Handbook on Learning Strategies for Post-Literacy and Continuing Education. Outcomes of an International Research Project of the Unesco Institute for Education Organized in Co-operation with the German Commission for Unesco, Bonn. UIE Studies on Post-Literacy and Continuing Education 7.

Autor/in	Ouane, Adama
Institution	United Nations Educational, Scientific, and Cultural Organization, Hamburg (West Germany). Inst. for Education.
Titel	Handbook on Learning Strategies for Post-Literacy and Continuing Education. Outcomes of an International Research Project of the Unesco Institute for Education Organized in Co-operation with the German Commission for Unesco, Bonn. UIE Studies on Post-Literacy and Continuing Education 7.
Quelle	(1989), (447 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-820-1053-8
Schlagwörter	Adult Education; Adult Literacy; Continuing Education; Correspondence Study; Distance Education; Educational Media; Folk Culture; Foreign Countries; Instructional Materials; Learning Strategies; Libraries; Lifelong Learning; Literacy Education; News Media; Rural Areas; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Weiterbildung; Distance study; Distance learning; Fernunterricht; Bildungsmittel; Unterrichtsmedien; Ausland; Lehrmaterial; Lehrmittel; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Library; Bibliothek; Life-long learning; Lebenslanges Lernen; Nachrichtenwesen; Rural area; Ländlicher Raum; Ausbildung; Berufsbildung
Abstract	This document contains three parts: part 1 provides the framework of post-literacy; part 2 describes putting the learning strategies into action; and part 3 provides conclusions. In part 1, post-literacy is defined and learning strategies for post-literacy and continuing education are identified. In part 2, the following learning strategies are discussed: (1) using printed media, such as textbooks, supplementary reading materials, extension literature, and the rural or community press; (2) the use of radio, TV, and audiovisual media; (3) using distance education and correspondence courses; (4) rural libraries, mobile exhibitions, and museums; (5) traditional folk media and games; (6) local study and action groups; and (7) out-of-school programs, award-bearing schemes, institutions parallel to the school system, and other general and vocational nonformal courses. Part 3 includes two examples of the integrated use of learning strategies: Action for Popular Culture programs in Colombia and Village Continuing Education Centers in India. References and reading lists are included in each part. A glossary of terms and a listing of acronyms and abbreviations is provided. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC