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

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

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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Majida, Inas, and Pudji Muljono. "Hubungan Kebutuhan Belajar dengan Kemampuan Aksara dan Dampaknya terhadap Pemberdayaan Perempuan." Jurnal Sains Komunikasi dan Pengembangan Masyarakat [JSKPM] 4, no. 4 (August 4, 2020): 491. http://dx.doi.org/10.29244/jskpm.4.4.491-502.

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Pemberantasan buta aksara melalui Program keaksaraan dasar adalah salah satu bentuk pemberdayaan perempuan yang akan mempengaruhi pembangunan nasional. Upaya pemberdayaan perempuan bersifat strategis, karena perempuan yang telah melek aksara akan mempunyai kemandirian dan kepercayaan diri dalam mengatur perekonomian keluarga yang secara tidak langsung akan mengurangi kemiskinan. Tujuan penelitian ini adalah untuk menganalisis hubungan kebutuhan belajar dengan kemampuan aksara warga belajar dan menganalisis dampaknya terhadap pemberdayaan perempuan. Penelitian menggunakan pendekatan kuantitatif yang didukung oleh data kualitatif. Analisis data yang digunakan adalah Analisis tabulasi silang dan uji statistik Rank Spearman. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara kebutuhan belajar internal nonfisik dengan kemampuan membaca dan menulis. Hubungan yang signifikan juga terdapat pada kemampuan membaca dan menulis dengan pemberdayaan meliputi aspek pendidikan, aksesibilitas dan tindakan.Kata kunci: program keaksaraan dasar, kemampuan aksara, pemberdayaan perempuan, kebutuhan belajar=====ABSTRACTEradication of illiteracy through Basic Literacy Programmes is a form of empowerment of women what will affect national development. Women’s empowerment efforts are strategic because women who have literacy will have confidence in the independence and set up a family economy indirectly will reduce the level of poverty. The purpose of this paper is to analyze the relationship of learning needs with the success of the Basic Literacy Program and to analyze the impact on the women empowerment. This research using a quantitative approach that is supported by qualitative data. The analysis of the data used Cross Tabulation Analysis and use Rank Spearman statistic test. The result of the research showed that there is a significant correlation between reading and writing ability. There is a significant correlation between reading and writing ability and empowerment which included aspects of education, accessibility, and action.Keywords: basic literacy program, the effectiveness of the program, the level of women empowerment, the level of fulfilment

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Majida, Inas, and Pudji Muljono. "Hubungan Kebutuhan Belajar dengan Kemampuan Aksara dan Dampaknya terhadap Pemberdayaan Perempuan." Jurnal Sains Komunikasi dan Pengembangan Masyarakat [JSKPM] 4, no. 4 (August 4, 2020): 497. http://dx.doi.org/10.29244/jskpm.4.4.497-508.

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Pemberantasan buta aksara melalui Program keaksaraan dasar adalah salah satu bentuk pemberdayaan perempuan yang akan mempengaruhi pembangunan nasional. Upaya pemberdayaan perempuan bersifat strategis, karena perempuan yang telah melek aksara akan mempunyai kemandirian dan kepercayaan diri dalam mengatur perekonomian keluarga yang secara tidak langsung akan mengurangi kemiskinan. Tujuan penelitian ini adalah untuk menganalisis hubungan kebutuhan belajar dengan kemampuan aksara warga belajar dan menganalisis dampaknya terhadap pemberdayaan perempuan. Penelitian menggunakan pendekatan kuantitatif yang didukung oleh data kualitatif. Analisis data yang digunakan adalah Analisis tabulasi silang dan uji statistik Rank Spearman. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara kebutuhan belajar internal nonfisik dengan kemampuan membaca dan menulis. Hubungan yang signifikan juga terdapat pada kemampuan membaca dan menulis dengan pemberdayaan meliputi aspek pendidikan, aksesibilitas dan tindakan.Kata kunci: program keaksaraan dasar, kemampuan aksara, pemberdayaan perempuan, kebutuhan belajar=====ABSTRACTEradication of illiteracy through Basic Literacy Programmes is a form of empowerment of women what will affect national development. Women’s empowerment efforts are strategic because women who have literacy will have confidence in the independence and set up a family economy indirectly will reduce the level of poverty. The purpose of this paper is to analyze the relationship of learning needs with the success of the Basic Literacy Program and to analyze the impact on the women empowerment. This research using a quantitative approach that is supported by qualitative data. The analysis of the data used Cross Tabulation Analysis and use Rank Spearman statistic test. The result of the research showed that there is a significant correlation between reading and writing ability. There is a significant correlation between reading and writing ability and empowerment which included aspects of education, accessibility, and action.Keywords: basic literacy program, the effectiveness of the program, the level of women empowerment, the level of fulfilment

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Singh, Abhinava S., and Mayur Shah. "Tata trusts: positively and sustainably contributing to the development of sport in India." Emerald Emerging Markets Case Studies 11, no. 2 (May 22, 2021): 1–37. http://dx.doi.org/10.1108/eemcs-09-2020-0333.

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Learning outcomes The learning outcomes are to sensitise with the cause of sport development in India; to familiarize with the concepts of SDGs and sport development continuum in context of the Tata Trusts work in sports (Sports Portfolio); to relate strategy concepts of resources, SWOT analysis, cooperative implications, Carroll's CSR pyramid and Porter-Kramer strategic corporate social performance and shared value framework of inside-out and outside-in linkages with the Sports Portfolio strategy at the Tata Trusts; and to link sport development concepts like sport and development, sports development continuum and capacity building with the Sports Portfolio work at the Tata Trusts. Case overview/synopsis The case explores the sport and development issues faced by Ms Neelam Babardesai, Head of Sports Portfolio, Tata Trusts in Mumbai, India. The Trusts had a long history of contributing to the development of sport in India and looked forward to aligning their work in the sport with the United Nations (UN) sustainable development goals (SDGs). They started Sports Portfolio in 2016–2017 intending to complement their work in education and generate positive socio-economic change at the grassroots (local community) level in India. They also had the resources to implement the programmes. However, they were faced with issues like the deficiency of physical literacy in schools resulting in the disinterest of children and parents in sport and physical activity, which also might lead to health issues, later in life, minimal cooperation between entities involved with sport and development, lack of structured sports programmes and skilled human resources and the national sports policy needing better details and implementation and follow-up plans in India. Their strategic response was based on the use of a “sports development pyramid”, capacity building, alignment with the SDGs and complementary partnerships and collaborations. What were the outcomes? Should they continue with the same strategic approach? What should be their future course of action for sport and development? How should they respond to the COVID-19 crisis? Ms Babardesai reflected upon the above questions while concluding that India needed a long-term strategy for the development of sport. Complexity Academic Level The case is intended to be taught in the class of strategic management for postgraduate or master's level participants of business administration for concepts like resources, SWOT analysis, cooperative implications, corporate social responsibility (CSR), shared value and introducing the concept of the UN SDGs (SDGs), capacity building and sports development continuum (sports development domain) in context of the Indian sports scenario. The case should be equally useful in teaching relevant courses related to sports management and development. It may also be used for courses related to development studies and sustainability at the master’s level. The case may also be used by practitioners and researchers associated with sport and development/sports development and SDGs. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 11: Strategy

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Panda, Prasant Kumar, and Chittaranjan Subudhi. "Pattern and Determinants of Maternal and Child Healthcare Services Among Tribals: With a Special Reference to Tribal Regions of Odisha." Journal of Development Policy and Practice 5, no. 2 (July 2020): 167–83. http://dx.doi.org/10.1177/2455133320935536.

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Maternal and child healthcare (MCHC) is an important aspect of healthcare that poses major challenges in the healthcare system. Despite the implementation of various MCHC programmes and policies, MCHC development in India is still grossly lagging. The tribal populations and tribal-dominated areas are more vulnerable, and they are more or less deprived of their basic right to MCHC services. In this context, this article is a modest attempt to analyse the pattern of MCHC services among tribals in India with a special reference to the tribal-dominated districts of Odisha. Besides, the article also aims to explore the factors determining low MCHC achievements in these regions. Secondary data have been used from National Family Health Surveys and other published documents by the Ministry of Tribal Affairs for the study. Simple percentage ratio method and multiple regression techniques have been employed to substantiate the objectives. It is observed that MCHC indicators among tribals and tribal-dominated areas are lagging behind the national indicators and a multipronged approach with an emphasis on effective implementation of schemes in tribal areas is highly required. Districts with dense tribal populations in Odisha are placed among the low-performing districts in MCHC. Women’s education and marriage below legal age emerged significant in determining institutional delivery rate in districts of Odisha. While the coefficient for women’s literacy is positive, it is found to be negative for marriage below legal age. Mother’s education significantly contributes to children’s immunisation as well. The findings suggest the importance of a long-term strategy like improvement of women’s education for MCHC developments. In addition to development of education and awareness, maternal and child health schemes also need to be made available in tribal areas by provision of services in hilly and inaccessible regions and by breaking cultural barriers.

