Relevant bibliographies by topics / Literacy programmes National Literacy Strategy

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

Academic literature on the topic 'Literacy programmes National Literacy Strategy'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Literacy programmes National Literacy Strategy"

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Kervin, Lisa, Jan Turbill, and Kathryn Harden-Thew. "Invisible to visible: Mapping the continuum of literacy learning experiences in an early years setting." Journal of Early Childhood Literacy 17, no. 4 (April 4, 2016): 465–84. http://dx.doi.org/10.1177/1468798416638139.

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The face of early childhood education continues to change. In Australia, the national early childhood guidelines, Early Years Learning Framework (2009) and the National Quality Framework have articulated and defined the work of early years’ educators in a range of areas, including literacy. Both frameworks state that their aim is to maintain the focus of the Development Strategy provide all Australian children with an educational foundation to support them throughout their lives. In this climate, and some years after the implementation of these guidelines, it seems timely to examine the literacy programmes, practices and perspectives of prior-to-school environments as they prepare children to transition to the early years of primary school. This paper reports on the findings of a study that aimed to explore the nature of literacy programmes, practices and perspectives, and in particular how such programmes support educators and children in one prior-to-school setting, as they prepare to transition to the first year of formal schooling. Analysis of the experiences offered in prior-to-school centres revealed a number of learning experiences that illustrated Bernstein’s notion of visible and invisible literacy learning pedagogies. It was found that viewing these learning experiences along a continuum from invisible to visible pedagogical practices was a useful framework for categorising the range of experiences in which the children engaged. It is suggested that such a continuum would be a useful framework for both prior-to-school and kindergarten teachers to better support children as they transition across settings. However, we must add a caveat, namely, that such a framework should not lead to increase pressure on prior-to-school settings to increase ‘visible pedagogical practices’ in order to ‘teach’ literacy skills.
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Doug, Roshan. "Handwriting: Developing Pupils’ Identity and Cognitive Skills." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 177. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.177.

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This paper synthesises some of the recent studies that have made links between handwriting as an orthographic-motor strategy and the quality of pupils’ learning and literacy skills. A poor standard of literacy is evident in many British school leavers and, in some cases, university graduates. The paper outlines the implication of this situation for educationalists, policy makers and future interventionist programmes. It also highlights a stark incongruity in British schooling. For instance, after primary school there is no legal requirement in the National Curriculum for teachers to teach handwriting skills. Despite that good handwriting improves pupils’ level of literacy, enhances creative skills and develops their sense of identity, the process of abandoning the teaching of handwriting altogether has already begun in some countries. With reference to some key studies, this polemic paper puts the case that handwriting should be in the foreground not only at primary school stage but throughout pupils’ secondary school education.
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Pinto, Maria, Francisco-Javier Garcia-Marco, Gloria Ponjuán, and Dora Sales. "Information literacy policies and planning in Ibero-America: Perspectives from an international digital survey." Journal of Librarianship and Information Science 51, no. 2 (December 12, 2017): 511–26. http://dx.doi.org/10.1177/0961000617742449.

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An analysis of the state of the policies and plans on information literacy in Ibero-America is presented, based on the results of a survey carried out on 42 librarians and academics from 13 different countries, specialized in the development of information skills. The data were gathered from a detailed questionnaire survey conducted during the years 2012–2013. The information was collected through open questions, which were later codified and standardized to allow quantitative analysis. In the results and discussion, the information literacy planning landscape in Ibero-America is presented in its most general and abstract aspects – the national policies – its visibility in the institutional strategic plans, and its deployment through specific programmes and actions. Widespread progress can be appreciated, as a large number of the institutions to which the invited experts belong have achieved the implementation of systematic programmes (42.9%), and with the rest, except in one case, involved in preparatory actions, pilot projects and activities of transition from the more traditional users’ training activities. Recommendations are offered on the inclusion of information literacy within the national policies for improved digital and media literacy, on its deployment in higher education institutions, and on the need for a truly interdisciplinary effort to articulate the field, looking for an effective and efficient integration of the current and diverse approaches and actions.
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Fabris, Nikola, and Radoica Luburić. "Financial Education of Children and Youth." Journal of Central Banking Theory and Practice 5, no. 2 (May 1, 2016): 65–79. http://dx.doi.org/10.1515/jcbtp-2016-0011.

