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Functional Literacy and International Development, a Study of Canadian Capability to Assist with the World Campaign to Eradicate Illiteracy

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Functional Literacy and International Development, a Study of Canadian Capability to Assist with the World Campaign to Eradicate Illiteracy R E P OR T RESUMES ED 015 361 AC 001 694 FUNCTIONAL LITERACY AND INTERNATIONAL DEVELOPMENT, A STUDY OF CANADIAN CAPABILITY TO ASSIST WITH THE WORLD CAMPAIGN TO ERADICATE ILLITERACY. BY- KIDD, J. ROBY ONTARIO INST. FOR STUDIES IN EDUC., TORONTO PUB DATE NOV 67 EDRS PRICE MF-$0.50 HC-$5.16 127F. DESCRIPTORS- *LITERACY EDUCATION. *FUNCTIONAL ILLITERACY. 11 *DEVELOPING NATIONS, *TECHNICAL ASSISTANCE, *NATIONAL PROGRAMS, FOREIGN COUNTRIES, FEASIBILITY STUDIES, EDUCATIONAL NEEDS, MASS MEDIA, AUDIOVISUAL AIDS, PROGRAM DEVELOPMENT, COOPERATIVE PLANNING, INSTRUCTIONAL MATERIALS, TEACHER EDUCATION, LIBRARY SERVICES, RESEARCH NEEDS, FEDERAL GOVERNMENT, PRIVATE AGENCIES, UNIVERSITIES, PROMOTION (PUBLICIZE), PROGRAM ADMINISTRATION, FINANCIAL POLICY, STATISTICAL DATA, CONSULTANTS, CANADA, UNESCO, KENYA, INDIA, A STUDY WAS MADE OF THE FEASIBILITY OF CANADIAN ASSISTANCE IN DEVELOPING NATIONS IN THE WORLD LITERACY CAMPAIGN. NEEDS FOR SPECIALIZED PERSONNEL, MASS MEDIA SERVICES, LITERATURE BUREAUS AND LIBRARIES, INSTRUCTIONAL MATERIALS AND SUPPLIES, AUDIOVISUAL AND OTHER EQUIPMENT, AND PROVISION FOR TEACHER EDUCATION, WOMEN'S EDUCATION, AND RESEARCH AND DEVELOPMENT WERE IDENTIFIED. RELEVANT CANADIAN PROGRAMS OF OVERSEAS AID BY BOTH GOVERNMENTAL AND. NONGOVERNMENTAL BODIES (INCLUDING UNIVERSITIES) WERE . DESCRIBED. IT WAS FELT THAT Ti NATIONAL PROGRAM OF ACTION SHOULD INCLUDE UNIVERSAL BASIC EDUCATION IN CANADA, INFORMATION TO CANADIANS ON LITERACY AND THE WORLD LITERACY CAV,FAIGN, COMPREHENSIVE PARTICIPATION, CANADIAN INITIATIVE IN PROGRAM PLANNING, ASSISTANCE PROJECTS IN DESIGNATED NATIONS, SPECIALLY TRAINED OVERSEAS PERSONNEL, AMPLE SUPPLIES AND SPECIALIZED SERVICES, AND RESTRAINT IN BUDGETING AND IN ADMINISTRATIVE ORGANIZATION. (ALSO INCLUDED ARE 64 REFERENCES, EXAMPLES OF PROGRAMS AND NEEDS IN KENYA AND INDIA, PROFESSIONAL COURSES IN ADULT EDUCATION IN CANADIAN UNIVERSITIES, AND INFORMATION SOURCES.) (LY) ...1 FUNCTIONAL LITERACY AND INTERNATIONAL DEVELOPMENT A STUDY OF CANADIAN CAPABILITY TO ASSIST WITH THE WORLD CAMPAIGN TO ERADICATE ILLITERACY U.S. DEPARTMENT OF HEALTH, EDUCATION& WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLYAS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION POW ION OR POLICY. FUNCTIONAL LITERACY ANDINTERNATIONAL DEVELOPMENT A study of Canadian capabilityto assist with the world campaign toeradicate illiteracy FOREWORD Much has been said or written in recent years about the need for education in today's rapidly changing world. Nowhere is this more true than in the developing countries. This study attempts to delineate the need, and to indicate practical ways in which Canadians - government, voluntary agencies, educational institutions, and business firms - can help to meet it. It is factual, as a study should be. For the reader who is well informed on international affairs, much of the material can offer at best a refresher course. For others, we hope it will provide both new insights and a new challenge to Canadians because of Canada's unique position as a trusted broker in inter- national affairs, one with a great deal to contribute in this very great cause. May we not be found wanting. D. C. Spry President Overseas Institute of Canada CONTENTS INTRODUCTION / 1 CHAPTERS I EVOLUTION AND SCOPE OF THE INTERNATIONAL LITERACY CAMPAIGN / 5 II SOME ANALYSIS OF THE NEED / 17 III CANADIAN PROGRAMS RELATED TO ADULT "PASIC EDUCATION" / 34 IV CANADIAN PROGRAMS OF OVERSEASAIF THAT ARE RELEVANT TO THE LITERACY CAMPAIGN / 55 V SOURCES OF EXPERIENCE, PERSONNEL, EQUIPMENT, AND MATERIAL / 62 VI A PROGRAM FOR ACTION A SUMMARY OF THE MAINCONCLUSIONS AND RECOMMENDATIONS / 75 cz. APPENDICES I Resolution on World LiteracyAdopted Unanimously at the GeneralConference of Unesco in 1966 / 92 II Literacy Programs and Needs - Two Examples / 96 III Population in Canada with Limited Education, Census 1961 / 106 IV Professional Courses in Adult Education Offered in Canadian Universities / 110 V Some Organizations in Canada witha Substantial Overseas Program / 112 VI Sources of Information / 114 BIBLIOGRAPHY / 117 ACKNOWLEDGEMENTS This is a feasibility study. It was carried out for the Overseas Institute of Canada at the request ofthe Canadian National Commission for UNESCO. While it reviews and summarizes informationsecured from scores of countries and hundreds of organizations,the study is severely re- stricted in objective- to assess what contribution Canada, Canadian organizations and individuals might make to theWorld Literacy Campaign. The study was carried out in the Adult EducationDepartment of The Ontario Institute for Studies in Education (OISE). Claude Touchette, S. Kapoor, and M. Muinuddin assisted in developingthe plan and were chiefly responsible for the collection of data in Canadaas well as for many suggestions about the development of the study. Full cooperation has been received from officers and officials in the Departmentsof Education in the provinces, from federal government departments,from the Canadian Education Association, and scores of other organizations,and from more than a hundred individuals. Some of those who were most helpful in supplying information are listed in Appendix VI. We express our gratitude to all who have assisted in the compilation of the basicinformation. The Director of the study is J. R. Kidd, Chairman of theDepartment of Adult Education of OISE. Durinp the course of the investigation hewas able to obtain firsthand information in various parts of India,from individuals in a dozen Asian countries, who took part inan Asian confer- ence on literacy, from individuals from ten African countries who took part in an African conference in Kenya, and in Paris, London,Geneva, New York, Washington, and Ottawa. He has also been able to discuss the study with colleagues who have similar responsibilities inAustralia, New Zeal- and, the United Kingdom, and the United States, Previously he had worked in the British Caribbean, has visited literacy projectsin Central and South America and has had some firsthand experience ofwork with the Indians and Eskimos in Alaska,as well as Canada. As Chairman of UNFSCO's Committee for the Advancement of Adult Education he has attendedtwo meet- ings of UNESCO's Expert Committeeon Literacy. He is particularly grateful to his colleagueson the International Committee, members of the staff of UNESCO in Paris, Anibal Buitronnow representing UNESCO in Nairobi, the national secretaries for adult educat- ion in Australia, New Zealand, the United Kingdom, the United States, and Canada, and the Secretary of the Canadian National Committee for UNESCO, David Bartlett. The study was made easier because the author had access to the increasingly valuable files in the Overseas Institute of Canada andwas given full assistance by William Teager and his staff. It is not customary in a report such as this to offerany dedication. Had that not been the case,it would have been most appropriate to dedicate this report to the members of the UNESCO Secretariatand educational lead- ers in many countries who have dreamed about ending one of the cruelest scourges of mankind, have had the audacity to plan an educational campaign destined eventually to reach seven hundred million souls,and have begun to plan how to make a practical reality of dreams and rhetoric. While a great many individuals have contributed to this study,full responsibility for the recommendations must be charged to theauthor, not to his associates nor to the organizations that sponsored thestudy. J. R. Kidd Toronto November, 1967 INTRODUCTION Dreams and Plans One of the phenomena ofour times is the emergence of a will and the development ofa plan to end the near paralysis caused by mass illiteracy wherever it is found. The scale of this endeavour- to reach several hundred millionmen and women - is almost beyond comprehension. Was there evera cause or a campaign quite like this in man's long history? Should rational, sensible men waste timeor money on such a vision? Yet sober, practical plans have been designed. Over most of the world, investmentsare being made in dams and irrigation, improved agriculture and industrialproduction, and health and nutrition. And part of the grand design will be investment in people, investment in farmers and workers, investmentin parents. Without this investment, the plows and penicillin,power and machine tools, and new democratic constitutionsas well, may not achieve very much. "Functional literacy" for mostor all the adults is seen as an essential component of any plan for economicor social or political progress. All of the nations of the world have been invited, and Canada is committed to assist in what will bean "International Literacy Campaign" under the general sponsorship of UNESCO but supported by all United Nations agencies. Canau,.. has always made its full contribution to UNESCO and has thus given some assistance to UNESCO-sponsored literacy projects, in Mexico, for example. However, the Canadian Government has rarely made specific contributions to literacy projects abroad. Speaking at the World Congress on the Eradication of Illiteracy at Teheran in 1965, Paul Malone, the Chairman of the Canadian Delegation, said: "Although Canada has not directly participated in literacyprograms per se, her aid programs nave traditionally emphasized educational activities which have a direct and indirect bearingupon literacy. By far the largest proportion of Canadian advisors sent abroad
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