Relevant bibliographies by topics / Continuing education programs of literacy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Continuing education programs of literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Continuing education programs of literacy"

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Ferreira, Andrea Tereza Brito, Eliana Borges Correia de Albuquerque, and Erica Windler. "Continuing education programs for literacy teachers: concepts and practices." Ensaio: Avaliação e Políticas Públicas em Educação 25, no. 96 (2017): 609–31. http://dx.doi.org/10.1590/s0104-40362017002501107.

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Abstract The present article analyses the proposals of continuing training for literacy teachers in two counties of Recife Metropolitan Area, in order to understand the language conceptions and training that justify such practices. Our research illuminates huge differences between training practices in the two cities. In Camaragibe, the training program sought to incorporate teachers experiences, recognizing that language education is a comprehensive social practice. In Jaboatão, the training process focused on the use of educational materials developed by the program that included specific in
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Tassoni, Elvira Cristina Martins, and Camila Mattos dos Reis. "Políticas educacionais de formação de professores em foco: Mudanças e permanências." education policy analysis archives 26 (April 30, 2018): 58. http://dx.doi.org/10.14507/epaa.26.3101.

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This article discusses two program proposals for education literacy teachers that are part of two different educational policies in Brazil: the National Pact for Literacy in the Right Age (Pacto Nacional pela Alfabetização na Idade Certa – PNAIC) – from Federal Government – and the Reading and Writing Program (Programa Ler e Escrever) – from the state of São Paulo. The research, developed through a documentary analysis, aims to investigate the main differences between these proposals for the continuing education of literacy teachers. The analysis centers on official documents that regulate bot
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Parker, Joyce E., and David J. Wagner. "From the USDA: Educating the Next Generation: Funding Opportunities in Food, Agricultural, Natural Resources, and Social Sciences Education." CBE—Life Sciences Education 15, no. 3 (2016): fe5. http://dx.doi.org/10.1187/cbe.16-01-0052.

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The National Institute of Food and Agriculture within the U.S. Department of Agriculture provides leadership, capacity, and funds to support the continuing development of a safe and competitive agricultural system. Many of the agency’s educational programs are led by the Division of Community and Education (DOCE). These programs span agricultural education, enhancing agricultural literacy through both formal and nonformal education. Here, we have highlighted funding opportunities within DOCE that enhance agricultural education and literacy by supporting the improvement of students’ critical co
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Mazankova, L. N., I. V. Ponkin, T. A. Chebotareva, and A. A. Ponkina. "Legal aspects in the infectious disease specialist’s practice." Rossiyskiy Vestnik Perinatologii i Pediatrii (Russian Bulletin of Perinatology and Pediatrics) 65, no. 2 (2020): 7–14. http://dx.doi.org/10.21508/1027-4065-2020-65-2-7-14.

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The article studies a legal status and specific legal aspects in the practice of the infectious disease specialist. The authors of the article emphasize how important it is to develop legal literacy and competence (as one of the doctor’s professional competencies) within the framework of continuing professional education programs.
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Ramos Toledo Ferreira, Priscila, and Márcia Regina do Nascimento Sambugari. "A FORMAÇÃO CONTINUADA PARA A APROPRIAÇÃO DAS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO NA PRÁTICA DE PROFESSORAS ALFABETIZADORAS: LIMITES E PERSPECTIVAS." COLLOQUIUM HUMANARUM 17, no. 1 (2020): 369–84. http://dx.doi.org/10.5747/ch.2020.v17.h489.

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The article address part of the results of the research that investigated the continuing education for the appropriation toinformation and communication technologies (ICTs) in teaching practice of literacy’ teachers.With qualitative approach, the study hadthe participation of four teaching teachers from two municipal schools of Corumbá, Mato Grosso do Sul through interview with semi-structured script. To add information, the teachers responsible for technologies class from those schools as well as the coordination of the Technology Center of Corumbá (TCC), they were also interviewed. The resul
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Wagner, Lisa K., and Shelley W. Fones. "Enhancing Science Education Experiences through Garden Explorations: An Inquiry-based Learning Opportunity at the South Carolina Botanical Garden." HortTechnology 9, no. 4 (1999): 566–69. http://dx.doi.org/10.21273/horttech.9.4.566.