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Abstract More and more individuals are becoming overindebted and facing difficulties in managing personal finance. On the other hand, financial products are becoming more and more complex, with numerous concealed risks. The level of financial literacy of youth and children is unsatisfactory both in the region and globally. Such a situation could lead to personal problems (financial distress), aggravated financial stability, with reverse adverse implications on economic growth. Many international studies have also confirmed these hypotheses. The aim of this paper is to point to the importance of financial education of youth and children, as well as to give some guidance on how to develop a national programme for increasing financial literacy. The paper develops a five-step programme with the main topics covering the drafting of a national strategy for developing financial literacy of youth and children and its implementation.
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Linckels, Serge. "Digital (4) Education – A National Digital Strategy in the Context of the Transformation of a Country into a Digital Nation." EDEN Conference Proceedings, no. 1 (June 16, 2019): 335–42. http://dx.doi.org/10.38069/edenconf-2019-ac-0036.

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This paper describes Luxembourg’s strategy “Digital (4) Education” by the Ministry of Education, Children and Youth to leverage learning to the 21st century. It is divided into three areas: media literacy, educational technologies, and promotion of STEM. The strategy is embedded into the overarching national strategy “Digital Luxembourg” which is the governmental programme to transform the country into an IT nation.
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Downer, Anne C. "The National Literacy Strategy Sight Recognition Programme Implemented by Teaching Assistants: A precision teaching approach." Educational Psychology in Practice 23, no. 2 (June 2007): 129–43. http://dx.doi.org/10.1080/02667360701320820.

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Salienė, Vilija. "Language as a Socio-Cultural Phenomenon in the Native Language Teaching System of Basic and Secondary Schools." Pedagogika 109, no. 1 (March 26, 2013): 105–9. http://dx.doi.org/10.15823/p.2013.1839.

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The 2010–2014 strategy of schools that implement Lithuanian language general education programmes lists the key objectives and tasks of Lithuanian studies teaching and education as well as criteria for evaluating the results of implementation. It is stated in the strategy that when pupils perceive and create the Lithuanian language as their own, they strengthen their identity, self-esteem and dignity. The Lithuanian language curricula in secondary schools should therefore reflect the key provisions of the Lithuanian language education strategy. It is stated in the secondary education programme that in addition to general knowledge and skills in various academic subjects, secondary school should encourage socio-cultural literacy. Language learning in general education schools is one of the main fields of general education. Sociocultural literacy is understood in the programme as the development of social maturity, formation of national and civil identity, preparation for living in a multicultural world, development of tolerance towards cultural diversity, and development of trust in one’s own national culture. When the purpose of the Lithuanian language as an academic subject in basic schools is discussed, it is stated that one of its main tasks is to learn about the language as part of national culture, understand cultural traditions, and develop these traditions in a creative manner. The objective of the present article is to study what requirements for the analysis of language as a socio-cultural phenomenon are raised in the general curricula of basic and secondary schools and how the requirements raised correspond to the Lithuanian language teaching strategy in general education schools. To achieve this objective, the following tasks were set: 1) to discuss the topic of language as a socio-cultural phenomenon within the framework of the general Lithuanian language curricula in terms of content; 2) to analyse how curricula requirements and school textbooks reflect the provisions of the Lithuanian language curricula and Lithuanian language teaching strategy. The object of the research covers the general Lithuanian language curricula in secondary and basic schools, textbooks, and the Lithuanian language teaching strategy. The methods of the research include analysis of professional and methodological literature and analytical description methods.
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Aderemi, Taiwo. "An Appraisal of the National Economic Empowerment and Development Strategy I (NEEDS I) in Nigeria: The Educational Perspective." Journal of Economics and Behavioral Studies 5, no. 10 (October 20, 2013): 718–29. http://dx.doi.org/10.22610/jebs.v5i10.445.