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Борисенко, Ірина Василівна, Оксана Павлівна Биконя, Ольга Олександрівна Рембач, Лариса Петрівна Шумна, Олександр Іванович Олійник, and Вікторія Олександрівна Аніщенко. "EXPERIENCE OF ICT IMPLEMENTATION IN PRIMARY CURRICULUM IN UKRAINE AND THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND." Information Technologies and Learning Tools 75, no. 1 (February 24, 2020): 42–55. http://dx.doi.org/10.33407/itlt.v75i1.3151.

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The study was formulated within the context of an increasing recognition of ICT as curriculum priorities in primary schools of many European countries. The implementation of ICT-centered curriculum is a step towards realizing the goals of the new Law of Ukraine “On Education” (2017), National Strategy for the Development of Education in Ukraine until 2021, European strategic programme “Education and Training 2020”. Actuality of approaches to ICT implementation in present-day primary schools is caused by the substantial development of digital technologies and requirement of digital literacy for people’s work, social, and personal lives. The unique opportunity of primary education as a large sub-sector of any education system is to contribute to the renewal of societies through education of the young. The paper aims to study implementation of Computer science into national standard of primary education in Ukraine and the UK. In the recent years, many European countries have seen some changes of the content one of which relates to the area of computer science education that resulted in implementing an ambitious new curriculum in this subject. The author gives a comparative analysis of primary ICT within national standards in term of the Computer science development from the initial stage to present day situation. The comparative analysis specifies areas of similarities (aims, objectives, approaches to implementation, priorities of developing digital skills, teaching hours) and differences (programme topics, characterization of learning outcomes) in the study of ICT covering the subject content, expected learning results and general principles of ICT in education, as well as examples of ICT implementation. The paper is also focused at discussing the role of the ICT curriculum in modern-day primary classroom; advantages and disadvantages of ICT integration at primary stage. Much attention is paid to how it is integrated into daily learning modes to allow and encourage active learning. In primary education there are two main models of ICT implementation into curriculum, these are: ICT integrated across the curriculum; ICT (or Informatics, Computer Science and Computing) as a discrete subject within national standard.

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Mukherjee, Madhumita, Rashmi Singh, Amrita Mukherjee, and Madhulekha Bhattacharya. "Non-use of Janani Avam Bal Suraksha Yojana in a district of Bihar: ensuring safe deliveries needs strategy modification." International Journal Of Community Medicine And Public Health 5, no. 8 (July 23, 2018): 3311. http://dx.doi.org/10.18203/2394-6040.ijcmph20182969.

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Background: India’s Janany Surakhsha Yojana (JSY) is the largest conditional cash transfer (CCT) program in the world in terms of the number of beneficiaries - covering about 9·5 million (36%) of 26 million women giving birth in India. Eleven States/UTs including Bihar, are still below the National estimate for institutional delivery of 78.9% (NFHS 4). In this study we attempted to find out the status of institutional and home deliveries in district Arwal of Bihar and reasons why in spite of cash incentives a proportion of mothers are opting for home delivery.Methods: A cross sectional descriptive design was used to interview 407 women, who had given birth to a child in previous one year. Focuss group discussions was held with community and health staff to corroborate the interview data.Results: Fifty nine percent of mothers were found to have preferred home delivery over institutional one. Reasons which came to light were home deliveries are cheaper (24.1%), unawareness about JSY (22%), unavailability of transport to reach hospital (22%) and better care being taken at home delivery (20.1%) variables. Older age, having a BPL card, and literacy of husband were found as favoring institutional delivery whereas dissatisfaction during a previous abortion or a livebirth in hospital were both associated with non-use.Conclusions: Better client awareness, strengthening of public health infrastructure, availability of skilled birth attendants at health subcentres (HSCs) and emergency transport in time can reduce number of home deliveries and lead to success of JBSY programme and subsequent reduction in maternal morbidity and mortality.

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Riley, Jeni. "The National Literacy Strategy: success with literacy for all?" Curriculum Journal 12, no. 1 (March 1, 2001): 29–58. http://dx.doi.org/10.1080/09585170010017745.

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Riley, Jeni. "The National Literacy Strategy: success with literacy for all?" Curriculum Journal 12, no. 1 (March 2001): 29–58. http://dx.doi.org/10.1080/09585170122654.

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TILSE, CHERYL, DEBORAH SETTERLUND, JILL WILSON, and LINDA ROSENMAN. "Minding the money: a growing responsibility for informal carers." Ageing and Society 25, no. 2 (February 24, 2005): 215–27. http://dx.doi.org/10.1017/s0144686x04002983.

