Lifelong literacy: Some trends and issues in conceptualising and operationalising literacy from a lifelong learning perspective

International Review of Education - Tập 61 Số 3 - Trang 295-326 - 2015
Ulrike Hanemann1
1UNESCO Institute for Lifelong Learning, Hamburg, Germany

Tóm tắt

Từ khóa


Tài liệu tham khảo

Abadzi, H. (2003). Improving adult literacy outcomes: Lessons from cognitive research for developing countries. Directions in development. Washington DC: World Bank.

ACARA (Australian Curriculum, Assessment and Reporting Authority). (2014). The Australian curriculum. Version 7.0, 21 July 2014. Sydney: ACARA.

Barton, D. (2007). Literacy: An introduction to the ecology of written language (2nd ed.). Oxford: Blackwell.

Barton, D., Hamilton, M., & Ivanic, R. (2000). Situated literacies: Reading and writing in context. London: Routledge.

Bertelsmann Stiftung (2010). The European Lifelong Learning Index (ELLI): Making lifelong learning tangible!. Gütersloh: Bertelsmann Stiftung.

BIS (Department for Business Innovation and Skills, UK). (2012). The 2011 Skills for life survey: A survey of literacy, numeracy and ICT levels in England. BIS Research Paper Number 81. London: BIS. Accessed 11 May 2015 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/36000/12-p168-2011-skills-for-life-survey.pdf .

Brooks, G., Pahl, K., Pollard, A., & Rees, F. (2008). Effective and inclusive practices in family literacy, language and numeracy. A review of programmes and practice in the UK and internationally. Research Paper. University of Sheffield, National Research and Development Centre for Adult Literacy and Numeracy (NRDC). Reading: CfBT Education Trust. Accessed 4 May 2015 from http://sflip.excellencegateway.org.uk/PDF/Family%20LLN%20Report%20CfBT%20and%20NRDC.pdf .

Carneiro, R. (Ed.). (2011). Accreditation of prior learning as a lever for lifelong learning. Lessons learnt from the New Opportunities Initiative, Portugal. Lisbon: CEPCEP/MENON network/UNESCO Institute for Lifelong Learning (UIL).

Carpentieri, J., Fairfax-Cholmeley, K., Litster, J., et al. (2011). Family literacy in Europe: Using parental support initiatives to enhance early literacy development. London: NRDC, Institute of Education, University of London.

Casey, H., Cara, O., Eldred, J., Grief, S., Hodge, R., Ivanicv, R., et al. (2007). “You wouldn’t expect a maths teacher to teach plastering …”. Embedding literacy, language and numeracy in post-16 vocational programmes—the impact on learning and achievement. Summary Report. London: National Research and Development Centre for Adult Literacy and Numeracy (NRDC).

CCL (Canadian Council of Learning). (2006). What is the composite learning index? Ottawa: CCL. Accessed 6 January 2015 from http://www.cli-ica.ca/en/about/about-cli/what.aspx .

Cooper, R. L. (1989). Language planning and social change. New York: Cambridge University Press.

Cree, A., Kay, A., & Steward, J. (2012). The economic and social cost of illiteracy: A snapshot of illiteracy in a global context. Final Report from the World Literacy Foundation. Melbourne: World Literacy Foundation. Accessed 2 January 2015 from http://www.worldliteracyfoundation.org/The_Economic_&_Social_Cost_of_Illiteracy.pdf .

DeCoulon, A., Meschi, E., & Vignoles, A. (2008). Parents’ basic skills and their children’s test scores. Research note (September). London: National Research and Development Centre for Adult Literacy and Numeracy (NRDC) Institute of Education.

Delors, J., et al. (1996). Learning: The treasure within. Report to UNESCO of the International Commission on Education for the Twenty-First Century. Paris: UNESCO.

Delors, J. (2013). The treasure within: Learning to know, learning to do, learning to live together and learning to be. What is the value of that treasure 15 years after its publication? International Review of Education, 59(3), 319–330.

Easton, P. (2014). Developing literate environments: Fleshing out the demand side of Education for All. International Journal of Educational Development, 34, 3–10.