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This paper set out to assess the performance of the National Economic Empowerment and Development Strategy (NEEDS I) in Nigeria in relation to its educational goals. These goals include; increasing enrolment in primary and secondary schools, improving the quality of education, and increasing funding to this critical sector. Several economic reform programmes in Nigeria have been abandoned not because they had no accomplishments, but largely as a result of paucity of studies assessing them. No paper in the Nigerian literature has appraised the NEEDS I vis-Ã -vis its stated educational objectives. This paper therefore fills this void. In realizing the objective of this study, I adopted the before and after approach, which involves comparing educational performance indicators before the initiation of the NEEDSI and during the programme. The findings revealed improved performance of educational indicators such as female enrolment in primary schools, adult literacy rate, primary school completion rate, and Senior Secondary School Certificate Examinations during the NEEDS programme, although achievements were modest. Budgetary allocation to the sector as a proportion of total budget was below 10 per cent and less than the 25 per cent UNESCO recommendation. Funding to this sector should be increased and monitored in order to achieve sustainable improvements in educational outcomes. Completion rate in secondary school was also low. This paper therefore suggests the extension of the universal basic education scheme to the senior secondary level to reduce drop-out rates.
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Crossan, Diana, and Malcolm Menzies. "Foreword for Applied Finance Letters: March 2013." Applied Finance Letters 2, no. 1 (June 30, 2013): 3. http://dx.doi.org/10.24135/afl.v2i1.7.

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In my ten years as Retirement Commissioner (2003 to 2013) I saw the field of financial literacy blossom. During that time there was a growing appreciation of the importance of financial education and financial literacy, though at first they struggled to gain traction. Now they are well on the radar and the OECD coordinates an international network on financial education, encompassing 220 public institutions from over 100 countries. I was delighted to be part of this network as it grew over the years. New Zealand led the way with the Sorted website and development of a National Strategy for Financial Literacy. The strategy’s mission is to ensure that New Zealanders are financially well-educated and can make informed financial decisions throughout their lives. There are four separate areas of focus: to develop quality, extend coverage, work together and share what works.Quality has improved through the development of a competency framework and programmes to upskill teachers and trainers in financial education. The coverage of financial education has grown, for example through its introduction to the New Zealand school curriculum and to workplaces and the tertiary sector. Working together and sharing have been fostered through initiatives such as a community of practice and the inaugural Money Week in September 2012. In July 2013 the biennial financial literacy summit will for the first time take place in Auckland.But our knowledge of “what works” is far from complete and frankly it has taken research and evaluation a while to catch up. I’m thrilled to see this special issue of “Applied Financial Letters” on financial literacy. Much of the existing research base is derived from the northern hemisphere and it’s good to see more work being done in our own Australasian context.Of course financial literacy is just one of the factors that contribute to overall financial wellbeing (another concept crying out for better definition and research). There also needs to be an efficient and effective regulatory environment, a thriving economy (from which individuals derive sufficient income), a diversified market for financial products and services, a trustworthy financial sector, consumer protection and market power, and a welfare “net” for those who fall through the cracks. I commend AUT’s Auckland Centre for Financial Research for its initiative in producing “Applied Financial Letters” and we look forward to future issues on a wide range of topics relating to financial education, financial literacy and financial wellbeing.
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Morgaine, Kate, Louise Thompson, Katie Jahnke, and Rebecca Llewellyn. "GoodYarn: building mental health literacy in New Zealand’s rural workforce." Journal of Public Mental Health 16, no. 4 (December 18, 2017): 180–90. http://dx.doi.org/10.1108/jpmh-07-2017-0027.

