VELIT, CARLOS. The Educational and Social Problem of Illiteracy. Fundamental and Adult Education, 10, 4:167-171, 1958. The author indicates that "very often an adult is illiterate because the circumstances of his life have never required of him literacy." Stresses the fact that when the illiterate has been taught to read and write and yet his primitive living conditions are left unchanged, he may relapse into illiteracy or require a degree of understanding carrying with it a purely nominal extension of his horizon. WILSON, MEREDITH C., C., and GALLUP, GLADYS. Extension Teaching Methods and Other Factors That Influence Adoption of Agricultural and Home Economics Practices. Extension Service Circular 495. August 1955. Washington: U.S. Department of Agriculture, Federal Extension Service, 1955. Reports findings pertaining to the adoption of extension service practices among farmers and homemakers. Detailed information indicates age and previous educational training of the learner; size of farm, tenure, and location of farm or home; socioeconomic status of the farmer and homemaker; contact with extension workers; and other factors such as race, nationality, religion, employment of married women, and communication and transportation facilities available. Says the degree to which adults expose themselves to extension sources of agricultural and home economics information "is likely to be proportionate to their educational training when young ... further evidence of the influence of motivation upon learning." WITTY, PAUL. Principles of Learning Derived From the Results of the Army's Program for Illiterate and Non-English Speaking Men. Adult Education Bulletin, 11:131-136, June 1947. Reports how the Army, by applying established principles of education, succeeded in developing an efficient program where the average illiterate inductee or non-English speaking man could acquire in 8 weeks time the "basic academic skill needed in Army life." YOUNG, MILTON ABRAHAM. Academic Requirements of Jobs Held by the Educable Mentally Retarded in the State of Connecticut. American Journal of Mental Deficiency, 62:792-802, March 1958. Based upon an analysis of 118 jobs, a job analysis sheet was prepared, tested, and applied to determine the specific academic requirements of jobs that educable mentally retarded individuals hold or have held in the State of Connecticut. It was determined that these academic requirements might include reading, mathematics, writing, spelling, oral language, and trade vocabulary. Recommends further research in the area of social requirements of jobs held by this group and for effective family and community living. Ta Literacy Education Programs Abroad HE LAG in educational leadership development and in the production of reading materials for new literates has had a serious effect upon the present status of literacy education abroad. In many areas of the world, book publishing is not a major industry as it is in most Western countries. Moreover, there are few literary agencies in these areas to search for authors or potential authors, and large organizations do not exist which specialize in certain aspects of book manufacturing such as block-making, typography, printing, and binding. More broadly stated, some researchers indicate an urgent need for accelerating the development of reading materials for new literates. Others suggest that a lag in literacy education abroad will continue until there is an increase in leadership training and an upsurge in the production of reading materials. They suggest that this upsurge be accompanied by adequate warehouse services, specialization in book promotion, book review and specialized trade services for newspapers, magazines, book stores and for others normally concerned with reading audiences. Since World War II, the eradication of illiteracy has been a matter of great concern to many governments and has inspired much imaginative and devoted effort by individuals and by public and voluntary organizations. As new teaching techniques and methods have been developed, the whole concept of literacy has changed. The teaching of literacy skills is now understood as only one stage in the process of assisting illiterate persons to take their full place in the affairs of their community and country. In the forefront of this advance have been both community development and literacy education programs supported by UNESCO and by the International Cooperation Administration of the United States Government. References in Part I of this section will serve as a general guide to background readings on literacy education programs overseas, including technical and cooperative assistance efforts. The United Nations regional concept of literacy training and production of materials was adopted in 1947. UNESCO has developed 37 fundamental education centers which serve not one but several countries in the same geographical area. For example, some international organizations such as the Pan American Union have developed materials which have found mutual acceptance and use in different countries and regions. The regional idea supports the claim that real economy in staff and money expenditures can be effected through consolidation of efforts. Some of the general references in Part II, Regional Programs Abroad, concern projects relating to the kind of consolidated efforts referred to above. Part 1-General Background Readings Including References on Technical Assistance ABEL, JAMES FREDERICK, and BOND, NORMAN J. Illiteracy in the Several Countries of the World. U.S. Department of Interior, Bureau of Education, Washington: U.S. Government Printing Office, Bulletin No. 4, 1929. 