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Managing the assets of older people is a common and potentially complex task of informal care with legal, financial, cultural, political and family dimensions. Older people are increasingly recognised as having significant assets, but the family, the state, service providers and the market have competing interests in their use. Increased policy interest in self-provision and user-charges for services underline the importance of asset management in protecting the current and future health, care and accommodation choices of older people. Although ‘minding the money’ has generally been included as an informal care-giving task, there is limited recognition of either its growing importance and complexity or of care-givers' involvement. The focus of both policy and practice have been primarily on substitute decision-making and abuse. This paper reports an Australian national survey and semi-structured interviews that have explored the prevalence of non-professional involvement in asset management. The findings reveal the nature and extent of involvement, the tasks that informal carers take on, the management processes that they use, and that ‘minding the money’ is a common informal care task and mostly undertaken in the private sphere using some risky practices. Assisting informal care-givers with asset management and protecting older people from financial risks and abuse require various strategic policy and practice responses that extend beyond substitute decision-making legislation. Policies and programmes are required: to increase the awareness of the tasks, tensions and practices surrounding asset management; to improve the financial literacy of older people, their informal care-givers and service providers; to ensure access to information, advice and support services; and to develop better accountability practices.

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Beard, Roger. "Research and the National Literacy Strategy." Oxford Review of Education 26, no. 3-4 (September 2000): 421–36. http://dx.doi.org/10.1080/713688544.

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Hanke, Veronica. "Improvisations around the National Literacy Strategy." Reading 36, no. 2 (July 2002): 80–87. http://dx.doi.org/10.1111/1467-9345.00191.

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Moss, Gemma. "Changing practice: The National Literacy Strategy and the politics of literacy policy." Literacy 38, no. 3 (October 29, 2004): 126–33. http://dx.doi.org/10.1111/j.1741-4350.2004.00384.x.

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Stainthorp, Rhona. "The National Literacy Strategy and individual differences." Journal of Research in Reading 23, no. 3 (October 2000): 297–307. http://dx.doi.org/10.1111/1467-9817.00124.

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Graham, Judith. "Teaching, Learning and the National Literacy Strategy." Changing English 5, no. 2 (October 1998): 115–21. http://dx.doi.org/10.1080/1358684980050203.

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Fisher, Ros, Maureen Lewis, and Bernie Davis. "Progress and performance in National Literacy Strategy classrooms." Journal of Research in Reading 23, no. 3 (October 2000): 256–66. http://dx.doi.org/10.1111/1467-9817.00121.

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Hiebert, Elfrieda. "The National Literacy Strategy from an international perspective." Journal of Research in Reading 23, no. 3 (October 2000): 308–13. http://dx.doi.org/10.1111/1467-9817.00125.

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Fisher, Ros. "Developmentally Appropriate Practice and a National Literacy Strategy." British Journal of Educational Studies 48, no. 1 (March 2000): 58–69. http://dx.doi.org/10.1111/1467-8527.00133.

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Jolliffe, Wendy. "The National Literacy Strategy: missing a crucial link? A comparative study of the National Literacy Strategy and Success for All." Education 3-13 34, no. 1 (March 2006): 37–48. http://dx.doi.org/10.1080/03004270500507578.

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Kingori, George, Dorothy Njiraine, and Stephen Maina. "Implementation of information literacy programmes in public libraries." Library Hi Tech News 33, no. 2 (April 4, 2016): 17–22. http://dx.doi.org/10.1108/lhtn-09-2015-0063.

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Purpose The purpose of this study is to examine the implementation of information literacy programmes in the public libraries in Kenya as demonstrated through a case study of the major public library in the country – Kenya National Library Service (KNLS). Design/methodology/approach The use of a case study research design made it possible to establish in-depth personal views, opinions and attitudes of the various respondents through face-to-face interviews and questionnaires. Both quantitative and qualitative approaches were used to collect data from the respondents. Purposive and random sampling techniques were used, and data were analyzed. Findings Major findings of this study indicated that the majority of users at the KNLS relied heavily on the print information materials, while some users, especially researchers, utilized the Internet for their academic work or research. The findings indicated that information literacy should be embedded in the information literacy programmes in all public libraries. Research limitations/implications The study was confined to the KNLS. A much wider scope could be untenable, necessitating such limitation. Practical implications As KNLS is the national library charged with the responsibility of providing public library services, it is a major player in terms of policies and guidelines. The study will encourage users in public libraries to appreciate the importance of information resources and also sensitize public library administrators to support information literacy programmes. Social implications The study will enable the educational administrators to develop and plan relevant instructional models related to information literacy, critical thinking and independent learning. The challenges and solutions experienced at the KNLS can be applied in other public libraries in Kenya. Originality/value The study identified the various gaps and challenges that exists in implementation of information literacy programmes in public libraries. Major recommendations of this study are: users should be provided with training on use of information resources; library staff should be provided with methodology skills to make them effective trainers; and public libraries should partner with other stakeholders to provide information literacy programmes. In addition, adequate funding for physical, material and human resources should be provided to facilitate the implementation of information literacy programmes in the public libraries in Kenya.

