Adult Education, 9:85-89, April 1957. Tells the story behind the plan to fight the ignorance and backwardness which has kept the South American Indian in poverty, sickness, and serfdom. Outlines the main achievements of fundamental education seminars held under the auspices of the Ministry of Rural Affairs in 1952. Describes the place of literacy campaign that makes up a large part of the responsibility of the rural teacher. Brazil SPERB, DALILLA C. Elementary Education Versus Illiteracy in Brazil. Teachers College Record, 58:169-174, December 1956. In her discussion of illiteracy in Brazil, the author gives particular attention to the lack of teachers, the public schools, transportation, difficulties in enforcing compulsory laws and lack of communication facilities. Caribbean Area MARIER, ROGER. Social Welfare Work in Jamaica: A Study of the Jamaica Social Welfare Commission. Monographs on Fundamental Education, No. VII. Paris: UNESCO, 1953. 166 p. Reports experiences of the Jamaica Social Welfare Commission with special programs concerned with illiteracy, cooperatives, housing, educational cinema, and other important social and economic problems. CARIBBEAN COMMISSION, Central Secretariat. Education in the Caribbean. Port-of-Spain, Trinidad: Kent House, 1956. 115 p. Processed. Includes papers on education in relation to the community and related documentation of the Caribbean Commission/UNESCO Joint Technical Confer ence on Education and Small Scale Farming, Trinidad, Oct. 6-15, 1954. Papers discuss instructional materials, the school in relation to the community, teacher training, administration, and financing: community education, including adult education; and educational research. UNESCO CARIBBEAN COMMISSION. Fundamental, Adult, Literacy and Community Education in the West Indies. Educational Studies and Documents 1955, No. XV. By H. W. Howes. Prepared for the West Indian Conference, 6th Session, Puerto Rico, 1955. Paris: UNESCO, 1955. 79 p. Brief section under "Literacy," p. 1416, puts emphasis upon the place and value of the literacy campaign. Describes literacy as one means in the fundamental education of the individual and the community rather than an end in itself. UNESCO. Fundamental Adult, Literacy and Community Education in the West Indies. Educational Studies and Documents No. 15. UNESCO, Paris: UNESCO, 1955. 79 p. Presents a brief social anthropological sketch of the region; outlines the history and status of fundamental, literacy, adult, and community education in the Caribbean; and offers suggestions relating to the expansion of existing or future programs. U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE. Office of Education. Educational Trends in the Caribbean: European Affiliated Areas. By Charles C. Hauch. Bulletin 1960, No. 26. Washington: U.S. Government Printing Office, 1960. 153 p. Brief section on adult education (p. 140-141) reports activities in education for adults in some areas in the Caribbean do not appear to have changed substantially since 1944 when a number of centers for adult education and rural education were first established ... there is room for marked expansion. Costa Rico Instituto Interamerican de Ciencias Agrícolas. Qué es el Instituto Interamericano de Ciencias Agrícolas. Turrialba, Costa Rica: el Instituto, 1956. 26 p. A description is given of the InterAmerican Institute of Agricultural Sciences under the Organization of the American States and of the programs of study offered. PRIETO, F. LUIS B. Informe Sobre la Capacitación de los Maestros No Titulados en Costa Rica. Report No. 4. Paris: UNESCO, 1956. 20 p. The report discusses both the inservice training program for nonlicensed teachers in Costa Rica developed under the Technical Assistance Program of UNESCO, and the organization of an institute for this training. Cuba CASTRO DE MORALES, LILIA. Impresos Relativos a Cuba. La Habana: Biblioteca Nacional de Cuba, 1956. 370 p. This supplement to the standard List of Books Relating to Cuba prepared by the Library of Congress in 1898; contains some 2,000 entries covering materials from 1762 to 1955. DECANIZARES, ANA E. UNESCO Associated ProjectsXII: Methods of Teaching Adults to Read and Write in Cuba. Fundamental and Adult Education, 9: 32-38, January 1957. Emphasizes the importance of teaching adults to read under a method based on established scientific principles. Describes the plan of research developed for studying the extent to which methods and principle applied to children could apply to illiterate adults in Cuba (i.e. fostering certain attitudes and habits and developing certain capacities). Dominican Republic RUIZ COEN, PROSPER, and MARY A. LITTLE. Algunas Ideas Sobre Enseñanza. Ciudad Trujillo: Servicio Cooperativo Interamericano de Educación (SCIDE), 1956. 58 p. Processed. This series of letters written to a young teacher in the Dominican Republic gives suggestions for teaching in rural normal schools. Haiti COOK, MERCER. Recent Developments in Haitian Education. Education, 76:611-617, June 1956. The author of Education in Haiti (Office of Education Bulletin 1948, No. 1) presents a historical background of Haitian education and a summary of recent developments including adult, rural, vocational, and teacher education. Education in Haiti, by Mercer Cook. Federal Security Agency. Office of Education Bulletin 1948, No. 1. Washington: U.S. Government Printing Office, 1948. 90 p. Contains a brief section about evening and part-time schools. Author saw no serious attempt at that time to launch a serious campaign to stamp out illiteracy. Discusses language barriers and desirability of teaching all classes to read, write, and speak in "the same language"-French or Creole. Education in the Republic of Haiti, by George A. Dale. U.S. Department of Health, Education, and Welfare. Office of Education Bulletin 1959, No. 20. Washington: U.S. Government Printing Office, 1959. 180 p. In chapter 7, Adult Education, the author outlines the aims and objectives of a program of education for adults as stated in the law establishing the general administration of adult education. Describes the adult education centers, gives enrollment figures, and traces progress from 1943 through 1951. HAITI. DIRECTION GENERALE DE L'EDUCATION NATIONALE. L'Effort du Gouvernement dans le Domaine de l'Education Nationale. Port-au-Prince: le Direction, 1956. 