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Garden Explorations, a continuing program at the South Carolina Botanical Garden (SCBG), Clemson University, promotes science participation among children, families, undergraduates, and teachers. Integrated by themes of Plants and their Partners, Plants and their Environment, and Web of Life, Garden Explorations programs include Summer Science Camps, Family Science Saturdays, and Family and Community Outreach Programs. In these programs, college students (largely education, horticulture, biology, and recreation majors) have the opportunity to learn about and experience natural science and math
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Price-Haywood, Eboni G., Katherine G. Roth, Kit Shelby, and Lisa A. Cooper. "Cancer Risk Communication with Low Health Literacy Patients: A Continuing Medical Education Program." Journal of General Internal Medicine 25, S2 (2010): 126–29. http://dx.doi.org/10.1007/s11606-009-1211-6.

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Sharma, Tanka Nath. "Education for Rural Transformation: The Role of Community Learning Centers in Nepal." Journal of Education and Research 4, no. 2 (2015): 87–101. http://dx.doi.org/10.3126/jer.v4i2.12391.

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The main purpose of this paper is to document the potential contributions of the community learning centers in the process of rural transformation and explore how formal, non-formal and informal education are blended for capital formation, empowerment and self sufficiency of the rural communities. Discussions and arguments presented in this paper are based on secondary sources supplemented by a field-based case study. Nepal’s rural communities over the years are facing poverty, deprivation and ignorance. Education and skills for life are particularly important to combat rural poverty and depri
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Severo Trivisiol, Vanessa. "THE CONCEPT OF LITERACY IN PEDAGOGICAL ACTIVITIES PRODUCED WITHIN A COLLABORATIVE CONTINUING EDUCATION PROGRAM." Cadernos do IL 1, no. 54 (2017): 142. http://dx.doi.org/10.22456/2236-6385.67454.

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Flemons, Michelle, Fiona Diffey, and Dominic Cunliffe. "The Role of PETE in Developing and Sustaining Physical Literacy Informed Practitioners." Journal of Teaching in Physical Education 37, no. 3 (2018): 299–307. http://dx.doi.org/10.1123/jtpe.2018-0128.

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This study discusses teacher preparation in relation to encouraging and empowering future teachers to appreciate the potential and value of adopting physical literacy as the goal of physical education (PE). The study addresses the issue of the role of schools and teacher training programs in developing the next generation of PE teachers entering PE teacher education with respect to thoughts, feelings, perceptions, and beliefs that underpin the concept of physical literacy, and providing high-quality learning experiences that are crucial to continuing physical activity throughout the life cours
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Dissertations / Theses on the topic "Continuing education programs of literacy"

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Pinsent-Johnson, Christine. "What does sociocultural learning and literacy look like in an adult employment preparation program?" Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/27011.

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The closely aligned theoretical discussions of situated learning (Lave & Wenger, 1991; Wenger, 1998) and situated literacy (Barton & Hamilton, 1998; Hamilton, 2000) were used to explore literacy and learning activities in an adult literacy program that combined literacy education and employment preparation in three distinct learning settings. The parallel discussions provided a socioculturally-based framework that permitted a detailed analysis of what learning and literacy looked like. Guiding the study was the following question: How do situated views of literacy and learning contribute to an
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Bell, Dianne Marie. "Bridging the Proficiency Gap: A Study of the Information and Communication Technology (ICT) Literacy of Nontraditional College Students in Accelerated Learning (AL) Programs." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/348.

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In order to complete degrees faster, many nontraditional students enroll in Accelerated Learning (AL) programs where they often use communication software or devices, also called information communication technology (ICT). ICT literacy is the ability to use ICT appropriately to solve information problems. Gaps in ICT literacy can frustrate nontraditional students and distract them from learning course content. Due to AL programs` fast pace, there is little opportunity for students and educators to discover and fill ICT literacy gaps. Millions of nontraditional students enroll in programs desig
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Knight, Stacey P. "Caribbean learners in an adult literacy programme : concepts of literacy, motives and expectations of the programme." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30793.