Easton, P. (2015). GMR Background Paper on Demand for Literacy. Prepared for the Education for All Global Monitoring Report 2015. ED/EFA/MRT/2015/PI/41. Paris: UNESCO. Accessed 9 April 2015 from http://unesdoc.unesco.org/images/0023/002324/232468e.pdf .

Elfert, M., & Hanemann, U. (2014). The collaboration between FLY and the UNESCO Institute: The international dimension. In G. Rabkin & S. Roche (Eds.), Learning to FLY: Family-oriented literacy education in schools. 2004-2014 (pp. 66–75). Hamburg: Landesinstitut für Lehrerbildung und Schulentwicklung (LI) and UNESCO Institute for Lifelong Learning (UIL).

Esposito, L., Kebede, B., & Maddox, B. (2011). Literacy practices and schooling: A case study from Mozambique. World Development, 39(10), 1796–1807.

European Commission. (2012). EU high level group of experts on literacy: Final report. Luxembourg: European Commission. Accessed 4 May 2015 from http://ec.europa.eu/education/policy/school/doc/literacy-report_en.pdf .

Faure, E., et al. (1972). Learning to be: The world of education today and tomorrow. UNESCO, Paris: Report of the International Commission on the Development of Education.

Feinstein, L., Duckworth. K. & Sabates, R. (2004). A model of the inter-generational transmission of educational success. Wider benefits of learning research report no.10. London: Centre for Research on the Wider benefits of Learning (WBL), Institute of Education.

Freire, P. (1970). Pedagogy of the oppressed (Transl. by M. Bergman Ramos). New York: Continuum.

Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage (Transl. by P. Clarke). Lanham, MD: Rowman & Littlefield.

Gee, J.P. (1991). Social linguistics: Ideology in discourses London: Falmer Press.

Giroux, H. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling. A critical reader. Boulder, CO: Westview Press.

Government of Nepal. (2013). Evaluation of National Literacy Campaign (NLCP) Programme. Synopsis. Kathmandu: Government of Nepal, National Planning Commission. Accessed 4 January 2015 from http://www.smes.org.np/SMES_files/Policy_Program_Evaluation/2ndYear/synopsis_nlcp_eng.pdf .

Hamilton, M., & Hillier, Y. (2006). The changing face of adult literacy, language and numeracy 1970–2000: A critical history. Stoke on Trent: Trentham Books.

Hanemann, U. (2011). Report to the Minister of the South African Department of Basic Education. Unpublished document prepared following a UNESCO mission to Pretoria, South Africa, 30 March to 5 April.

Hanemann, U. (2012). Global LIFE Mid-term Evaluation Report 2006–2011: Looking forward with LIFE. Hamburg: UNESCO Institute for Lifelong Learning (UIL). Accessed 4 January 2015 from http://unesdoc.unesco.org/images/0021/002151/215158e.pdf .

Hanemann, U. (2014a). Evolution of literacy campaigns and programmes and their impact since 2000. Background paper for the EFA Global Monitoring Report 2015. Paris: UNESCO. Accessed 9 April 2015 from http://unesdoc.unesco.org/images/0023/002323/232398e.pdf .

Hanemann, U. (2014b). Early literacy: A stepping stone for lifelong learning. In J. Maas, S. Ehmig & C. Seelmann, C. (eds.), Prepare for Life! Raising awareness for early literacy education (pp. 254–271). E-book. Accessed 4 April 2015 from http://www.readingworldwide.com/fileadmin/dokumente/Prepare_for_Life_ebook.pdf .

Hartley, R. & Horne, J. (2005). Social and economic benefits of improved adult literacy: Towards a better understanding. An Adult Literacy National Project Report. Adelaide: National Centre for Vocational Education Research (NCVER)/Australian Government, Department of Education, Science and Training.

Hayes, A. (2006). High-quality family literacy programs: Adult outcomes and impacts. Family literacy research and statistics. Louisville, KY: National Center for Family Literacy.

Hornberger, N. (1989). Continua of Biliteracy. Review of Educational Research, 59(3), 271–296.

Hornberger, N. (2004). The continua of biliteracy and the bilingual educator: Educational linguistics in practice. International Journal of Bilingual Education and Bilingualism, 7(2&3), 155–171.

