![]() | The Education for All Teacher-Training Package - Volume 2 (UNDP - UNESCO, 1995, 124 p.) |
![]() | ![]() | (introduction...) |
![]() | ![]() | Foreword |
![]() | ![]() | Structure and Use of the Material |
![]() | ![]() | Topic 8 Towards Functional Literacy and Beyond |
![]() | ![]() | (introduction...) |
![]() | ![]() | Introduction |
![]() | ![]() | Learning Outcomes |
![]() | ![]() | Content |
![]() | ![]() | A. The Problem of Illiteracy |
![]() | ![]() | (introduction...) |
![]() | ![]() | The Causes of Illiteracy |
![]() | ![]() | Who is Literate? |
![]() | ![]() | Levels of Literacy |
![]() | ![]() | Why should we Deal with the Problem of Illiteracy? |
![]() | ![]() | B. Adult Literacy Programmes |
![]() | ![]() | (introduction...) |
![]() | ![]() | The Design and Implementation of an Adult Literacy Programme |
![]() | ![]() | The Specially Disadvantaged |
![]() | ![]() | C. Developing and Maintaining Functional Literacy |
![]() | ![]() | (introduction...) |
![]() | ![]() | Keeping New Readers Literate |
![]() | ![]() | Final Comment and Exercise |
![]() | ![]() | Appendix |
![]() | ![]() | Map: Illiteracy in the World in 1990 |
![]() | ![]() | Topic 9 Scientific and Technological Literacy and Numeracy |
![]() | ![]() | (introduction...) |
![]() | ![]() | Introduction |
![]() | ![]() | Learning Outcomes |
![]() | ![]() | Content |
![]() | ![]() | (introduction...) |
![]() | ![]() | The Nature of Scientific and Technological Literacy |
![]() | ![]() | Gender Issues in Science, Technology and Mathematics |
![]() | ![]() | A. Science Education |
![]() | ![]() | B. Technology Education |
![]() | ![]() | (introduction...) |
![]() | ![]() | Technology in the Community |
![]() | ![]() | C. Numeracy |
![]() | ![]() | (introduction...) |
![]() | ![]() | Mathematics and Numeracy |
![]() | ![]() | Mathematics for All |
![]() | ![]() | D. Science, Technology and Mathematics in Out-of-School Education and in Non-formal Programmes |
![]() | ![]() | Readings |
![]() | ![]() | Suggestions for Further Reading and Study |
![]() | ![]() | Topic 10 Education and the World of Work |
![]() | ![]() | (introduction...) |
![]() | ![]() | Introduction |
![]() | ![]() | Learning Outcomes |
![]() | ![]() | Content |
![]() | ![]() | A. Education and be World of Work: Differing Approaches |
![]() | ![]() | B. Promoting Links between Education and the World of Work |
![]() | ![]() | (introduction...) |
![]() | ![]() | The Curriculum |
![]() | ![]() | Teaching and Learning Methods |
![]() | ![]() | The Environment of School |
![]() | ![]() | Assessment and Evaluation |
![]() | ![]() | Readings |
![]() | ![]() | Bibliography |
![]() | ![]() | Topic 11 Quality of Life and Development Education |
![]() | ![]() | (introduction...) |
![]() | ![]() | Introduction |
![]() | ![]() | Learning Outcomes |
![]() | ![]() | Content |
![]() | ![]() | Module 1 Environmental Education |
![]() | ![]() | (introduction...) |
![]() | ![]() | Environmental Education and the Curriculum |
![]() | ![]() | Non-formal Programmes |
![]() | ![]() | Sustainable Development and the Environment |
![]() | ![]() | Wildlife and Environmental Education |
![]() | ![]() | Module 2 Population Education |
![]() | ![]() | (introduction...) |
![]() | ![]() | Population Education and Womens Issues |
![]() | ![]() | Approaches to Population Education |
![]() | ![]() | Module 3 Health Education |
![]() | ![]() | (introduction...) |
![]() | ![]() | Health Education in the School Curriculum |
![]() | ![]() | Drug Abuse |
![]() | ![]() | AIDS |
![]() | ![]() | Readings |
![]() | ![]() | Bibliography |
![]() | ![]() | Topic 12 Quality Education and Standards |
![]() | ![]() | (introduction...) |
![]() | ![]() | Introduction |
![]() | ![]() | Learning Outcomes |
![]() | ![]() | Content |
![]() | ![]() | Promoting Excellence through Effectiveness Rating |
![]() | ![]() | (introduction...) |
![]() | ![]() | Draft Input Standards |
![]() | ![]() | Draft Context Standards |
![]() | ![]() | Draft Process Standards |
![]() | ![]() | Draft Output Standards |
![]() | ![]() | Appendix I Draft Input Standards |
![]() | ![]() | Appendix II Draft Context Standards |
![]() | ![]() | Appendix III Draft Process Standards |
![]() | ![]() | Appendix IV Draft Output Standards |
![]() | ![]() | Topic 13 The Requirements |
![]() | ![]() | (introduction...) |
![]() | ![]() | Introduction |
![]() | ![]() | Learning Outcomes |
![]() | ![]() | Content |
![]() | ![]() | The Requirements |
![]() | ![]() | (introduction...) |
![]() | ![]() | Developing a Supportive Policy Context |
![]() | ![]() | Mobilizing Resources |
![]() | ![]() | Building a National Technical Capacity |
![]() | ![]() | International Solidarity |
![]() | ![]() | Readings |
![]() | ![]() | Topic 14 The Way Ahead |
![]() | ![]() | (introduction...) |
![]() | ![]() | Introduction |
![]() | ![]() | Learning Outcomes |
![]() | ![]() | Content |
![]() | ![]() | Integrating our Learning |
![]() | ![]() | What our School can do for EFA |
![]() | ![]() | Readings |
Figure
UNESCO/G. Freund