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Adult literacy programmes traditionally define literacy in fundamental, functional or cultural terms and prepare learners to conform to society. Community-based programmes see literacy as emancipatory, adopt a critical stance towards society and ideally use a learner-centred approach. This study sought to inform one community-based programme on more effective learner-centredness. Fourteen Caribbean immigrants participating in the programme were interviewed to investigate their concepts of literacy, motives for enrolling in, and expectations of, the programme. Results indicate that learners had
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Oliveira, Luciana Ribolli de. "Várias dimensões do trabalho de alfabetização para professoras participantes dos programas Letra e Vida e Ler e Escrever." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25102012-134242/.

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Esta pesquisa tem por objetivo analisar como professoras alfabetizadoras da rede pública estadual paulista lidam com o modo de alfabetizar proposto pelos programas de formação continuada Letra e Vida e Ler e Escrever implantados pela Secretaria da Educação do Estado de São Paulo (SEE-SP) desde 2003 tendo em vista a forma pela qual veem as diversas dimensões do trabalho que realizam para a alfabetização dos seus alunos. Os referidos programas são elaborados para serem desenvolvidos na sala de aula a partir de material impresso de apoio específico para a série/ano e a constante formação dos pr
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Abreu, Maria do Carmo. "O Programa Nacional de Tecnologia Educacional – PROINFO e a alfabetização nas escolas assistidas pelo Núcleo de Tecnologia Educacional de Monte Carmelo: desafios e entraves." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/1347.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-02T13:26:03Z No. of bitstreams: 1 mariadocarmoabreu.pdf: 630862 bytes, checksum: a143c206456954e2e3a4a795b4521b4b (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-02T15:57:24Z (GMT) No. of bitstreams: 1 mariadocarmoabreu.pdf: 630862 bytes, checksum: a143c206456954e2e3a4a795b4521b4b (MD5)<br>Made available in DSpace on 2016-06-02T15:57:24Z (GMT). No. of bitstreams: 1 mariadocarmoabreu.pdf: 630862 bytes, checksum: a143c206456954e2e3a4a795b4521b4b (MD5) Previous issue date: 20
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Cunha, Ruth Araújo da, and 92 991161678. "O Programa Pacto Nacional pela Alfabetização na Idade Certa – PNAIC – e suas implicações na formação e na prática pedagógica do professor alfabetizador." Universidade Federal do Amazonas, 2018. https://tede.ufam.edu.br/handle/tede/6528.

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Submitted by ruth cunha (pedagogaruth@gmail.com) on 2018-08-03T01:25:16Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Ruth Cunha_2018.pdf: 2882764 bytes, checksum: c5d763ec2ef9101eb8ff070ed8e08a98 (MD5) Ata da Defesa Pública 30.05.pdf: 382537 bytes, checksum: e1c299c4af15cd4a091c81a34b355a8e (MD5)<br>Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-08-03T18:57:21Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação
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Santos, João Ferreira dos. "O discurso político-educacional do Programa Pró-Letramento (2008-2011)." Pós-Graduação em Letras, 2014. https://ri.ufs.br/handle/riufs/5803.

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This work examines the political - educational discourses that underlies the continuing education program called |Pro-Literacy|, accomplished by MEC, aimed to teachers, those who education and public policies are directed to. The main objective is to analyze discursive segments, in the light of Discourse Analysis of French line, the documents that reference the program, considering the way language is operationalized in the constitution of discourses and knowledge for the teacher. We also aim to understand how and why the peaceful behavior of teachers happens before the imposition of political
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Braga, Isa Maria. "UMA ESCUTA SOBRE AS CONCEPÇÕES TEÓRICAS E PRÁTICAS DAS PROFESSORAS ALFABETIZADORAS DA REDE MUNICIPAL DE EDUCAÇÃO DE GOIÂNIA (GO)." Pontifícia Universidade Católica de Goiás, 2009. http://localhost:8080/tede/handle/tede/1253.