Hornberger, N., & Hult, F. M. (2008). Ecological language education policy. In B. Spolsky & F. M. Hult (Eds.), Linguistic landscape: Expanding the scenery (pp. 10–24). Malden, MA: Blackwell.

Hornberger, N., & Skilton-Sylvester, E. (2010). Revisiting the continua of biliteracy: international and critical perspectives. Language and Education, 14(2), 96–122.

Lind, A. (2008). Literacy for all: Making a difference. Paris: UNESCO-IIEP.

Lybolt, J., & Gottfred, C. (2003). Promoting pre-school language. Geneva: International Academy of Education and International Bureau of Education (IBE).

Lynch, R. (2004). Exceptional returns: Economic, fiscal, and social benefits of investment in early childhood development. Washington, DC: Economic Policy Institute.

Maddox, B., & Esposito, L. (2012). Literacy inequalities, mediation and the public good: A case study of physical proximity and social distance in Nepal. British Journal of Sociology of Education, 34(2), 1–19.

Martínez, R. & Fernández, P. (2010). The social and economic impact of illiteracy: Analytical model and pilot study. Santiago: Economic Commission for Latin America and the Caribbean (ECLAC), and the Regional Bureau of Education for Latin America and the Caribbean (OREALC/UNESCO Santiago). Accessed 4 May 2015 from http://unesdoc.unesco.org/images/0019/001905/190571E.pdf .

McKay, V. (2015). Measuring and monitoring literacy: Examples from the South African Kha Ri Gude mass literacy campaign. International Review of Education—Journal of Lifelong Learning, 61(3).

McLaren, P. (1995). Critical pedagogy and predatory culture. New York: Routledge.

MINEDU (Ministry of Education, New Zealand). (2007). The New Zealand curriculum. Wellington: Learning Media.

MINEDU. (2010). The New Zealand curriculum: Update. Issue 4, December 2010. Wellington: Ministry of Education.

MLE (Ministry of Labour and Employment, India). (2009). National policy on skills development. New Delhi: Ministry of Labour and Employment, Government of India. Accessed 8 May 2015 from http://labour.nic.in/upload/uploadfiles/files/Policies/NationalSkillDevelopmentPolicyMar09.pdf .

MLSP (Ministry of Labour and Social Policy, Bulgaria). (2008). National strategy for lifelong learning for the period 2008–2013. Sofia: Republic of Bulgaria, MLSP. Accessed 8 May 2015 from http://www.erisee.org/downloads/2013/2/b/LLL_Strategy_2008-2013%20ENG.pdf .

Morrison, F., Bachman, H., & Connor, C. (2005). Improving literacy in America. New Haven, CT: Yale University Press.

MSMT (Ministry of Education, Youth and Sports, Czech Republic). (2007). The strategy of lifelong learning in the Czech Republic. Prague: Ministry of Education, Youth and Sports, in conjunction with the National Institute of Technical and Vocational Education. Accessed 8 May 2015 from http://www.msmt.cz/uploads/Zalezitosti_EU/strategie_2007_EN_web_jednostrany.pdf .

NILE (National Institute for Lifelong Education). (2013). The 3rd national lifelong learning promotion plan (English summary). Lifelong learning in Korea, issue 02. Seoul: NILE. Accessed 8 May 2015 from http://nile.or.kr/eng/contents/contents.jsp?bkind=basic&bcode=DACAAB&bmode=view&idx=BCJDFCECEBDDB&pageNo=1 .

OECD (Organisation for Economic Co-operation and Development). (2013) OECD Skills Outlook 2013: First results from the survey of adult skills. Paris: OECD Publishing. doi: 10.1787/9789264204256-en . Accessed 11 May 2015.

Olson, D. R., & Torrance, N. G. (Eds.). (1991). Literacy and orality. Cambridge: Cambridge University Press.

Olson, D. R., Torrance, N., & Hildyard, A. (Eds.). (1985). Literacy, language and learning: The nature and consequences of reading and writing. Cambridge: Cambridge University Press.

Oxenham, J. (2002). Skills and literacy training for better livelihoods. A review of approaches and experiences. Washington, DC: World Bank.

Oxenham, J. (2008). Effective literacy programmes: Options for policy-makers. Paris: UNESCO-IIEP.