195 p. Primary, rural, secondary, vocational, and higher education are discussed. A section on adult education is included. Haiti. Section de l'Enseignement Rurale, Revue d'Education Rurale. Port-au-Prince: le Direction, June 1956. 165 p. The purposes of rural education in Haiti are discussed, taking into consideration the population increase and the agrarian economy. Mexico GARDNER, C. H. Mexico's Campaign Against Illiteracy. Social Education, 13:277-278, October The story of one nation's attack upon illiteracy. Tells how three million nonSpanish speaking Indians were taught to read and write. GRIFFIN, PAUL, and RAYMOND, JOSEPH. People and Soil in Mexican Education. Mexican Life, 32: 23-49, February 1956. Highlights of Mexico's educational development from preconquest days to the present are brought out, with emphasis on the rural scene. HUGHES, LLOYD H. The Mexican Cultural Mission Programme. Monographs on Fundamental Education, III. Paris: UNESCO, 1950. 76 p. A survey of the fundamental education work in progress in Mexico. Describes its strengths and weaknesses, Learn and Live: A Way Out of Ignorance for 1,200,000,000 people. Paris: UNESCO, 1951. 32 p. Description of UNESCO's International Language Centre at Patzcuaro, Mexico to train teachers of fundamental education in Latin American countries. UNESCO. New Horizons at Tzentzenhuaro: One Year of Work at a Fundamental Education Centre for Latin America. Paris: UNESCO, 1953. Cites examples of progress in a Mexican village fundamental education community centre (Tzentzenhuaro) served by trained leaders. Tells how this regional improvement project has brought increased knowledge, health, and happiness to large numbers of Latin Americans. U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE. OFFICE OF EDUCATION. Education in Mexico. By Marjorie C. Johnston. Bulletin 1956, No. 1. Washington: U.S. Government Printing Office, 1956, 135 p. Background material on the people, economic conditions, and the political and educational history of Mexico provide information on preprimary, primary, secondary, vocational, teacher, and higher education. Contains charts and tables on school enrollments, number of schools, colleges and universities, and courses of study offered. Bibliography lists publications that should be useful to those adult educators who serve many nationalities. Nicaragua GARCIA, MAX H. MINANO. The Rio Coco Pilot Project in Fundamental Education, Nicaragua. Fundamental and Adult Education, 9:78-84, April 1957. Reports on the fundamental education pilot project to improve social and economic living conditions in the 48 communities on the banks of the Rico Coco. The project is carried on under Government direction with contributions from independent private national organizations and UNESCO technical assistance funds. Paraguay AGETON, ARTHUR A. Good Partnership in Paraguay. The Department of State Bulletin, 35: 847-854, November 1956. The U.S. Ambassador to Paraguay gives a general description of its people, cooperative programs between the United States and Paraguay, future plans for technical aid, and educational and cultural programs. RAINE, PHILIP. Paraguay. New Brunswick: Scarecrow Press, 1956. 443 p. Study report includes a brief statement on the current educational situation and on the development of education in other historical periods in Paraguay. Peru KLEMER, ELIZABETH J. Experiences with Public Education in Peru. Education, 76:623-629, June 1956. This summary of Peruvian education places some emphasis on Point Four efforts. Venezuela BOSEMBERG, H. W. Teachers of Teachers: OAS Training Center in Venezuela Sets Off Educational Chain Reaction. Américas, 8:1418, March 1956. (Published in English, Spanish, and Portuguese.) Describes the Inter-American Rural Normal School established in Rubio, Venezuela under the Technical Cooperation Program of the Organization of American States to train rural normal school teachers and administrators for Latin American countries. CARRUTHERS, B. F. Venezuela Tries Intensive Illiteracy Experiment. School and Society, 67:6162, Jan. 24, 1948. Tells of an intensive plan to put the ballot into the hands of everyone over 18, regardless of property or literacy, and to make the masses literate in the shortest possible time. SECTION IV Professional Leadership Development Part I, Some Background References and Materials for Teachers of Adult Elementary Classes, lists a number of items limited to the "how" and "why" of adult learning. Certain of these references should be helpful to those engaged in teaching English as a second language, as well as to those teachers of adult elementary classes where techniques and materials must be adapted to meet local situations and demands. Some references describing several catalogs and directories are included. Part II, Classroom Materials Often Used in Adult Elementary Classes and by Teachers of English as a Second Language, lists some of the materials reported to be suitable for use in classes for either beginning adult readers or those who are just beyond the beginning stage in learning the fundamental skills in reading, writing, and arithmetic. Large numbers of teachers and workshop leaders reported heavy reliance upon paperback books, readers, workbooks, leaflets, posters, pamphlets and illustrated texts designed to help the teacher to make classroom lessons as lively and varied as possible. Others report the use of suitable adaptations of existing materials on American heroes, customs and traditions, of simply written materials on mental hygiene, and simplified information on the arts and crafts. Many stories have been told of semi-illiterate adults who, although perhaps not regular users of library resources, borrow booklets and bulletin which are written in short paragraphs that are not "too wordy," "look easy," and are accompanied by simple illustrations or photographs. The leader is encouraged to examine the materials in order to determine the extent to which these listings may help meet the needs of the individual or group participating in adult elementary classes. The items in Part II are listed without descriptive annotations, but subtitles (where appropriate) indicate categories such as readers, workbooks, textbooks, leaflets, and pamphlets. Part III, Developing and Distributing Literacy Education Materials, lists selected references reported to be of interest to those engaged in the development and distribution of literacy education materials. |