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Made available in DSpace on 2016-07-27T13:54:31Z (GMT). No. of bitstreams: 1 Isa Maria Braga.pdf: 631892 bytes, checksum: 1780821dc052f10dbcf1cdb2ecd596bd (MD5) Previous issue date: 2009-09-10<br>The present study had the purpose to search elements to better understand the unsatisfactory results of incidence in learning of reading and writing in literacy classes in the municipality of Goiânia, Goiás, despite the investments made in elementary teachers training and improving the functioning of schools. The investigation primarily consisted the analysis of responses from elementary teachers li
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Nave, Patience. "English as a Second Language: Evaluation of a Language Program Designed for & Implemented in the Colombian Oil Company's Research Institute." TopSCHOLAR®, 1989. https://digitalcommons.wku.edu/theses/2692.

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An incredible proliferation of knowledge has generated a critical need for professionals in all fields to have access to current information and research results. Costs for study and research are extremely high, particularly in science fields, and most professionals seek to minimize loss in time and funds by avoiding duplication of efforts. Language is often a handicap, preventing the voluntary sharing of valuable information between individuals and countries, and many recognize the establishment of a universal language as a means of eliminating this unnecessary barrier. English is rapidly bec
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Costa, Jaqueline de Morais. "Formação continuada para professores alfabetizadores: um estudo de caso sobre as contribuições do PNAIC no município de Ponta Grossa." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2453.

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Acompanha: FOCO - Formação Colaborativa<br>A presente tese objetivou analisar quais as contribuições da formação continuada em matemática do PNAIC para a prática pedagógica dos professores alfabetizadores do município de Ponta Grossa. Assim, a problemática que norteou este estudo foi: “quais as contribuições da formação continuada em matemática do PNAIC para a prática pedagógica dos professores alfabetizadores do município de Ponta Grossa?”. Para isso, buscou-se nas bases teóricas a compreensão acerca dos temas que circundam este assunto, iniciando pelos estudos sobre formação continuada em ma
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Books on the topic "Continuing education programs of literacy"

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Education, Alberta Alberta. Supporting the literacy learner: Promising literacy strategies in Alberta. Alberta Education, 2008.

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Halvorson, Marian A. Literacy and lifelong learning for women. INTERMEDIA, the National Council of the Churches of Christ in the USA, 1992.

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Mutava, Dominic M. The need for post-literacy in Botswana: A study to assess the viability and feasibility of introducing a national post-literacy programme in Botswana : a consultancy report. The Department, 1991.

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Stein, Sondra Gayle. Equipped for the future: A customer-driven vision for adult literacy and lifelong learning. National Institute for Literacy, 1995.

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Stein, Sondra Gayle. Equipped for the future: A reform agenda for adult literacy and lifelong learning. National Institute for Literacy, 1997.

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Stein, Sondra Gayle. Equipped for the future: A reform agenda for adult literacy and lifelong learning. National Institute for Literacy, 1997.

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Stein, Sondra Gayle. Equipped for the future: A customer-driven vision for adult literacy and lifelong learning. National Institute for Literacy, 1995.

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National Institute for Literacy (U.S.), ed. Equipped for the future: A reform agenda for adult literacy and lifelong learning. National Institute for Literacy, 1997.

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National Institute for Literacy (U.S.), ed. Equipped for the future: A customer-driven vision for adult literacy and lifelong learning. National Institute for Literacy, 1995.

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Workforce education for Latinos: Politics, programs, and practices. Bergin & Garvey, 2002.

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Book chapters on the topic "Continuing education programs of literacy"

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Fox, Jonathan J., Suzanne Bartholomae, and Kate S. Trombitas. "Evaluating Financial Education Programs." In Student Financial Literacy. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3505-1_11.

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Mazzolini, Angela L., Mary M. Bell, and Timothy Griesdorn. "Certifications in Financial Education Programs." In Student Financial Literacy. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3505-1_12.

