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- Description:
- This paper first presents a general background and global perspective on literacy. It mentions the various aproaches that can be adopted towards the eradication of illiteracy, the purpose of literacy and its relation to economic, social and political goals. The need for a literacy campaign in Zimbabwe is analysed and the development of the National Literacy Campaign in that country, and the responsibilities for it assigned to the Ministries of Education and of Community Development and Women's Affairs, are discussed. The main emphasis of the paper is on the poor participation in and relatively high drop-out from literacy classes, presaging the failure to achieve the commendable objectives of the campaign within the target period. Some recent statistics are presented, which indicate the trend of the campaign over the last three years. A study of participation in literacy classes is then presented, together with an analysis of the reasons for low participation. The conclusions drawn indicate that there is a need for national commitment, revitalisation of the campaign and new motivation at all levels if it is to succeed and so achieve its original objectives.
- Date Issued:
- 1987-01-01T00:00:00Z
- Data Provider:
- Michigan State University. Libraries
- Collection:
- Journal of Social Development in Africa
- Description:
- This paper presents the results of a study on the relevance of income generating projects as a reinforcement of acquired literacy skills in Zimbabwe. Very little research has been carried out to assess the extent to which participation in income generating projects actually reinforces the students acquired literacy skills, whereas many studies have evaluated the impact of literacy on socio-economic activities. This study sets out to examine what effects socio-economic activities have on students' literacy test achievements. The results presented here tend to show that high participation in income generating projects is positively correlated with higher total mean scores for total literacy and arithmetic scores. However, the study revealed that variables of high and low participation are not the only ones and cannot be considered in isolation: other variables such as age, sex, etc had to be considered also as results show that these, together with high and low participation in projects, affects students' achievements in literacy test scores. It is believed that the results have useful implications for agencies involved in adult literacy work.
- Date Issued:
- 1987-01-01T00:00:00Z
- Data Provider:
- Michigan State University. Libraries
- Collection:
- Journal of Social Development in Africa