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Purpose “GoodYarn” is a skills-based workshop that focusses on building mental health literacy in rural communities, members of which are known to experience geographic, attitudinal and service configuration barriers to accessing mental health services. The purpose of this paper is to evaluate the impact of the GoodYarn project on raising mental health literacy in the rural community. Design/methodology/approach GoodYarn is primarily for farmers, their families and farm workers, as well as the “farmer facing” workforce. The focus on mental health literacy aligns with the mental health promotion approach of using methods that foster supportive environments. By raising the mental health literacy of those not directly needing help, but in positions to help those that do – such as employers, rural professionals and rural support industries who are well placed to perceive stressors in farmers – GoodYarn builds a community with the knowledge and skills to identify and approach those experiencing mental distress or illness, and direct them to appropriate support and services. All participants in the GoodYarn workshops (n=430) were invited to complete a questionnaire at the end of the workshop. All participants answered the questionnaire, with over 80 per cent answering all questions. Findings Participant feedback affirmed the utility of GoodYarn as an effective vehicle to facilitate the discussion of mental illness in rural farming communities of New Zealand. GoodYarn had a significant positive impact on the three immediate workshop indicators of awareness, confidence and knowledge (p<0.001 for all three indicators). Further, the high level of concordance in workshop outcomes across various organisations’ delivery indicates programme consistency and quality has been maintained throughout the upscaling of the programme. Originality/value The uptake of the GoodYarn programme by rural organisations and communities at a national level, and the positive evaluation results, provide encouragement that building mental health literacy in the rural workforce is a promising mental health promotion strategy.
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Dissertations / Theses on the topic "Literacy programmes National Literacy Strategy"

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Watkinson, Maureen. "A national literacy strategy for all : how can we ensure that the literacy classroom meets the needs of every child?" Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=117.

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Mathieson, Rachel. "The effect of the National Literacy Strategy on Year One teachers' thinking about literacy teaching." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248937.

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Wall, Katherine. "The National Literacy Strategy and setting : a policy for inclusion." Thesis, University of Newcastle Upon Tyne, 2006. http://hdl.handle.net/10443/732.

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Within this study, I look at the rationale for, and the resulting effects of, setting for teaching literacy under the National Literacy Strategy (NLS). The study starts with my own experiences as a teacher and culminates in my role as a Research Associate at Newcastle University. There is, therefore, a crossover from micro to macro scale data collection, with the latter completed as part of a national funded research project. The key issues within this study are setting, inclusion and the NLS recommendations for teaching literacy, and these I relate to the debate about „progressive‟ and „traditional‟ teaching methods which have dominated education policy since 1870. A mixed method approach is used to investigate the incidence of setting for literacy, the rationale for its implementation and its impact in the classroom. Although the literature and the majority of the evidence from this study do not support its use, the incidence of setting was found to be high, with the likelihood of implementation linked to the demographic make up of the school roll. Teachers were found to rationalise the move to setting by identifying issues resulting from the increase in whole class teaching in the Literacy Hour, particularly to a diverse range of abilities and the target driven nature of the literacy curriculum. However, the analysis reveals little evidence to support the move towards ability grouping: the impact on patterns of interaction and the effect on value added reading scores show setting to be detrimental, especially to pupils with Special Educational Needs (SEN). Pupil attitudes are also shown to take a more negative turn when setting is implemented, although the trends within this aspect of the study are more complex and point to some interesting findings which need further research.
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Barkham, Josephine. "Bridging the gap : personal and policy trajectories of the national literacy strategy." Thesis, University of the West of England, Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525191.

