There are many different ways to manage adult literacy programmes. This book will help those who plan and develop literacy initiatives make their decisions based on an understanding of ideas, values and principles. It explains how to take into account the local context and the purposes of learners, the local community and other key stakeholders. The book addresses both theory and practice, explaining the concepts and demonstrating these using real-life examples. The first part sets out the four key concepts of literacy (as skills, tasks, social practices and critical reflection) and describes associated approaches used throughout the world. The second half covers preparation and planning, offering practical guides for each key element of literacy-programme development. Using case studies from literacy programmes in many countries including Egypt, India, Indonesia, Mali, Nigeria, the Philippines and Uganda, the authors demonstrate the importance of literacy and its power to improve lives. They also show that the role literacy plays in social and economic development is not a simple one and literacy is never a quick-fix solution.

Juliet McCaffery
Juliet McCaffery from the University of Sussex is an international consultant for the Association for Literacy and Development.

Effective literacy programmes and independent reading in African contexts

Klaas, Anthony

Trudell, Barbara

Language Matters, Vol. 42 (2011), Iss. 1 P.22

https://doi.org/10.1080/10228195.2011.569739 [Citations: 4]

Task-Based Language Learning – Insights from and for L2 Writing

Task-based language learning

Byrnes, Heidi

Manchón, Rosa M.

2014

https://doi.org/10.1075/tblt.7.01byr [Citations: 14]

If ‘one size does not fit all’ when embedding adult literacy in the workplace, how can we identify ‘what works’?

Zepke, Nick

Studies in Continuing Education, Vol. 33 (2011), Iss. 2 P.173

https://doi.org/10.1080/0158037X.2010.547464 [Citations: 0]

Lifelong learning and the pursuit of a vision for sustainable development in Botswana

Maruatona, Tonic

Studies in Continuing Education, Vol. 33 (2011), Iss. 2 P.121

https://doi.org/10.1080/0158037X.2010.544522 [Citations: 6]

Providing System Compliance Training to Accountants of a Global Pharmaceutical Company: The Switzerland Case

Leschinsky, Maribeth

Messemer, Jonathan E.

Adult Learning, Vol. 21 (2010), Iss. 3-4 P.13

https://doi.org/10.1177/104515951002100302 [Citations: 1]

“We also wanted to learn”: Narratives of change from adults literate in African languages

Trudell, Joel

Cheffy, Ian

International Review of Education, Vol. 63 (2017), Iss. 5 P.745

https://doi.org/10.1007/s11159-017-9664-z [Citations: 3]

Implications of local literacy practices for literacy programmes in a multilingual community in northern Cameroon

Cheffy, Ian

Compare: A Journal of Comparative and International Education, Vol. 41 (2011), Iss. 2 P.247

https://doi.org/10.1080/03057925.2011.547284 [Citations: 4]

Navigating between Māori particularism and economic universalism in adult literacy provision in Aotearoa New Zealand: the case of a Wānanga

Zepke, Nick

Discourse: Studies in the Cultural Politics of Education, Vol. 32 (2011), Iss. 3 P.431

https://doi.org/10.1080/01596306.2011.573259 [Citations: 3]

Illiteracy among adults with disabilities in the developing world: a review of the literature and a call for action

Groce, Nora Ellen

Bakhshi, Parul

International Journal of Inclusive Education, Vol. 15 (2011), Iss. 10 P.1153

https://doi.org/10.1080/13603116.2011.555068 [Citations: 14]