Learning Strategies for Post-Literacy and Continuing Education in Kenya, Nigeria, Tanzania and United Kingdom. Outcomes of an International Research Project. UIE Studies on Post-Literacy and Continuing Education 3.

Many countries have recently launched massive programs to promote nation-wide adult literacy, but while these efforts have been commendable, it has been observed that neo-literates who acquire literacy through such programs have great difficulty in retaining it; hence an urgent need to develop suitable programs of post-literacy and continuing education has been felt. In 1980, Unesco's Institute for Education initiated a major research project designed to respond to this need. The research was carried out within the broad framework of lifelong education, and resulted in the series of case studies of which this volume is a part. It includes the following reports: "The Development of Learning Strategies for Post-Literacy and Continuing Education in Kenya in the Perspective of Lifelong Education" (David Macharia); "Post-Literacy Activities and Continuing Education of Adults in Nigeria" (Charles O. Akinde); "Learning Strategies or Post-Literacy and Continuing education in Tanzania" (Zakayo J. Mpogolo); and "Strategies for Post-Literacy and Continuing Education at the Basic Level in the United Kingdom" (Arthur Stock). Each report includes some or all of the following components: background information on the country and its educational system; an analysis of techniques and learning strategies used; a summary and conclusion; and tables and figures. The United Kingdom (U.K.) report also includes nine specific case studies which are illustrative of post-literacy efforts in general in the U.K. (CML)

an: ED324500; docTypes: Reports - Research ; Collected Works - General; pubTypes: BookReport;