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This research was undertaken as a policy trajectory study (Bowe et aI, 1992) which explores complexities at the 'meso' level of policy implementation. It examines the case of the National Literacy Strategy (NLS) which was introduced to all primary schools throughout England in 1998. Together with the Numeracy Strategy which followed in 1999, this was said to be 'the most ambitious large scale educational reform initiative in the world' (Earl et aI, 2003:11). During 2005 and 2006, data were generated through semi-structured interviews with four national directors who had created the detail of the NLS framework and two regional directors who took national directives to Local Education Authorities (LEAs). In three contrasting LEAs, managers of the strategy and six literacy consultants were interviewed, their accounts set alongside those of five teachers in schools. Throughout, the research examines how the NLS originated and was developed by individual people; how they interpreted and mediated policy statements in practice. The focus here is on the personal. How participants undertook this work in the context of wholesale, system-wide educational reform is examined. Actors' sense of themselves as professionals within complex and changing organisational structures is also explored. Particular interest is paid to those who worked as mediators and interpreters ofNLS policy, positioned between those who created national materials and teachers who enacted NLS policy in their classrooms. These mediators were the regional directors, LEA strategy managers and consultants referred to as a 'bridge' by researchers commissioned to be 'critical friends' of the strategy (Earl et aI, 2003). This is the origin of the metaphor used in the title of this study. Using critical discourse analysis (Fairclough, 1995) and calling upon some of Foucault's understandings, the effects of power within these complex and turbulent spaces are better understood. Working betwixt and between national, regional and local sites, directors and consultants used their particular liminal knowledges to engage, mediate, re-negotiate and re-create policy, which was enacted in primary classrooms. Here, mediators personified policy, embodying and articulating technologies of disciplinary power whilst sometimes creating less turbulent spaces where the generation of power and knowledge took place. Foucault's metaphor of a panopticon is borrowed to show how the national policy was implemented at speed. The effects of power ran through the whole fabric of the system, visible at its most peripheral, in the reported exchanges and recollections of teachers and consultants who worked closely together. Here, Foucault's metaphor of a panopticon as an asylum is used and extended to explain how the effects of power worked in these complex and turbulent spaces. A metaphor of the circulatory system of the body is used as an analogy for the way in which the NLS was implemented, explaining many positive, constructive and pleasurable effects of power. The study concludes with a warning that undemocratically imposed, system-wide reform agenda is inherently dangerous. This research has contributed to a better understanding of policy implementation. The focus upon the meso level, with accounts by directors and consultants, together with teachers who worked with consultants, gives insight into the professional lives of those who work betwixt and between locations. This is lonely and isolating work with emotional consequences for those who undertake it. The contributions here therefore, include some of the personal, human consequences of change. The research shows there are some knowledges about change that are important to bring to all who work to bring about major reform. It also reminds us, as Foucault (1974) has insisted, that we are all 'freer than we feel', and that we can fight our fears most effectively by unmasking those forms of power that seek to dominate.
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Lefstein, Adam. "Teacher enactments of the English National Literacy Strategy : an extended case study." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423295.

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Addae, D. "Methods of teaching adult learners: a comparative study of adult education programmes in Ghana and South Africa." Thesis, UNISA, 2016. http://hdl.handle.net/10500/23386.

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The benefits of effective teaching methods have been well researched and documented. Salient amongst most literature on such benefits is their ability to promote learners’ subject-matter comprehension and their active participation in class activities. Subject-matter and learner participation can be considered key ingredients in promoting effective learning. In adult education, due to the unique characteristics that the learner brings to the learning situation, it behooves the educator to select appropriate methods in promoting learning. By employing appropriate teaching methods, the educator is able to help adult learners achieve the desired learning outcomes. This study therefore sought to comparatively examine the effectiveness of the various teaching methods used by educators in teaching learners in adult education programmes in Ghana and South Africa. The study focused on the National Functional Literacy Programme of Ghana and the Kha Ri Gude Mass Literacy Programme of South Africa. The study was conducted using a qualitative research approach where the multiple case study design was employed. A purposive sample of 152 participants comprising 72 learners and 4 educators each from Ghana and South Africa were selected for the study. The interview schedule, focus group discussion guide and unstructured observation guides were used to elicit data from the participants. The study revealed, amongst other things, that some of the methods employed by the educators in the teaching and learning encounter were ineffective in promoting adult learning in both programmes. The study recommends that methods employed to teach adult learners should help them effectively to make meaning of the various information or events that they are presented with. As a result, teaching moves from the traditional view of transmission to helping learners to reexamine their meaning-making structures.
UNISA
ABET and Youth Development
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McKay, Mary R. "An investigation of guided reading with beginning readers in the national literacy strategy (1998-2002)." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/341/.

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This thesis reports a research investigation into teachers' practices in, and perceptions of, guided reading in the National Literacy Strategy. The study was framed by two connected debates. The first debate concerns reading standards and has resulted in increasing centralisation of the education system, culminating in the National Literacy Strategy in 1998. The second debate concerns polarised models of the reading process. Recently, however, agreement has been reached such that contrasting models have been superseded by a more valid model of reading acquisition. The research design incorporated two strategies - one a survey questionnaire, the other a selection of case studies. A descriptive analysis of the survey data provided a broad picture of teachers' practices and perceptions in relation to guided reading. The findings indicate that teachers' practices in guided reading generally adhere to NLS guidelines. Findings also suggest that teachers are generally positive about the effectiveness of guided reading and report confidence in its implementation. Analysis of the finer detail of guided reading in classroom contexts suggests, however, that there are not only variations in teachers' practices but also differing interpretations of its nature and purpose. Moreover, such are the variations that its effectiveness in raising standards may in some contexts be compromised. Some teachers would benefit from an expanded version of the 'searchlights' to reflect a 'stage' model of reading acquisition. Additional guidance is suggested with regard to: selecting texts that promote productive reading strategies; coaching to fully exploit each part of the guided reading teaching sequence; and help in connecting guided reading with the other components in the NLS reading programme.
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Vavrušková, Lucie. "Analýza finanční gramotnosti studentů středních a vysokých škol." Master's thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-359284.

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The thesis' goal is to define basic terms associated with financial literacy - to clarify the important and somewhat inseparable role financial education plays in terms of financial literacy. Furthemore it aims to measure the current level of financial literacy achieved by students of public high schools and public universities. The theoretical section is aimed at different definitions of the term financial literacy, the significance of financial eduction in the Czech Republic and the related national financial education strategy. Its further aim is the current level of financial literacy and the role of subjects raising that level. The practical section consists of research survey via a questionare released at public high schools and public universities and its evaluation and comparison to recent survey by the Department of finance. The survey points to a relatively low level of financial literacy and the need for education in financial matters.
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Kubíková, Eva. "Finanční gramotnost (komparativní analýza výukových materiálů pro 2. stupeň základní školy)." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-116223.

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This thesis deals with the financial literacy and its teaching at Czech primary schools. First, a brief summary of activities supporting financial education is presented. In the second part, there are some of the conclusions of research the level of financial knowledge and also available teaching materials described. The main chapter analyzes the project "Rozumíme penězům" and the textbook "Finanční gramotnost pro 2. stupeň ZŠ". Content and methodological point of view are the most important. The thesis also determines whether both materials meet requirements of Financial Literacy Standards and PISA.
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Houžvicová, Aneta. "Analýza finanční gramotnosti studentů středních škol." Master's thesis, Vysoká škola ekonomická v Praze, 2014. http://www.nusl.cz/ntk/nusl-206171.

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The diploma thesis focuses on financial literacy analysis amongst high school students. Introductory chapters are based on definitions of key words essential to examine this topic, on the question of financial literacy significance and consumer protection (and its connection to financial literacy). Another part of the thesis investigates the process of financial education implementation to framework educational programs which represent obligatory foundation for elementary and high schools when creating the curricula. Crucial part of the thesis is financial literacy level examination performed at high schools and comparison of this level among participating schools.
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Books on the topic "Literacy programmes National Literacy Strategy"

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Unit, Great Britain Department for Education and Employment Standards and Effectiveness. The National Literacy Strategy: Additional literacy support. : preparation for the teaching programme. London: DfEE, 1999.

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Brese, Marjorie. Literacy partnerships work: A summary of national literacy partnership strategy projects, 1987-1991. [Edmonton, Alta.]: Multiculturalism and Citizenship Canada, 1991.

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Aitkens, Andrew. A national literacy strategy for older Canadians: "learning is the only viable response to change". Toronto: One Voice, the Canadian Seniors Network, 1991.

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National Working Summit on Libraries & Literacy (1995 Calgary, Alta.). Public libraries & literacy: Toward a national front line strategy : working together toward making our vision a reality. Ottawa: Canadian Library Association, 1995.

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Great Britain. Department for Education and Employment. Standards and Effectiveness Unit. The National Literacy Strategy. Reading: National Centre for Literacy & Numeracy, 2000.

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Hendriks, Toma P. National financial literacy strategy. Hauppauge, N.Y: Nova Science Publishers, 2009.

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Great Britain. Department for Education and Employment. Standards and Effectiveness Unit. The National Literacy Strategy. London: DfEE, 1999.

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Great Britain. Department for Education and Employment. Standards and Effectiveness Unit. The National Literacy Strategy. Reading: National Centre for Literacy & Numeracy, 2000.

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Office for Standards in Education. The National Literacy Strategy: An evaluation of the first year of the National Literacy Strategy. London: Office for Standards in Education, 1999.

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Ofsted. The National Literacy Strategy: An evaluation of the first year of the National Literacy Strategy. London: Office for Standards in Education, 1999.

