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TITLE World Education Annual Report: 1973-1974. INSTITUTION World Education, Inc., New York, N.Y

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TITLE World Education Annual Report: 1973-1974. INSTITUTION World Education, Inc., New York, N.Y DOCUMENT RESUME ED 105 273 CE 003 583 TITLE World Education Annual Report: 1973-1974. INSTITUTION World Education, Inc., New York, N.Y. PUB DATE 74 NOTE 33p. EDRS PRICE NF-$0.76 BC -$1.95 PLUS POSTAGE DESCRIPTORS *Adult Basic Education; *Adult Education Programs; Adult Literacy; *Annual Reports; Developing Nations; *Developmental Programs; Educational Innovation; Evaluation; Family life Education; Family Planning; Financial Support; Foreign Countries; Interagency Cooperation; *International Education; International Organizations; International Programs; Literacy Education IDENTIFIERS Africa; Asia; Latin America; North America ABSTRACT Opening with a message from president Thomas B. Keehn, the publication presents the reports of four regional representatives for Asia, Africa, Latin America, and North America focusing on the following organizational goals: (1) developing and expanding the World Education program of integrating family life planning with functional literacy education,(2) encouraging innovation in adult education, (3) broadening the base of funding, and (4) strengthening the organization's place in the international community. The report also includes excerpts from an evaluation report on the organization's program and philosophy, a report on publications, an auditor's report, and a list of coordinating agencies. (MDR) M N (NI FEB2 1975 IX\ world education tiCD annual report 1973-1974 CZ:it As this Annual Report goes to press, representatives from 130 member coun- tries of the United Nations are convening in Rome for the World FoodPresident's Conference: last August, 135 nations were represented at the World Popu- lation Conference. World Education sent observers to both of these impor-Message tant meetings which have helped to focus the attention of the entire global community on two interlocking and urgent worldwide crises. U S DIE PAR TNIENT Oi HEALTH. EDUCATION A WELFARE We are witnessing a remarkable international convergence in the ap- NATIONAL INSTITUTE OF EDUCATION proach to development. Increasingly itis becoming clear that our fragile THIS 00CUIREN NAS BEEN REPRO DUCE° EXACTLY AS RECEIVED FROM and finite world will hold together only if we can achieve an equitable THE PERSON OR ORGANIZATIONORIOIN AFiNG IT Poston Cv vIE*OROPINIONS balance between resource utilization, on the one hand, and population STATED DO NOT NECESSARILY *ERRE SENT OFF KIM. NATIONAL INSTITUTE OF pressures and food requirements on the other. To help meet these universal EDUCATION POSITION OR POLICY and pressing needs, a number of educational agencies are moving toward a common understanding and course of action. 11111111Rimr We are agreed that the focus and thrust of our activities must be educa- tion for development. No other concept is vital enough or effective enough to achieve the improvement in quality of life that is the rightful expectation of people everywhere. What is World Education's special role in this critical process? We have already assisted a number of agencies whose programs, we believe, are now demonstrating that integrated basic education for adults can be an effective I tool for development. The progress and problems of these programs are detailed in the report that follows. In the years immediately ahead, World Education will focus on a careful assessment of the impact of these programs on the lives of the learners who are taking part in them. I believe that in sharing these experiences and findings with others World Education will make an important contribution to the knowledge base of this crucial and growing international field.I believe, further, that in linking our efforts with others we can chart a course toward more effective action.° Thomas B. Keehn World Education iturkm4 rn ttnat rt cads 'edut atom for development.' may have found the set to the educational door leading to permanent changes in traditional peoples' ways of looking at themselves, at new idea,. and at society at large. The tormfinding out what the 10( al people want and then helping them learn how they tan copeborrows from the sti«esses and failure s nt 'I'm(' other educational and deselopmeMal approaches. and combines Irt.,?racy with education. The appromh of tea. hing people: host to read and Si rite using materials that speak to issues this themselves have identi- fid as important to them and tht ommunnt has. at the tent least., proven sot cessful in a number of places, most notably Thailand fudging fitthe program s drasfitallt reduted attrition rates. The reascn behind these hitter rateshowever., is of perhaps et en greater interest and importance While evaluation is ht no moans complete. the es sdoncy dppe irs to suggest that there is something in the very prof ess of :earning a (luster of things that are oft ritual signituance to indit ;dualswhether oats to keep (fuldren healthy, improve crop production, htnid a root, or hate !ewer bahiesthat not rink cause% literact to 'take, but at the same time., causes the materials used to teat h litcrat ttotake'In other words, hoth hteratt and the literat v materials are at different tunes not only mechanism but substante. itis their interat bon that leads to a nett kind of runt initial Herat v whit h an he tailed funt bona/ education. Time still tell whether this edutation is the rare kind that tan alter traditional adult ways of looking at themselves and ea( hi other It thisorsubstitute procedure fails, we mat hate to wait at least a generation for fundamental 'institutional- ,)i 1),I,i4f in p, fiiitthis is «lid rilla lead worth following, an I by a mu( ir ttalcr tommunity !. than those Mm" romem, are most tmmediatelt with literact education, or even family planning or family life planning.' jrI f alu lung and import ing the World Education approath could tery well lead to a better wider-standing of ho, to awaken traditional people, to their own understanding of themselves, their potentials, and the potentials of the world outsid(:.,' . Stephen Baldwin the Population ( (Wilt ii IJ ,.; 2 1 Table of Contents 1 President's Message Four Goals: 3 To Develop and Expand our Program 3 Asia, by Victoria Marsick 6 Africa, by Jill Sheffield 8 Latin America, by Lawrence Suhm In the spring of 1973, a thorough review of the goals of our organization 12 North America, by Gladys resulted in a report called WE PLAN FOR THE FUTURE. The Board of Trus- Irish tees studied this report and approved it at the annual meeting in May of 14 Publications that year. This Annual Report is a review of the extent to which we have been successful in acting upon the four resolutions passed at that meeting: 16 To Encourage Innovation in Aden Education to develop and expand our program 16 Methods and Materials, by to encourage innovation in adult education Lyra Srinivasan to broaden our base of funding 18 Evaluation to strengthen our place in the international community. 19 To Sfrengthen Our Place in the International Within the framework of those four goals, we have drawn upon both subjective and objective sources for this report. In their own words, our four regional representatives assess tasks already undertaken and present 21 To To Broaden Our Base of Funding their personal views of the directions we are taking. 24 Auditor's Report An extensive evaluation of every aspect of our program and philosophy, conducted by a team of four outside experts, resulted in an Evaluation 29 Staff Report which affords an unbiased view of our activities. Wherever possible, 30 haeragency Linkages we quote from that report or from other outside sources. 31 Consultants What follows is the Evaluation Team's definition of our educational 32 Trustees approach. One characteristic that dennes and delimits litorld Education s activities in population tami4 planning is its use of educa- tional concepts and methods These may he differentiated from those concepts and methods that emphasize, for example, clinicai, lC i af, Inercitc, instructive. or the one -way information approaches designed to encourage and assist the adoption of 1,1111/11 planning practice,.. ttorid Education s strategies are based on the knowledge that there are large numbers of peopleperhaps the maionty or adults in clot eloping countries--tyho. for a variety of cultural, political, economic,, and other reasons, cannot r will nut respond either positi,ely or permanently o anything but an educational approach to population family planning etiortsThus, education is requircd in addition to the' tariety of other approaches. In fact,it has been the experience of 1, urtcl f du( ation in set oral .ountries that. at a certain point in time, the educational approach is the only approach per- mrtted EA political. religious, geographic,, or cultural ,ituationsIn such cases, education, both at the central policy-making let el as well as in directont,icwith adult learners, can bee ome the forerunner of more direct clinical, legal, or other approachesIn any case. ttorld [duration does not consider ifs educational activities as ends in themselves but rather as me arts of preparing adult learners with the kinds of mental skills, knowledge, attitudes, motives, and socio-economic con- moons that tviJ enable them to decide to make the kinds to behavioral changes appropriate for individual, family and cornmuniz) need, During the past set era/ t ears experience in integrating family hie planning with functional literacy programs, World Educa- tion has become at,are of two important ideas which have strongly influenced their corrent instructional methodology: Literacyis more than the simple ability to decipher and use written or numerical symbols;itis the uniquely human ability to perform abstract thml.ing and thus to solve problems over time and space, --In order to perform the abstract thinking necessary to successful problem-solving in population and family planning, the learner roust hate the ability to understand and use symbols. These two ideas hate led World Education to expand the concept of functional literacy to include any kinds of symbols (such as pictures, physiological models,, calendars, loops, condoms, pills, and written desroptions of their functions and use) useful to abstract thinking and problem-solving.
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