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Author: Michael J. Hartley Publisher: ISBN: Category : Dropouts Languages : en Pages : 64
Book Description
Over the past fifty years, studies in developing countries have attempted to document the loss of literacy and numeracy skills suffered by dropouts from primary schools. These studies all have employed a cross-sectional sample design and have affirmed that dropouts suffer a rapid and substantial loss of basic skills during the first few years from school. This paper reconsiders the conventional wisdom regarding the retention of basic skills through a case study of inschoolers and dropouts from primary schools in the Arab Republic of Egypt (ARE). The results contradict many of the received hypotheses within the literature on retention. The paper maintains that when continuing students are distinguished from would be dropouts, there is no evidence of a significant loss of skill during the first year from school. After the first year from school, the skill levels of dropouts change slowly or not at all. However, the skill levels of dropouts, including those still in school but about to drop out, are at least two grade levels below those of continuing students. Even sixth grade dropouts do not appear to attain "functional" literacy or numeracy. These results demonstrate that mere attendance through the fourth grade is not sufficient to ensure functional literacy
Author: Michael J. Hartley Publisher: ISBN: Category : Dropouts Languages : en Pages : 64
Book Description
Over the past fifty years, studies in developing countries have attempted to document the loss of literacy and numeracy skills suffered by dropouts from primary schools. These studies all have employed a cross-sectional sample design and have affirmed that dropouts suffer a rapid and substantial loss of basic skills during the first few years from school. This paper reconsiders the conventional wisdom regarding the retention of basic skills through a case study of inschoolers and dropouts from primary schools in the Arab Republic of Egypt (ARE). The results contradict many of the received hypotheses within the literature on retention. The paper maintains that when continuing students are distinguished from would be dropouts, there is no evidence of a significant loss of skill during the first year from school. After the first year from school, the skill levels of dropouts change slowly or not at all. However, the skill levels of dropouts, including those still in school but about to drop out, are at least two grade levels below those of continuing students. Even sixth grade dropouts do not appear to attain "functional" literacy or numeracy. These results demonstrate that mere attendance through the fourth grade is not sufficient to ensure functional literacy
Author: Helen Abadzi Publisher: World Bank Publications ISBN: 9780821328620 Category : Education Languages : en Pages : 110
Book Description
World Bank Discussion Paper 245. Experience shows that literacy levels are much more easily raised in children than in adults. Literacy is not easily transmitted to adults, and skills of neoliterates are not stable--a problem which can lower the ef
Author: Daniel A. Wagner Publisher: Cambridge University Press ISBN: 9780521398138 Category : Education Languages : en Pages : 400
Book Description
Literacy is thought to be one of the primary cultural transmitters of information and beliefs within any society where it exists. Yet, when considered as a social phenomenon, literacy is remarkably difficult to define, because its functions, meanings, and methods of learning vary from one cultural group to the next. This book compares and contrasts our understanding of literacy and its acquisition and retention. It addresses major debates in education policy today, such as the importance of 'mother-tongue' literacy programs, the notion of literacy 'relapse', and the concept of educational poverty. The author focuses on Moroccan children whose parents are unschooled, whose language is often different from that used in the classroom, and whose first instruction often involves rote religious teaching.
Author: Eric Alan Hanushek Publisher: World Bank Publications ISBN: 9780821329986 Category : Education Languages : en Pages : 56
Book Description
Living Standards Measurement Study No. 107. Lost investment opportunities for society and the inefficient provision of public schooling are just some of the reasons why developing countries are concerned with low school completion rates. This study
Author: Ludo Th Verhoeven Publisher: John Benjamins Publishing ISBN: 9027217912 Category : Language Arts & Disciplines Languages : en Pages : 502
Book Description
The purpose of the volume is to open up new perspectives in the study of literacy by bringing together current research findings from linguistics, psychology, sociology and anthropology. The book divides into five parts. The first part deals with theoretical questions related to the definition and the modeling of the construct of functional literacy. The second part goes into the notion of literacy development. Both societal and individual aspects of literacy development are taken into account. In the next two parts the actual achievement of literacy in various regions of the world is dealt with. In part 3 the focus is on attaining literacy in developing societies, and in part 4 on attaining literacy in industrialized societies. In the final part the question is raised how functional literacy can be promoted through education. Starting from a cross-cultural perspective the central issue is how standards of functional literacy can be established throughout the world.
Author: Jennifer E. Spratt Publisher: World Bank Publications ISBN: 9780821331927 Category : Social Science Languages : en Pages : 50
Book Description
Living Standards Measurement Study No. 115. Estimates the incidence, characteristics, and patterns of change over time of illiteracy in Morocco. Improving the quality of information on literacy and understanding its relationship to important
Author: Jin Chi Publisher: Routledge ISBN: 1000514498 Category : Education Languages : en Pages : 146
Book Description
Quality improvement is a major current goal of Education in China and this will be achieved through overall quality improvement of the education system as a whole, a situation that is also the case across the world. Deploying a cost-benefit analysis and multidisciplinary perspectives from education, economics, neurocognition, gender studies, child development, and international development, this book presents a range of critical interventions in education development and investment that have proven to be effective in many countries around the world. The book draws on theoretical and practical experience in the field of education investment and analyses key issues in China's early childhood education, early reading, girls' education, brain science application in international education, small-scale schools in low income areas and teacher education. Students and scholars of education and development and Chinese education will benefit from this title.
Author: Helen Abadzi Publisher: World Bank Publications ISBN: 0821366890 Category : Language Arts & Disciplines Languages : en Pages : 304
Book Description
"Large-scale efforts have been made since the 1990s to ensure that all children of the world go to school. But mere enrollment is not sufficient, students must become fluent in reading and calculation by the end of grade 2. Fluency is needed to process large amounts of text quickly and use the information for decisions that may ultimately reduce poverty. State-of-the-art brain imaging and cognitive psychology research can help formulate effective policies for improving the basic skills of low-income students. This book integrates research into applications that extend from preschool brain development to the memory of adult educators. In layman?'s terms, it provides explanations and answers to questions such as: Why do children have to read fast before they can understand what they read? How do health, nutrition, and stimulation influence brain development? Why should students learn basic skills in their maternal language? Is there such a thing as an untrained teacher? What signs in a classroom show whether students are getting a quality education? How must information be presented in class so that students can retain it and use it? What training techniques are most likely to help staff put their learning into use? This book would be useful to policymakers, donor agency staff, teacher trainers, supervisors, and inspectors, as well as university professors and students."
Author: T. O. Eisemon Publisher: Elsevier ISBN: 1483294439 Category : Education Languages : en Pages : 158
Book Description
Studies of the retention of literacy and numeracy by adults who have only obtained primary schooling have given little encouragement to the belief that the cognitive effects of schooling are enduring for many school leavers. How these findings can be reconciled with the claims made for the importance of schooling as an instrument of social and economic change is the subject ofinvestigation in this volume. The cognitive outcomes of literacy acqusition and secular schools in coastal Kenya are the focus of this ethnographic study, which stresses the relevance of an international understanding of the particular problems and dilemmas that face the educational systems of individual countries.
Author: Michael J. Hartley
Author: Michael J. Hartley
Author: Helen Abadzi
Author: Daniel A. Wagner
Author: Eric Alan Hanushek
Author: Ludo Th Verhoeven
Author: Jennifer E. Spratt
Author: Jin Chi
Author: Helen Abadzi
Author: Michael J. Hartley
Author: T. O. Eisemon