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Book chapters on the topic "Literacy programmes National Literacy Strategy"

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Tunmer, William E., and James W. Chapman. "The Development of New Zealand’s National Literacy Strategy." In Excellence and Equity in Literacy Education, 1–20. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137415578_1.

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"Literacy: a national strategy." In Key Issues for Primary Schools, 131–34. Routledge, 2003. http://dx.doi.org/10.4324/9780203003541-35.

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"High Frequency words National Literacy Strategy I go come." In Supporting Literacy, 84–87. Routledge, 2002. http://dx.doi.org/10.4324/9780203208441-36.

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Choudhury, Subhajit, Sudhir Kumar, and Chitresh Kala. "Information Literacy." In Professional Development and Workplace Learning, 613–31. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch036.

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The chapter defines Information Literacy with its scope, such as Visual Literacy, Media Literacy, Computer Literacy, Network Literacy, Health Literacy, Business Literacy, and Library Literacy. It establishes the relation between Literacy and Information Literacy as a modified definition of literacy. Further, it states that the root cause of digital divide in countries like India, Nepal, and Bangladesh is information illiteracy. The data collected on various e-initiatives in India, Nepal, and Bangladesh have been discussed. Information Literacy depends on various factors, and it should start from the National level so, after taking due consideration of socio-economic, geographic, and political condition, Information Literacy Plans have been formulated for these countries. First, at a national level, then at the educational level, and then community level. Further, the curriculum for IL courses at various levels have been formulated. It is suggested that the government should set up a national level apex body such as Indian Information Literacy Forum, Nepal Information Literacy Programme, Bangladesh Information Literacy Programme, or an Autonomous Information Literacy Council under the Ministry of Information Technology and in collaboration with Ministry of Human Resource Development and Ministry of Telecommunication in India, Ministry of Information and Communication in Nepal, and Ministry of Science and Information and Communication Technology in Bangladesh. It also suggests various other measures to make IL programmes to transform these countries into developed nations.
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Choudhury, Subhajit, Sudhir Kumar, and Chitresh Kala. "Information Literacy." In Advances in Library and Information Science, 309–27. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2500-6.ch025.

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The chapter defines Information Literacy with its scope, such as Visual Literacy, Media Literacy, Computer Literacy, Network Literacy, Health Literacy, Business Literacy, and Library Literacy. It establishes the relation between Literacy and Information Literacy as a modified definition of literacy. Further, it states that the root cause of digital divide in countries like India, Nepal, and Bangladesh is information illiteracy. The data collected on various e-initiatives in India, Nepal, and Bangladesh have been discussed. Information Literacy depends on various factors, and it should start from the National level so, after taking due consideration of socio-economic, geographic, and political condition, Information Literacy Plans have been formulated for these countries. First, at a national level, then at the educational level, and then community level. Further, the curriculum for IL courses at various levels have been formulated. It is suggested that the government should set up a national level apex body such as Indian Information Literacy Forum, Nepal Information Literacy Programme, Bangladesh Information Literacy Programme, or an Autonomous Information Literacy Council under the Ministry of Information Technology and in collaboration with Ministry of Human Resource Development and Ministry of Telecommunication in India, Ministry of Information and Communication in Nepal, and Ministry of Science and Information and Communication Technology in Bangladesh. It also suggests various other measures to make IL programmes to transform these countries into developed nations.
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"The implementation of the National Literacy Strategy in England, 1998–2001." In Raising Standards in Literacy, 206–19. Routledge, 2003. http://dx.doi.org/10.4324/9780203166222-23.

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"The origins, evaluations and implications of the National Literacy Strategy in England." In The Great Literacy Debate, 72–95. Routledge, 2012. http://dx.doi.org/10.4324/9780203814246-9.

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Imran, Ahmed, and Shirley Gregor. "A Process Model for Successful E-Government Adoption in the Least Developed Countries." In Digital Literacy, 213–41. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1852-7.ch012.

