Functional Literacy in Romania: Between Myth & Reality. Chapter 13.

Autor/in	Anghel, Florentina
Titel	Functional Literacy in Romania: Between Myth & Reality. Chapter 13.
Quelle	(1994), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Communism; Educational Development; Educational History; Educational Objectives; Elementary Secondary Education; Foreign Countries; Functional Literacy; Higher Education; Literacy Education; Political Power; Rural Areas; Rural Education; Rural Population; Social Change; Totalitarianism; Romania + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Kommunismus; Bildungsentwicklung; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Funktionale Kompetenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politische Macht; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Landbevölkerung; Sozialer Wandel; Totalitarismus; Rumänien
Abstract	This chapter reviews the history of literacy training in Romania through the pretotalitarian period (1890-1945), the totalitarian period (1945-1989), and the posttotalitarian period (1989-present). Current literacy development efforts face many challenges including the facts that 592 classrooms do not have indoor plumbing, that more than 1,700 teaching positions in village and commune schools are held by individuals without specialized education, and that 60 percent of functional illiterates live in rural areas. An evaluation of rural literacy training shows that, during the most difficult stage of totalitarianism (1980-1989), great strides were made, including establishing a school in every village, free education for all, access to cultural activities and written information, original cultural productions, and mass cultural demonstrations. However, the dictatorship controlled the content of written and visual communication, practiced censorship, and imposed codes of the Ruling Power through propaganda that became known as "gobbledygook." Objectives for a posttotalitarian rural literacy training program include abandoning the idea that only schools can provide literacy training; discovering community-based methods and encouraging nongovernmental agencies to launch literacy projects; producing tools to raise awareness of functional illiteracy in Romania; making use of projects and programs established by other agencies for the education of women and youth and for training; and enlarging the field of literacy training to include cultural minorities. Projects in progress include developing a rural university, a wide scale evaluation of the human and material resources in rural areas, and the establishment of a national network of facilitators for rural areas. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC