This year marks the end of the United Nations Literacy Decade, proclaimed in 2002 to galvanize government action worldwide against illiteracy. Over the decade, and despite considerable effort and some major achievements, 775 million people are still considered non-literate, of whom 85 percent live in 41 countries. These figures fall far short of Education For All (EFA) goals established in 2000 for a 50 percent improvement in literacy levels worldwide by 2015. On 6 and 7 September, as part of the celebrations for International Literacy Day (8 September), UNESCO will bring together representatives from these 41 countries, including 16 ministers and vice-ministers of education, to examine the lessons learned over the decade and identify ways of accelerating progress to meet the 2015 deadline. They’ll be joined by participants from other UN agencies, literacy experts, civil society stakeholders and participants from the private sector.
This High-Level International Round Table will also endorse and launch national action plans for reaching the 2015 target, as set out in the Dakar Framework of Action.
Message from Ms Irina Bokova, Director-General of UNESCO, on the occasion of International Mother Language Day, 21 February 2013International Mother Language Day is an ideal opportunity to highlight the importance of languages to group and individual identity, as the foundation for all social, economic and cultural life.Multilingualism is a source of strength and opportunity for humanity. It embodies our cultural diversity and encourages the exchange of views, the renewal of ideas and the broadening of our capacity to imagine. Genuine dialogue implies respect for languages, and this is why UNESCO works to harness their power to foster mutual understanding. We encourage teaching in the mother tongue, which facilitates the fight against illiteracy and contributes to the quality of education. The protection of languages ensures also that rare and indigenous knowledge is safeguarded and handed down. By giving each of us the means to make ourselves heard and be respected, this is also a force for social inclusion.This year, UNESCO has decided to explore the links between languages and books. Books are a force for peace and development that must be placed in the hands of all. They are also crucial tools for expression that help to enrich languages, while recording their changes over time. In this age of new technologies, books remain precious instruments, easy to handle, sturdy and practical for sharing knowledge, mutual understanding and opening the world to all. Books are the pillars of knowledge societies and essential for promoting freedom of expression and education for all.The vitality of languages depends as much on oral exchange as on the large-scale production of teaching material and printed texts. In some countries, the dearth of books and textbooks in local languages hampers development and social inclusion and represents a violation of the right to freedom of expression. Digital tools can help to fill this gap, but they are not enough. We must do more to distribute materials and books as widely and fairly as possible, so that all people – children above all – can read in the language of their choice, including in their mother tongue. This can also boost progress towards the Education for All goals by 2015. Translation is an important part of this great project, by creating bridges to new readers.On this 14th International Mother Language Day, I call on all UNESCO’s partners, authors and teachers all over the world, in universities, the UNESCO Chairs and Associated Schools to work together to promote the importance of linguistic and cultural diversity and of education in the mother tongue.
You’re doing something right now that can educate, inform, inspire and entertain you. It’s excellent exercise for your brain and promotes good eye muscles. It could make you rich and might even save your life someday.
For an activity that’s over 5, 000 years old, one might think everyone reads. Sadly, that’s not true. According to these 2013 statis-tics from the U.S. Department of Education, illiteracy is widespread in our world and in our country. Worldwide, some 774 million people are illiterate. Of those, 32 million are American adults. And graduating from high school does not automatically mean that students read well. Nearly 20 percent of American high school graduates cannot read.
I can personally attest to the truth of that last statistic. After almost 30 years of teaching hundreds of college students, I can recall no more than five or six who actually displayed genuine college-level reading skills — and those students had either attended private school or were home schooled.
It’s almost impossible to exaggerate the importance of reading as a skill, especially in our modern, high-tech world. To categorize it even as a “necessity” is putting it mildly. Reading is the single most practical and useful skill that students must master, followed closely by writing, its sister skill.
Regardless of educational level, social status or financial situation, everyone will need to read something sooner or later. In literally a matter of seconds, drivers zooming down I-57 must read and interpret overhead informational signs. Prescription meds come with printed sheets warning users about dangerous side effects. Loan applications, employment applications, house-closing papers, car-buying papers — all these documents presume the ability of the recipient to read them carefully. Next time you sign such a document, notice carefully the wording right above the signature line. It begins, “I have read the foregoing document …”
Around 70000 people to leave illiteracy behind this month Dominican Today He said in its first stage 315,000 illiterate Dominicans have formed part of the education effort through a flexible teaching model that lets adults continue learning in...
"A report released by the Center for American Progress states that schools are not using technology in a way that benefits students. The United States is spending billions of dollars on technology in schools across the country, yet students are using the equipment for “lower-order skills” like practice and drill programs.
“Our findings suggest that many schools have yet to take full advantage of technology’s ability to improve the art of teaching and the process of learning,” said Ulrich Boser, author of the report and Senior Fellow at the Center for American Progress. “In classrooms across the nation, many students are not using technology in very sophisticated ways. Students are too often using computers to do drill and practice instead of more intellectually engaging activities such as using statistical programs or spreadsheets.”"
Peillon, Hamon et L'ESPER pour l'éducation et la formation à l ... Politis Ce blog laisse souvent la place à la critique. Mais il sait aussi reconnaître les initiatives importantes dans le domaine de l'ESS.
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