The Experimental World Literacy Program

Global Construction of Literacy Policies for “Least Developed Countries”: Focus on Ethiopia, Nepal, and Sierra Leone

“…Finally, it is also important to note here that one of the largest global campaigns for literacy know as Experimental World Literacy Program 1967-1974 was launched by UNESCO and UNDP. As Gillette (1987) notes the program was initiated in the context of decolonization, the growing demand for basic education, and “the persistent perception of education as a universal human rights” (p. 199) hence had an ambitious goal of creating a literate world. However, a critical assessment of the program undertaken in 1976 (see UNESCO, 1976) concluded that it was a failed experiment.…”

“…One of the reasons of this failure was that there was too much emphasis on how the literacy skills on 3R (Reading, Writing, and Arithmetic) could increase economic growth. As Gillette (1987, p. 205) stresses when this “program was being formulated, a developmentalist (or, more crudely, technocratic) approach to economic growth” prevailed in international circles. UNESCO (1976) concluded that “functional literacy work cannot be designed from outside, in accordance with the mechanistic approaches to traditional pedagogy” (Gillette, 1987, p. 210).…”

“…As Gillette (1987, p. 205) stresses when this “program was being formulated, a developmentalist (or, more crudely, technocratic) approach to economic growth” prevailed in international circles. UNESCO (1976) concluded that “functional literacy work cannot be designed from outside, in accordance with the mechanistic approaches to traditional pedagogy” (Gillette, 1987, p. 210). The program used “a certain model of socioeconomic development which, while dominant in certain countries, is far from universally accepted” (p. 214).…”

Analysis of Participants' Perceptions of Reflect Approach in Their Lives and work: The Case of Botswana

“…These were far-reaching changes in their lives. It could be argued that REFLECT not only enabled learners to participate in class but also to relate what they learned to their civic responsibilities (Apple, 1999;Gillette, 1999). As Archer and Newman (2003) noted, it enabled learners to reflect on their lives and take control of their futures and enhanced their literacy and numeracy skills.…”

Luku- ja kirjoitustaitokampanjoihin sisältyvistä yhteiskunnallisista merkityksistä

“…Sitä edeltävinä vuosina Tansania oli jo osallistunut UNESCOn toteuttamaan kokeelliseen lukuja kirjoitustaitoohjelmaan (ks. Gillette 1987;Unsicker 1987). Vuoden 1969 lopussa pitämässään kampanjan avauspuheessa presidentti Nyerere nimitti sitä hyökkäykseksi tietämättömyyttä vastaan.…”