68 p. Indicates the status of illiteracy in the several countries of the world around the late 1920's. Aiding Underdeveloped Areas Abroad. Halford L. Hoskins, ed., March 1950 issue. The Annals of the American Academy of Political and Social Science. Vol. 268. March 1950. This issue of the Annals examines some of the circumstances under which the Point Four Program makes available "benefits of our scientific advances and industrial progress for the improvement and growth of underdeveloped areas"-in the words of President Truman on January 20, 1949. Separate articles describe the geographical areas of underdevelopment, political areas of underdevelopment and spells out the concept of personal freedom and happiness for mankind. AMERICAN COUNCIL FOR NATIONALITIES SERVICE. Americans Abroad: Spokesmen for the United States. New York: The Council, 1959, 48 p. Prepared to help Americans representing the United States in overseas positions or in nonfficial situations abroad. Brings together a number of questions often asked abroad about U.S. policies, about attitudes of the tourist, student, serviceman, business man, or any other American outside the U.S.A. In view of the increased attention being given to the role of the American educator abroad, this pamphlet should be useful to those engaged in adult education. BATTEN, T. R. Communities and Their Development: An Introductory Study With Special Reference to the Tropics. London: Oxford University Press, 1957. 248 p. Chapter X, Making People Literate, emphasizes procedures for conducting mass literacy campaigns and discusses the pros and cons of group learning vs. individual methods of adult literacy work. Chapter XII, Selecting and Training the Worker, emphasizes the need for demonstration of what trainees can do and the provision for practice in doing it. BINGHAM, JONATHAN B. ShirtSleeve Diplomacy: Point Four in Action. New York: The John Day Co., Inc., 1953, 303 p. Emphasizes the role of American "spokesmen" for the United States overseas. Stresses the necessity for efficiency and long-range planning in the accomplishment of various missions (some would be educational in nature) under the widely publicized Point Four Program. BRICE, EDWARD W. Education in the New Free Societies. In Education and the State. The Martin Brumbaugh Lectures in Foundations of Education, 1959. Frederick C. Gruber, ed. 4th Series. Philadelphia: The Uni versity of Pennsylvania Press, 1960, p. 21-46. Describes educational developments in some of the emerging free societies of Africa and Asia, emphasizing the need for basic literacy skills in all of the underdeveloped countries. Discusses the various technical assistance programs in which the United States is engaged jointly with the people of the host countries. BURT, CYRIL. The Education of Illiterate Adults. British Journal of Educational Psychology, 15: 20-27, February 1945. Discusses illiteracy, its causes and remedies. Describes some materials and methods suitable for teaching illiterate adults. CLIFT, V. A. American Aid to Education in Foreign Lands: Some Observations. Journal of Educational Sociology, 29:62-8, October 1955. Discussion of educational projects abroad made possible through mutual agreement between this country and a number of foreign governments. COLLIGAN, FRANCIS J. Twenty Years After: Two Decades of Government-Sponsored Cultural Relations. The Department of State Bulletin, 39:995: 112-119, July 21, 1958. Discusses specific types of activities and patterns which have characterized our international cultural programs for the past 20 years-information services; educational exchange service (in cooperation with other nations in the interchange of persons, knowledge and skills); technical and other services; interchange of developments in fields of education, the arts, and science; and nongovernmental cultural activities. COLOMBIAN, MAURICE. Co-operatives and Fundamental Education. Monographs on Fundamental Education, II. Paris: UNESCO, 1950. 171 p. Describes some centers for the teaching of cooperation. Concludes that any program of fundamental and adult education among backward or underprivileged communities is inevitably difficult and complex when the goal is to educate the poor, the hungry, the ignorant, the sick, and the "resigned." The Community Development Guidelines of the International Cooperation Administration. Community Development Review, p. 3-6, December 1956. An official statement sent to ICA Operations Missions in October 1956. CONNE, CAROL L., compiler. Resource Handbook. New York: American Association for the United Nations, 1957. 19 p. Includes bibliographies of books, games, music, and program aids for teaching about the UN and international understanding for kindergarten level through college, and for adults. CRAMER, JOHN FRANCIS, and BROWNE, GEORGE S. Willard B. Spaulding, ed. Contemporary Education: A Comparative Study of National Systems. New York: Harcourt Brace and Co., 1956, p. 553-575. Chapter 19, Some Notable Achievements in Adult Education, describes four of the more interesting and significant programs to show something of the work that is going on along different frontiers of education in the adult field. They are (1) the folk high school; (2) the Antigonish Movement; |