ethanporcaro/eric-fulltext-meta huggingface dataset:
Family Literacy: Experiences from Africa and around the World
Author: Desmond, Snoeks, Ed.
Date: 2008-00-00
Type: Collected Works - General
Subjects: Stakeholders,Adult Literacy,Lifelong Learning,Community Education,Family Literacy,Middle Class,Foreign Countries,Emergent Literacy,Mothers,Program Effectiveness,Sustainability,Parents,Teachers,Rural Education,Nonformal Education

Family literacy is a form of intergenerational learning that is based on the fundamental connection and interaction between the education of children, young people and adults. The family--in its broader sense--builds the foundation for lifelong learning. This book was published to help promote literacy by raising the understanding and awareness of family literacy in Africa. It shows that a variety of experiences with regard to this concept exist in this region and will help to bring the different stakeholders together, enter into dialogue and chart a new course of action. It will inform practitioners, policymakers and funders about a concept the editors believe is effective, even if often more expensive than &quot;traditional&quot; adult literacy programmes with however the added value of not only reaching children and adults but also resulting in more effective and sustainable programmes. Contents of this publication include: (1) Family literacy in Mali: Exploiting the synergy between formal and non-formal education (Souleymane Kante); (2) Family literacy in Namibia (Sinvula Kasokonya and Ivan Scheffers); (3) The Grandmother Project's experience in Senegal: Family literacy materials to promote intergenerational dialogue and learning (Judi Aubel, Bridget Lombardo, Malang Sagna and Fredinand Keny); (4) Intergenerational learning in Senegal: The Tostan experience (Molly Melching); (5) Family literacy in a rural setting: The story of the Family Literacy Project (Snoeks Desmond); (6) Parents, teachers and early literacy: The perceptions of parents and teachers of the roles they should play in developing children's early literacy (Kerryn Dixon and Kelly Lewis); (7) Whose family literacy?: Is there a &quot;right kind of family literacy that is exclusively middle class and eurocentric? (Sandra Land); (8) &quot;Let's Make Books&quot;: Implementation in east and southern Africa (Lucy Thornton and Juliana Thornton); (9) Non-formal education--the way to family literacy: Experiences from Uganda (Ronald Ssentuuwa); (10) Early literacy--Focus on Success Programme: An Australian experience (Vivien Bleakley); (11) A Canadian portrait of family literacy: Experiences from the Centre for Family Literacy in Alberta (Maureen Sanders and Ruth Hayden); (12) Family literacy in Malta: An empowering experience for both parents and children (Sandro Spiteri); (13) The Trust of Programmes for Early Childhood, Family and Community Education: Mother-to-Mother Training Programme (Farid Abu Gosh); and (14) Snapshots of programmes from Bahrain, Germany, Guatemala, New Zealand, Romania, Turkey, United States of America, Uganda and Vanuatu. Individual papers contain footnotes and references. [This publication was created with dvv international.]
Advancing Literacy: A Review of LIFE 2006-2009
Author: Hanemann, Ulrike
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Stakeholders,Adult Literacy,Private Sector,Capacity Building,Literacy Education,Public Officials,Educational Finance,Budgets,Educational Innovation,Advocacy,Program Implementation,Federal Government,Government Role,Access to Education,Progress Monitoring,Foreign Countries,Adult Education

When it became clear that existing literacy efforts would not be enough to enable some countries to reach Education for All (EFA) Goal 4 (a 50 percent improvement in levels of adult literacy), UNESCO launched the Literacy Initiative for Empowerment (LIFE, 2006-2015). 35 countries with literacy rates below 50 percent and/or a population of more than 10 million youth and adults without literacy competencies were invited to participate. LIFE country governments, civil society, the private sector and development partners are expected to take a key role in its implementation. UNESCO's role, meanwhile, is to facilitate these country-led processes and provide or help to mobilise the support needed. After three years of implementing LIFE, there is sufficient evidence that it has indeed proven an effective framework for the acceleration of literacy efforts in many countries and that it is helping to transform a great many people's lives. This review assesses the progress of the LIFE implementation process in relation to the initiative's four strategic objectives: (1) advocacy and communication to make literacy a priority on the agenda of different stakeholders and create a momentum for jointly accelerating literacy efforts; (2) capacity-building for the development of policies for sustainable and empowering literacy; (3) capacity-building for the delivery of empowering literacy programmes of good quality; and (4) sharing knowledge and inspiring innovations to continuously improve literacy policies and practices. Numerous examples point to a renewed commitment to literacy, reflected in increased budgetary allocations, the mobilisation of new learners, stronger capacities among the policymakers and literacy providers, the piloting and dissemination of innovative approaches to literacy, and in the flourishing of partnerships and South-South cooperations that have evolved. Appended are: (1) Countries participating in LIFE; and (2) LIFE logframe. (Contains 10 boxes, 73 footnotes, and 5 online resources.)
Signposts to Literacy for Sustainable Development
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2008-00-00
Type: Collected Works - General
Subjects: Adult Literacy,Functional Literacy,Literacy Education,Lifelong Learning,Foreign Countries,Sustainable Development,Labor Force Development

The two studies included in this volume, both dealing with the subject of literacy and sustainable development, are joint winners of the 2004-2005 International Award for Literacy Research, sponsored jointly by the UNESCO Institute for Lifelong Learning, Hamburg, the Swedish International Development Cooperation Agency (SIDA) and the Canadian National Literacy Secretariat with the support of its parent ministry, Human Resources Development. These studies are: (1) Adult Literacy for Sustainable Development: Creating a Knowledge-based Discourse for Action (Harbans S. Bhola); and (2) Luggage for a Journey: From Functional Literacy and Development to Integral Literacy and Sustainable Development (Sofia Valdivielso Gomez). Individual papers contain figures, footnotes and bibliographies.
Getting Middle-School Students up and Moving: What's the Role of School and Neighborhood Environments...and the Weather: Studying the Effect of Neighborhood and School Environments on Youth Physical Activity Levels. Program Results
Author: Nakashian, Mary
Date: 2008-10-02
Type: Reports - Research
Subjects: Physical Activity Level,Physical Activities,Weather,Neighborhoods,Middle School Students,Youth Opportunities,Educational Environment,Physical Environment,Social Environment,Environmental Influences,Ecology,Questionnaires,Individual Characteristics,Institutional Characteristics,Physical Characteristics,Health Related Fitness

Researchers at the Harvard Prevention Research Center at Harvard University School of Public Health examined how physical and social environments of schools and neighborhoods shape routine physical activities of students attending 10 middle schools in the Boston area. They also analyzed the effect of weather conditions on student physical activity. Key findings include: (1) Larger school campuses, school buildings and play areas per enrolled student were associated with increased physical activity during the school day; (2) Higher temperature on the weekends is associated with increased physical activity on the weekends; and (3) Higher density of land use in neighborhoods around schools is associated with increased physical activity on weekends. Density of use is the number and mix of resources that students value, such as stores, libraries or service organizations. A bibliography is included.
The Boston Schoolyard Initiative: A Study of Its Schoolyard Renovations--Disseminating Lessons Learned from a Case Study Analysis of a Successful Active Space Redevelopment Program. Program Results
Author: Nakashian, Mary
Date: 2008-10-03
Type: Reports - Research
Subjects: Technical Support,Educational Facilities Improvement,Program Descriptions,Evidence,Advocacy,Program Evaluation,Barriers,Formative Evaluation,Improvement Programs,Case Studies,Space Utilization,Financial Support

Researchers in the Boston University Department of Environmental Health conducted a case study of the Boston Schoolyard Initiative, a project that provides funds and technical support to community groups dedicated to renovating schoolyards in Boston. Researchers described the process by which the Boston Schoolyard Initiative came into being and identified its key successes, challenges and lessons. Key findings include: (1) The Boston Schoolyard Initiative's structure, which gives both public and private agencies authority to commit funds and make decisions, is critical to its success; (2) Redevelopment efforts cannot be sustained by volunteerism alone; and (3) Schoolyards can bring schools and communities together. A bibliography is included.
Workshop Explores How to Evaluate the Impact of School Policies on Childhood Obesity: Workshop for Experts on Measuring School Policies to Prevent Childhood Obesity. Program Results Report
Author: Geisz, Mary B.
Date: 2008-10-31
Type: Reports - Descriptive
Subjects: Educational Environment,Public Health,Physical Activity Level,Physical Activities,Children,Nutrition,School Policy,Expertise,Workshops,Obesity,Child Health,Evaluation Methods,Measurement Techniques,Data Analysis,Eating Habits

Samuels & Associates, a research and evaluation firm based in Oakland, California, organized the National Evaluation and Measurement Meeting on School Nutrition and Physical Activity Policies, held on May 6 and 7, 2004 in San Francisco. The purpose of the meeting was to develop consensus regarding measures and tools to evaluate school-based interventions aimed at reducing childhood obesity. Researchers, public officials, public health practitioners and policymakers explored best methods for evaluating the impact of school nutrition and physical activity policies on the school environment, student food consumption, physical activity patterns and obesity rates. A bibliography is included.
Impact of Federal Commodity Programs on School Meal Nutrition. Policy Highlight
Author: Robert Wood Johnson Foundation
Date: 2008-09-00
Type: Reports - Evaluative
Subjects: Program Effectiveness,Guidelines,Lunch Programs,Dietetics,Breakfast Programs,Nutrition,National Programs,Obesity,State Policy,Food Standards,National Standards,Health Programs,Health Promotion,Federal Programs,Policy Analysis,Benchmarking,Change Strategies,Low Income Groups

The number of overweight and obese children and adolescents has reached epidemic proportions, and recent federal surveys show that most school meals do not meet federal nutrition guidelines. Accordingly, there is growing interest in the nutritional quality of foods available in U.S. schools--and in the role of the government in helping to make school meals healthier for students. Providing healthy foods to students is crucial, particularly for low-income children for whom school meals may be the only, or the most nutritious, calories they consume most days of the week. Low-income children, who are disproportionately affected by childhood obesity, make up two-thirds of school lunch program participants and up to 90 percent of school breakfast program participants. Healthy Eating Research, a national program of the Robert Wood Johnson Foundation, recently conducted the first ever comprehensive analysis of how the USDA Child Nutrition Commodity Program impacts the nutritional quality of school meals. The report finds that commodity foods ordered by school districts fall far short of the nutritional benchmarks recommended by the 2005 Dietary Guidelines for Americans. While this report focused primarily on California's commodity food system, its findings include both federal and state policy recommendations that can be applied beyond California. (Contains 7 endnotes.)
Assessing an Effort to Promote Safe Parks, Streets and Schools in Washington Heights/Inwood: Assessing Urban Infrastructure Conditions as Determinants of Physical Activity. Program Results
Author: Nakashian, Mary
Date: 2008-10-02
Type: Reports - Research
Subjects: Public Health,Physical Activities,Outreach Programs,Urban Areas,Urban Environment,Performance Factors,Organizational Objectives,Organizational Theories,Safety,Parks,Pedestrian Traffic,Case Studies,Interviews,Community Recreation Programs,Community Action,Community Organizations,Community Problems,Violence,Obesity

Researchers from the Mailman School of Public Health at Columbia University prepared a case study of CODES (Community Outreach and Development Efforts Save). CODES is a coalition of 35 people and organizations in northern Manhattan committed to promoting safe streets, parks and schools. The case study analyzed the factors that prompted CODES' creation and implementation and the tensions that led to its demise. CODES demonstrated successes in: (1) Quickly mobilizing residents and leaders in a concerted effort to keep their neighborhood safe; and (2) Promoting and demonstrating leadership among Dominican people who suffer from negative stereotypes. CODES' successes were diminished by: (1) Member agencies' beliefs that the local City Council member's office exerted too much control and made unilateral decisions; and (2) Time and resource demands placed on overburdened agencies and people. A bibliography is included.
Making the Connections: Why Literacy Matters for HIV Prevention
Author: Medel-Anonuevo, Carolyn
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Prevention,Communicable Diseases,Foreign Countries,Community Involvement,Reading Skills,Literacy,Nonformal Education,Lifelong Learning,Agency Cooperation,Health Services,Educational Methods,At Risk Persons,Access to Information

This issue in the &quot;Literacy Matters&quot; looks at the relationship between literacy and HIV prevention education. It is the result of the UNESCO Institute for Lifelong Learning's work on examining the contribution of non-formal education (NFE) to HIV prevention, carried out in collaboration with the Association for the Development of Education in Africa (ADEA) Working Group on Non-formal Education. In partnership with governments, non-government organizations and universities, the Institute has been able to identify the wide range of NFE efforts to address not only HIV prevention but also HIV treatment and care. As the &quot;poor relation&quot; of the formal education sector, non-formal education initiatives are often not recognized and therefore remain marginalized despite their valuable contributions. This issue demonstrates how literacy (one of the key areas of non-formal education) is making a difference in HIV prevention through innovative approaches, where community participation and involvement of people living with HIV/AIDS are the main underlying program principles.
Literacy, Knowledge and Development: South-South Policy Dialogue on Quality Education for Adults and Young People
Author: Singh, Madhu, Ed.
Date: 2007-00-00
Type: Collected Works - Proceedings
Subjects: Educational Quality,Adult Education,Adult Literacy,Adult Learning,Foreign Countries,Youth,Adult Students,Conferences (Gatherings)

This publication contains the results of the conference &quot;South-South Policy Dialogue on Quality Education for Adults and Young People&quot; that took place in Mexico City in 2005. Articles were written by participants who presented their national programmes from the governmental perspective, which were reflected in the literacy policies, but there were also important contributions on basic education and competence recognition. Accent was put on the experiences of four countries that were considered as locomotives of development in the field: Brazil, India, South Africa and Mexico. Nevertheless, dialogue was also enriched by information provided by other African, Asian and Latin American countries: Angola, Mozambique, Namibia, Tanzania, Bangladesh, Thailand, China, Guatemala, Nicaragua and the Arab States as a whole. This publication contains the following papers: (1) Adult Learning: Situation, Trends and Prospects (Chris Chinien); (2) Brazil's National Programme for Adult and Youth Education (Ricardo Henriques and Timothy Ireland); (3) India's National Adult Education Programme (Satish Loomba and A. Mathew); (4) Mexico's National Adult Education Programme (Luz-Maria Castro-Mussot and Maria Luisa de Anda); (5) South Africa's National Adult Education Programme (Morongwa Ramarumo and Vernon Jacobs); (6) Adult Literacy and Learning in Bangladesh: The UNESCO and NGO Experience (Ahmadullah Mia and Wolfgang Vollmann); (7) Thailand's National Programme of Adult and Youth Education (Roong Aroon and Wilaipan Somtrakool); (8) A System of Quality Education for Adults and Youth in China (Yuquan Qiao); (9) Adult and Youth Education in Nicaragua (Nydia Veronica Gurdian and Elizabeth Navarro); (10) Challenges for the Construction of a Policy for Quality Adult and Youth Education in Guatemala (Ilda Moran de Garcia and Otto Rivera); (11) Namibia's Adult Literacy and Learning Programme (Beans Uazembua Ngatjizeko); (12) Mozambique's Literacy and Adult Education Programmes: A Sub-sector Strategy (Ernesto Muianga); (13) Educating Adults and Youth in Tanzania: Complementary Basic Education (COBET) and Integrated Community-Based Adult Education (ICBAE) (Basilina Levira and Valentino Gange); (14) The Context of Literacy Development and Adult Education in Angola (Juao Romeu and Luisa Grilo); and (15) Adult Education in the Arab Region (Seham Najem, Aicha Barki and Nour Dajani-Shehabi). Also included are: (1) Index of Persons; (2) Index of Subjects; and (3) Index of Subjects by Country. Individual papers contain figures, tables, footnotes and references. [This paper was created with the Mexican National Institute for Adult Education (INEA).]
Family Literacy: A Global Approach to Lifelong Learning. Effective Practices in Family Literacy and Intergenerational Learning around the World
Author: Elfert, Maren, Ed.
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Lifelong Learning,Family Literacy,Global Approach,Literacy Education,Educational Practices,Educational Policy,Researchers,Teacher Attitudes,Parent Child Relationship,Program Descriptions

Family literacy emphasises the intergenerational transfer of language and literacy from parents to their children or from one generation to another. A range of family literacy programmes exists, varying according to the groups at which each is aimed. Some programmes focus on children, some on adults, and others on both. Some programmes are run at home, some in schools or other educational institutions, and others in community centres. Some programmes have a strong focus on literacy and language, others are based on broader concepts involving health, parenting and life skills. Family literacy as a specialist field is still perceived as an essentially Western concept. However, intergenerational learning is rooted in many cultures and exists across the world, in the North as well as in the South. In November 2007, the UNESCO Institute for Lifelong Learning (UIL) brought together family literacy practitioners and researchers from all the global regions to take stock of policies, practices and research in the field of family literacy worldwide and to explore its relevance and potential within the fields of adult education and lifelong learning. This publication contains the report from this meeting as well as overviews of all the projects represented therein. (Contains 3 tables and 4 footnotes.)
Biennial Survey of Education, 1920-1922. Volume I. Bulletin, 1924, No. 13
Author: Department of the Interior, Bureau of Education (ED)
Date: 1924-00-00
Type: Collected Works - General
Subjects: Educational Finance,Agricultural Education,Vocational Education,Engineering Education,Hygiene,Medical Education,Kindergarten,Educational Research,Educational Testing,Educational Change,Surveys,Educational Legislation,School Districts,Rural Education,Summer Programs,Secondary Education,Social Studies,Civics,Home Economics,Journalism,Organizations (Groups),Alaska Natives,Parent Teacher Cooperation,Music Education,Extension Education,Art Education

Volume I of the Biennial Survey of Education for the years 1920-1922 contains the following chapters: (1) A survey of public school finance in the United States (Fletcher H. Swift); (2) Some important school legislation, 1921 and 1922 (William R. Hood); (3) Higher education (George F. Zook; (4) Significant movements in city school systems (W. S. Deffenbaugh); (5) Rural education (Katherine M. Cook); (6) Educational hygiene (Willard S. Small); (7) Educational extension (Charles G. Maphis); (8) University summer schools (James C. Egbert); (9) Engineering education after the war (Arthur M. Greene, Jr.); (10) Medical education (N. P. Colwell); (11) Agricultural education (George A. Works); (12) Secondary education (W. S. Deffenbaugh); (13) Vocational education (William T. Bawden); (14) Home economics education (Henrietta W. Calvin); (15) Kindergarten education (Julia Wade Abbot); (16) The social studies in civic education (Edgar Dawson); (17) Art education (Royal B. Farnum); (18) Recent advances in instruction in music (Will Earhart and Charles N. Boyd); (19) Recent developments in educational journalism (W. Carson Ryan, Jr.); (20) The American teacher (Homer H. Seerley); (21) Education research (Bird T. Baldwin); (22) Educational tests (Stephen S. Colvin); (23) Educational surveys (Edward F. Buchner); (24) Americanization in the United States (John J. Mahoney); (25) Recent development of parent-teacher associations (Ellen C. Lombard); (26) Educational work of the Young Men's Christian Association (William F. Hirsch); (27) Educational work of the Knights of Columbus (Mark J. Sweany); (28) Educational work of the Young Women's Christian Association; (29) Educational boards and foundations (Henry R. Evans); and (30) Work of the Bureau of Education for natives of Alaska (William Hamilton). An index is also included. (Individual chapters contain tables, figures, and footnotes.) [Best copy available has been provided.]