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By Leon Bataille

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Additional resources for A Turning Point for Literacy. Adult Education for Development the Spirit and Declaration of Persepolis

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For the function of experimentation is not actually to innovate, but only to control innovation and measure its effectiveness. What, then, has been achieved by this effort of innovation, and what is now seen to distinguish functional literacy work from literacy training proper? Traditional literacy training has only one intrinsic objective, namely, the teaching of reading and writing, accompanied in most cases by elementary arithmetic. It is thus an isolated, extracurricular operation which is self-justifying and an end in itself.

Thus, the more precise the objective, the more rigorous the selection of participants, which implies limiting their numbers and restricting the zone of intervention. Although the studies undertaken a posteriori for the purpose of global evaluation do not make it possible to verify precise hypotheses in this domain, it nevertheless seems that the results obtained from functional literacy training vary with the degree of homogeneity of the groups of participants, according to age, sex, previous activity and professional status.

These documents are to be published, in whole or in part (eventually on micro-cards), either by Unesco or the International Institute for Adult Literacy Methods in Teheran, or else by other institutions concerned. II. General Hypothesis of EWLP and the Functional Literacy Method 4. The global evaluation was based on the theoretical schema that was established by combining, as is apparent from the chart shown in Table I, all the significant factors on which data was actually available, and linking them together by a system of interrelations.

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