PDE (Pennsylvania Department of Education). (2000). Pennsylvania literacy framework. Harrisburg, PA: PDE. Accessed 7 January 2015 from http://www.portal.state.pa.us/portal/server.pt/community/reading,_writing,_listening_speaking/7539/pennsylvania_literacy_framework/683953 .

Rabkin, G., & Roche, S. (Eds.). (2014). Learning to FLY: Family-oriented literacy education in schools. 2004–2014. Hamburg: Landesinstitut für Lehrerbildung und Schulentwicklung (LI) and UNESCO Institute for Lifelong Learning (UIL). Accessed 9 April 2015 from http://unesdoc.unesco.org/images/0022/002295/229506M.pdf .

Raffe, D. (2013). What is the evidence for the impact of National Qualifications Frameworks? Comparative Education, 49(2), 143–162.

Robinson-Pant, A. (2010). Changing discourses: Literacy and development in Nepal. International Journal of Educational Development, 20(2), 136–144.

Rogers, A. (2014). Skills development and literacy: Some ethnographic challenges to policy and practice. CARE Working Paper No. 2. Norwich: University of East Anglia, School of Education and Lifelong Learning.

RoK (Republic of Korea). (2009). Lifelong education act (Act No. 9641). Seoul: Republic of Korea. Accessed 8 May 2015 from http://elaw.klri.re.kr/eng_mobile/viewer.do?hseq=16217&type=sogan&key=2 .

Sen, A. (1999). Development as freedom. New York: Alfred A. Knopf.

Street, B. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London: Longman.

Street, B. (2003). What’s “new” in new literacy studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77–91.

Street, B. (2005). Understanding and defining literacy. Background paper prepared for the Education for All Global Monitoring Report 2006. 2006/ED/EFA/MRT/PI/92. Unpublished document.

Talbot, J. & Associates Inc. (2006). Lifelong Learning Strategy for the City of Vancouver. Discussion document, Burnaby, BC: Vancouver Learning City.

TEC (Tertiary Education Commission). (2009). Strengthening literacy and numeracy: Theoretical framework. Wellington: Tertiary Education Commission.

Tollefson, J. W. (2008). Language planning in education. In S. May & N. Hornberger (Eds.), Encyclopedia of Language and Education (2nd ed., Vol. 1, pp. 3–14). New York: Springer Science + Business Media LLC.

Torres, R. M. (2009). Literacy and lifelong learning: The linkages. In Association for the Development of Education in Africa (ADEA), More and better education. What makes effective learning in African literacy programs? Lessons learned from the ADEA 2006 Biennale on Education in Africa (Libreville, Gabon, 27–31, March 2006), pp. 493–504. Accessed 14 May 2015 from http://adeanet.org/triennale-followup/sites/default/files/papier_03_en.pdf .

Tuckett, A. (2004). Moving family learning forward. Adult Learning and Skills: Family Learning Edition, 4, 4–6.

Twist, J. & McDowall, S. (2010). Lifelong literacy: The integration of key competencies and reading. Report prepared for Cognition Education Research Trust. Cognition Institute. Wellington: New Zealand Council for Education Research. Accessed 4 May 2015 from http://www.nzcer.org.nz/system/files/lifelong-literacy-integration-key-competencies-reading.pdf .

UIL (UNESCO Institute for Lifelong Learning). (2010). Belém framework for action: Harnessing the power and potential of adult learning and education for a viable future. Hamburg: UIL.

UIL (2013). 2nd Global Report on Adult Learning and Education: Rethinking literacy. Hamburg: UIL. Accessed 11 May 2015 from http://unesdoc.unesco.org/images/0022/002224/222407E.pdf .

UIL (2014a). Harnessing the potential of ICTs for literacy teaching and learning: Effective literacy and numeracy programmes using radio, TV, mobile phones, tablets and computers (ed. U. Hanemann). Hamburg: UIL. Accessed 4 May 2015 from http://unesdoc.unesco.org/images/0022/002295/229517E.pdf .

