820-1046-5
Schlagwörter	Adult Basic Education; Adult Reading Programs; Case Studies; Developed Nations; Educational History; Educational Practices; Educational Strategies; Foreign Countries; Functional Literacy; Futures (of Society); Illiteracy; Instructional Materials; Literacy Education; Program Content; Program Effectiveness; Rural Education; Staff Development; Teaching Methods; Urban Education; West Germany + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Case study; Fallstudie; Case Study; Developed countries; Industriestaat; Industrieland; History of education; Bildungsgeschichte; Bildungspraxis; Lehrstrategie; Ausland; Funktionale Kompetenz; Future; Society; Zukunft; Analphabetismus; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Programmgestaltung; Ländliche Erwachsenenbildung; Personnel development; Personalentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Stadtteilbezogenes Lernen
Abstract	It was not until the end of the 1970s that public debate on the problem of functional illiteracy among adults began in the Federal Republic of Germany (FRG). Even afterward, Germans were reluctant to admit that illiteracy was a problem in their country. Literacy education efforts began at the local level, and the first national conference on adult literacy was held in Bremen in 1981. After increasing focus on the relationship between illiteracy and unemployment, German adult educational institutions began to respond to specific educational needs. As a result, literacy instruction is now offered by almost 280 adult educational institutions. The development of literacy education in the FRG can be divided into experimental, consolidation, and transition phases. Since the late 1970s literacy provision has grown rapidly, although significant differences still exist between program offerings in rural and urban areas. A qualitative improvement in the respect accorded to conditions for illiterate individuals has accompanied this growth in literacy instruction. The following program elements may be said to characterize adult literacy programs in the FRG: contact to students, initial advice to students, consideration of the learning situation of illiterate adults, development of specific methods of teaching reading and writing, and provision of sociopedagogical support and counseling. Efforts are underway to expand the areas served by literacy programs, integrate numeracy and other basic skills into literacy programs, and improve existing programs through a research and development effort. (141 references in English and German). (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC