A Historical Review of Global Efforts on Adult Literacy Education, with Particular Reference to Tanzania

Autor/inn/en	Fute, Antony; Wan, Xiu-lan; Oubibi, Mohamed
Titel	A Historical Review of Global Efforts on Adult Literacy Education, with Particular Reference to Tanzania
Quelle	In: International Review of Education, 69 (2023) 3, S.327-350 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fute, Antony) ORCID (Oubibi, Mohamed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-023-10019-9
Schlagwörter	Adult Literacy; Adult Education; Literacy Education; Foreign Countries; Developing Nations; Numeracy; Educational Trends; Tanzania + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Developing country; Developing countries; Entwicklungsland; Rechenkompetenz; Bildungsentwicklung; Tansania
Abstract	Literacy is a fundamental aspect of development and a step towards freedom and liberation from socio-economic constraints, because it enables all citizens to realise their basic right to learning. However, the global efforts which -- according to a 2017 estimate of the United Nations Educational, Scientific and Cultural Organization (UNESCO) -- resulted in an increase in literacy from 55.7% in 1950 to 86.2% in 2015 at the world level (an average of 5% for each decade) did not significantly affect the actual number of people with low (or no) literacy skills. Due to rapid population growth, the number of people unable to read or write was higher in 2015 (745 million) than it was in 1950 (700 million), with some world regions being more affected than others. After reflecting on global historical trends in adult literacy education, this article focuses on the African continent, and on Tanzania in particular. The authors offer a few recommendations for developing countries to progress towards ensuring that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy by 2030. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01