Literacy comes second: working with groups in developing societies
| dc.contributor.author | Rogers, Alan | * |
| dc.contributor.editor | Eade, Deborah | en |
| dc.date.accessioned | 2011-05-24T09:50:40Z | en |
| dc.date.available | 2011-05-24T09:50:40Z | en |
| dc.date.issued | 2000-05-01 | en |
| dc.identifier.issn | 0961-4524 | en |
| dc.identifier.doi | 10.1080/09614520050010287 | en |
| dc.identifier.uri | http://hdl.handle.net/10546/130432 | en |
| dc.description | Literacy programmes conventionally focus solely on non-literates and use a 'learn first, do later' model that is ill-suited to adult learning. Programmes based on existing groups (whether function- or location-based), and which use a 'learn through doing' approach, are more likely to be successful both in achieving literacy and in reinforcing other development goals. This paper reviews the theory and practice of adult literacy programmes.<p>This article is hosted by our co-publisher Taylor & Francis.</p> | en |
| dc.format.extent | 5 | en |
| dc.format.mimetype | en | |
| dc.language.iso | English | en |
| dc.publisher | Oxfam GB | en |
| dc.publisher | Routledge | en |
| dc.relation.url | http://policy-practice.oxfam.org.uk/publications/literacy-comes-second-working-with-groups-in-developing-societies-130432 | |
| dc.subject | Approach and methodology | |
| dc.subject | Education | |
| dc.title | Literacy comes second: working with groups in developing societies | en |
| dc.type | Journal article | en |
| dc.identifier.eissn | 1364-9213 | en |
| dc.identifier.journal | Development in Practice | en |
| oxfam.signoff.status | For public use – can be shared outside Oxfam | en |
| oxfam.subject.keyword | Development methods | |
| oxfam.subject.keyword | Development in Practice Journal | |
| oxfam.subject.keyword | DiP | |
| prism.number | 2 | en |
| prism.volume | 10 | en |
| dc.year.issuedate | 2000 | en |