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Durband, Dorothy B., and Sonya L. Britt. "The Case for Financial Education Programs." In Student Financial Literacy. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3505-1_1.

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Bell, Mary M., Jason McGarraugh, and De’Arno D. De’Armond. "Marketing Strategies for Financial Education Programs." In Student Financial Literacy. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3505-1_7.

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Yang, Harrison Hao. "An Integrated Approach to Developing Visual Literacy." In Hybrid Learning and Continuing Education. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39750-9_21.

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Grable, John E., Ryan Law, and Jodi Kaus. "An Overview of University Financial Education Programs." In Student Financial Literacy. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3505-1_2.

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Goetz, Joseph, and Lance Palmer. "Content and Delivery in Financial Education Programs." In Student Financial Literacy. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3505-1_6.

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Halley, Ryan E., Dorothy B. Durband, and Sonya L. Britt. "Staffing and Recruiting Considerations for Financial Education Programs." In Student Financial Literacy. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3505-1_3.

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Smith, David M., and Owen P. Hall. "How Online and Hybrid Programs Can Be Used to Reform Curricula." In Hybrid Learning and Continuing Education. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39750-9_20.

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Dreyfus, Shoshana J., Sally Humphrey, Ahmar Mahboob, and J. R. Martin. "An Introduction to ‘Sydney School’ Literacy Programs." In Genre Pedagogy in Higher Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-31000-2_5.

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Conference papers on the topic "Continuing education programs of literacy"

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"Assessing the Graphic Questionnaire Used in Digital Literacy Training." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4302.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: To capture digital training experiences, the paper introduces a novel data collection method – a graphic questionnaire. It aims to demonstrate the opportunities and limitations of this tool for collecting feedback from socially disadvantaged participants of digital literacy training about their progress. Background: In training of digital skills for disadvantaged audiences through informal educational interventions, it is important t
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Hilmi, Muhammad Irfan, Dadang Yunus Lutfiansyach, Achmad Hufad, Mustofa Kamil, and Uyu Wahyudin. "Eco-Literacy." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.022.

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Gorodova, Jessica, Natalya Pachina, Svetlana Tkachenko, and Georgy Pachin. "Digital Literacy in the Aspect of Continuing Teacher's Education." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482483.

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Vrana, R. "Digital literacy as a part of continuing education library efforts." In 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO). IEEE, 2020. http://dx.doi.org/10.23919/mipro48935.2020.9245109.

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Wang, Na, and Jinguo Wang. "A Study of Clinicians and Continuing-Medical Education Programs." In 2016 International Seminar on Education Innovation and Economic Management (SEIEM 2016). Atlantis Press, 2016. http://dx.doi.org/10.2991/seiem-16.2016.60.

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Yusupova, Nadia, and Galina N. Skudareva. "Quality Accordingly PISA: from Math Teachers’ Continuing Education to Students’ Mathematical Literacy." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e2817.

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Didenko, L. A. "Design And Implementation Of Customized Programs In Continuing Professional Education." In II International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.02.178.

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Yamagiwa, Kazuaki, Yuji Tanabe, Shuji Harasa, Tadaaki Shimizu, and Tetsuo Oka. "Start-up Engineering Education Programs for First Year Students." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p057.

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Hanna, Donald E. "Building Quality into Online Engineering and Technical Degree Programs." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p054.

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Scalzo, Kim A. "Networking and Community Building: An Important Aspect of CEE Programs." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_g101.

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Reports on the topic "Continuing education programs of literacy"

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Robin Aronow, Robin Aronow. Part II: Continuing linguistic research and developing materials for literacy education in Salasaka Kichwa. Experiment, 2016. http://dx.doi.org/10.18258/6984.

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Lusardi, Annamaria. Household Saving Behavior: The Role of Financial Literacy, Information, and Financial Education Programs. National Bureau of Economic Research, 2008. http://dx.doi.org/10.3386/w13824.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu
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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, et al. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landsc
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with
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Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.

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Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from eviden
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