UIL (2014b). Lifelong learning policies and strategies. A collection of policy documents compiled by the UIL Documentation Centre and Library. Hamburg: UIL. Accessed 8 May 2015 from http://uil.unesco.org/fileadmin/keydocuments/LifelongLearning/en/LLPSCollection.pdf .

UIS (2014). Adult and youth literacy. UIS Fact Sheet No. 29, September 2014. Montreal: UIS. Accessed 4 January 2015 from http://www.uis.unesco.org/literacy/Documents/fs-29-2014-literacy-en.pdf .

UIS (UNESCO Institute for Statistics). (2013). Never too late to complete school. Results of the UIS survey on adult education and literacy programmes in Latin America and the Caribbean. UIS Information Paper No. 15, October 2013, Montreal: UIS. Accessed 4 January 2015 from http://www.uis.unesco.org/Education/Documents/IP15-literacy-education-survey-lac.pdf .

UN (United Nations). (1948). Universal declaration of human rights. New York: UN.

UN (2014). UN-Open Working Group Report A/68/970. Unpublished.

UNDP (United Nations Development Programme). (2001). Human development report 2001. New York: United Nations.

UNESCO (2003). Education in a multilingual world. (UNESCO Education Position Paper). Paris: UNESCO. Accessed 4 May 2015 from http://unesdoc.unesco.org/images/0012/001297/129728e.pdf .

UNESCO (2004). The plurality of literacy and its implications for policies and programmes. (UNESCO Education Position Paper). Paris: UNESCO. Accessed 4 May 2015 from http://unesdoc.unesco.org/images/0013/001362/136246e.pdf .

UNESCO (2005). Literacy for life. EFA Global Monitoring Report 2006. Paris: UNESCO.

UNESCO (2012). General Education Quality Analysis/Diagnostic Framework (GEQAF). Unpublished document.

UNESCO (2014a). Position paper on education post-2015. ED-14/EFA/POST-2015/1. Paris: UNESCO. Accessed 8 May 2015 from http://en.unesco.org/post2015/sites/post2015/files/UNESCO%20Position%20Paper%20ED%202015.pdf .

UNESCO (2014b). Lifelong learning. UNESCO Education Sector Technical Note. Accessed 8 May 2015 from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/technical-notes/ .

UNESCO (2014c). Teaching and Learning: Achieving quality for all. EFA Global Monitoring Report 2013/4. Paris: UNESCO.

UNESCO (2015a). Education for All 2000–2015: Achievements and challenges. EFA Global Monitoring Report 2015. Paris: UNESCO.

UNESCO (2015b). Framework for Action of the Post-2015 Education Agenda: Towards inclusive and equitable quality education and lifelong learning. Draft version 31 March. Unpublished document.

UNESCO (2000). World Education Report. (2000). The right to education: Towards education for all throughout life. Paris: UNESCO Publishing.

UVM (Danish Ministry of Education). (2007). Denmark’s strategy for lifelong learning Education and lifelong skills upgrading for all. Report to the European Commission. Copenhagen: Danish Ministry of Education, Department of Adult Vocational Training, Division for lifelong learning. Accessed 8 May 2015 from http://pub.uvm.dk/2007/lifelonglearning/lifelong_learning.pdf .

WCEFA (World Conference on Education for All). (1990). World declaration on education for all: Meeting basic learning needs. In W. Haddad, N. Colletta, N. Fisher, M. Lakin, & R. Rinaldi (Eds.), World conference on education for all: Meeting basic learning needs. Final Report (pp. 39–50). New York: The Inter-Agency Commission (UNDO, UNESCO, UNICEF, WORLD BANK) for the World Conference on Education for All. Accessed 4 May 2015 from http://unesdoc.unesco.org/images/0009/000975/097551e.pdf .

WHO (World Health Organization). (2000). World health report 2000: Health systems: improving performance. Geneva: WHO.

Yang, J. (2015) Recognition, validation and accreditation of non-formal and informal learning in Member States. Hamburg: UNESCO Institute for Lifelong Learning (UIL). Accessed 26 April 2015 from http://unesdoc.unesco.org/images/0023/002326/232656e.pdf .

Yang, J., & Valdés-Cotera, R. (2011). Conceptual evolution and policy developments in lifelong learning. Hamburg: UNESCO Institute for Lifelong Learning.