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Least developed countries (LDCs), have been struggling to find a workable strategy to adopt information and communication technology (ICT) and e-government in their public sector organizations. Despite a number of high-level initiatives at national and international levels, the progress is still unsatisfactory in this area. Consequently, the countries are failing to keep pace in the global e-government race, further increasing the digital divide. This chapter reports on an exploratory study in a least developed country, Bangladesh, involving a series of focus groups and interviews with key stakeholders. A lack of knowledge and entrenched attitudes and mindsets are seen as the key underlying contributors to the lack of progress. The analysis of the relationships among the major barriers to progress led to a process model, which suggests a pathway for e-government adoption in an LDC such as Bangladesh. The chapter introduces important directions for the formulation of long-term strategies for the successful adoption of ICT in the public sector of LDCs and provides a basis for further theoretical development.
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"A practical guide on teaching literacy. This new edition National Literacy Strategy and the introduction of the Literacy Hour. Several other new topics of interest are also addressed, including: • teaching fiction/non-fiction • integrating writing and spelling work • assessment • working with slower readers." In Supporting Literacy, 100–102. Routledge, 2002. http://dx.doi.org/10.4324/9780203208441-39.

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"The National Literacy Strategy: missing a crucial link? A comparative study of the National Literacy Strategy and Success for All." In Education 3-13, 269–81. Routledge, 2013. http://dx.doi.org/10.4324/9780203078761-32.

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Conference papers on the topic "Literacy programmes National Literacy Strategy"

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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
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Kozhabergenova, Aigerim, and Erika Kopp. "Preparation of Economics Teachers in Kazakhstan." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/atee2020/16.

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The current stage of the world development is characterized by the rapid changes in political, economic and social fields caused by scientific and technological progress and globalization with intensified competition in the global market. Entering the top 30 of the most competitive countries was set as one of the main directions of the state policy of Kazakhstan (Strategy “Kazakhstan-2050”, 2012). To increase the competitiveness of the country the government proposed implementation of the new model of the economic growth based on the development of human capital, stimulating of export-oriented production, strengthening the role of the private sector and comprehensive support for entrepreneurship – leading force of the national economy (Strategy “Kazakhstan-2050”, 2012; Kazakhstan Strategic Development Plan until 2025, 2017). Development of the human capital and entrepreneurship activity require the presence of the population that possess relevant knowledge and competencies. Therefore, today, the state pays more attention to economic literacy and the development of entrepreneurial competencies among the population already starting from the school level. In turn, the quality of economic training of students is largely determined by the competence and level of economic preparation of teachers. The implementation of the tasks of school economic education actualizes the need for qualified and competent economics teachers. Therefore, the issues of the preparation of the future economics teachers and the possibilities of the advanced training for the in-service teachers also become relevant. Thus, this study explores the state and main problems of preparing of pre-service and in-service economics teachers in Kazakhstan.
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Pelse, Modrite, and Maira Lescevica. "Analysis of digitalization referred to in strategic policy documents in the lifelong education context." In 21st International Scientific Conference "Economic Science for Rural Development 2020". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2020. http://dx.doi.org/10.22616/esrd.2020.54.030.

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Previous research studies on digitalization as an important driver of development has been largely discussed in the context of entrepreneurship, determining its effects on economic growth. Over the past decade, the role of digitalization in public administration – in providing quality and user-friendly services – has been stressed, with less emphasis being placed on its importance in strategic planning. The driving force of change is digital transformation, which requires digital skills and knowledge. The digital literacy of European Union residents has improved, yet in seven EU Member States it was rated as low or very low. Lifelong education helps to deal with this problem, and it has become a necessity for the entire society. The aim of the present research is to determine the role of digitalization in strategic policy documents in the context of lifelong education. The paper analysed the National Development Plan of Latvia 2021-2027 (final version), the Digital Agenda 2020 for Estonia and the Progress Strategy “Lithuania 2030”. The mentioned strategic documents have set a number of goals and objectives directly relating to the implementation of digitalization in order to facilitate the work of society, enterprises and public administration. The policy documents refer to digitalization in lifelong education as mostly a communication and information tool requiring adequate digital skills to be provided by educational institutions. The research employed the monographic, content analysis and descriptive methods. The strategic policy documents of Latvia have been compared with the corresponding documents of the other Baltic States, as the historical and economic development of the countries has followed a relatively similar scenario, and all the Baltic States are EU Member States.
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