LITERACY TEACHING IN NORTHERN NIGERIA
This was the title of our recent BALID informal literacy discussion (ILD) held on 20th April 2017. It was led by Mary Anderson of BALID, who has been involved with literacy training through the Teacher Development Programme. A report about Mary’s presentation will be available shortly on our Informal Literacy Discussions webpage.
The full report of our all-day seminar held on Friday 18th November 2016, at the UCL Institute of Education in London, UK, is now available. The day provided a vibrant and creative forum for multi-sectoral dialogue, exploring the role of literacy in enhancing lifelong learning. It was chaired by Professor Alan Tuckett and our keynote speaker was Dr Ulrike Hanemann of UNESCO’s Institute for Lifelong Learning (UIL).
Please do watch the snippets of our discussions and the key points made by Dr Ulrike Hanemann. This seminar was organised in conjunction with the UCL Institute of Education, BAICE, and the UIL in Hamburg.
Dr Hanemann has recently published an article entitled ‘Lifelong Literacy: some trends and issues in conceptualising and operationalising literacy from a lifelong learning perspective’ in the International Review of Education. Here is the abstract from her article.
In a fast-changing and highly inequitable world, lifelong learning is becoming increasingly important, not only as a key organising principle for all forms of education and learning but also as an absolute necessity for everyone. It is particularly important for disadvantaged individuals and groups who have been excluded from or failed to acquire basic competencies through formal schooling. Within a lifelong learning framework, literacy and numeracy are viewed as foundation skills which are the core of basic education and indispensable to full participation in society. This article discusses recent developments in conceptualising literacy as a foundation of lifelong learning. Starting from the evolving notions of adult literacy, the author identifies some current trends, the most important being that literacy is now perceived as a learning continuum of different proficiency levels. Dichotomous states of being either “literate” or “illiterate” no longer apply. She analyses (1) findings extracted from UNESCO Member States’ national reports submitted to the UNESCO Institute for Lifelong Learning (UIL) for the 2nd Global Report on Adult Learning and Education; (2) a desk study of national literacy campaigns and programmes as well as (3) some recent developments in formal education. Her suggested three-dimensional analytical framework considers literacy as a lifelong and life-wide learning process and as part of lifelong learning systems. She draws a number of conclusions for policy and practice of literacy as a foundation of lifelong learning. These conclusions are a timely contribution to the ongoing post-2015 education debate, in particular to the challenge of how to mainstream youth and adult literacy into the implementation of the sustainable development agenda for 2015–2030.
THEORY AND PRACTICE IN LITERACY AND DEVELOPMENT is the title of BALID’s latest book, which is a compilation of articles based on the presentations given by literacy experts at our series of Informal Literacy Discussions in London, UK, from 2011-2015. Edited by Dr Juliet McCaffery and Professor Brian Street, the book offers helpful and varied insights into issues of literacy, focusing mainly on the social practice view of literacy for families and adults. It costs £15 (plus £2.25 for UK packaging and postage) and can be ordered from Dr Ian Cheffy at firstname.lastname@example.org
Hard copies of the book will be available at our ‘Weaving Literacy’ seminar on 18th November 2016, and a downloadable PDF version will soon be available on this website.
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