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Ma, Leo F. H., Yurii Horban, and Olena Skachenko. "Information Literacy Programmes: the Experience of Research Libraries in Hong Kong and Ukraine." Ukrainian Journal on Library and Information Science, no. 7 (June 4, 2021): 28–41. http://dx.doi.org/10.31866/2616-7654.7.2021.233273.

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The article is devoted to the analysis of information literacy programmes developed by libraries of higher education institutions in Hong Kong and Ukraine. The application of such theoretical and empirical methods as an analysis of sources, the method of external observation over the foreign and Ukrainian experience of the information literacy programmes developing, as well as a prognostic method for summarising, allowed to reveal similarities and differences in the content and forms of information literacy programmes implemented at Hong Kong and Ukrainian universities. Different stages of implementation of information literacy programmes by the Chinese University of Hong Kong (CUHK) Library during the last two decades are highlighted. The content of information literacy programmes provided by the libraries of 4 Ukrainian universities in general and the scientific library of the Kyiv National University of Culture and Arts (KNUCaA), in particular, is reviewed. It has been found out such similar characteristics of information literacy programmes of libraries that were analysed as using of traditional forms (lectures, practical exercises, instructions, video lessons) to form the skills and abilities for the effective information search, analytical processing, organisation, evaluation, and use of this information. It has been found out that, unlike Hong Kong, the introduction of certified and online information literacy courses by Ukrainian universities libraries is isolated cases. There is also no experience in testing students’ knowledge before studies of information literacy. Testing is usually done after completing the information literacy programmes, but these tests are not mandatory and only recommended. The authors hope that the experience of the CUHK Library (Hong Kong) in the implementation of the “Immersion Programme”, the UGCIL project, and InfoLit for U will be useful for the Ukrainian scientific library community, considering that libraries of higher education institutions in Ukraine have also started to develop similar programmes and modules. In particular, the interactive online guide “Music Documents in the KNUCaA Scientific Library” is an example of a modern approach to the formation of first-year students’ information literacy, their acquaintance with the scientific library, its services, and resources, basic types of documents, an electronic search algorithm.

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Naylor, Amanda. "The Literacy Game: The Story of the National Literacy Strategy- by John Stannard, Laura Huxford." British Journal of Educational Studies 56, no. 1 (March 2008): 113–15. http://dx.doi.org/10.1111/j.1467-8527.2008.00397_9.x.

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Beard, Roger. "Long overdue? Another look at the National Literacy Strategy." Journal of Research in Reading 23, no. 3 (October 2000): 245–55. http://dx.doi.org/10.1111/1467-9817.00120.

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HARDMAN, FRANK, FAY SMITH, and KATE WALL. "'Interactive Whole Class Teaching' in the National Literacy Strategy." Cambridge Journal of Education 33, no. 2 (July 2003): 197–215. http://dx.doi.org/10.1080/03057640302043.

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Anderson, Holly, Mena Digings, and Isobel Urquhart. "Hourwatch: monitoring the inception of the National Literacy Strategy." Reading 34, no. 3 (November 2000): 113–18. http://dx.doi.org/10.1111/1467-9345.00145.

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35

Zhang, Qilong. "Emergent literacy as sociocultural practice: How well do New Zealand parents fit with Te Whāriki?" Journal of Early Childhood Literacy 17, no. 1 (July 25, 2016): 69–91. http://dx.doi.org/10.1177/1468798415607939.

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A sociocultural approach to emergent literacy and growing concerns over the de-emphasis on literacy of the New Zealand early childhood education curriculum Te Whāriki call for locally situated emergent literacy programmes co-constructed by teachers, parents and children. While teachers’ approach to emergent literacy takes centre stage in research, little is known about approach of parents and whether and to what extent it is in tune with the national curriculum framework. Adopting deductive qualitative analysis, this study examines beliefs and practice about their child’s emergent literacy of 25 parents from New Zealand public kindergartens against the learning outcomes of emergent literacy proclaimed in Te Whāriki. The findings confirm general compatibility between parents’ approach to emergent literacy and that of Te Whāriki. Parents in this study recognize and respond to the importance of the preliteracy skills (e.g. name writing) for school readiness, which concretizes, operationalizes and localizes the generally, loosely and vaguely defined Te Whāriki learning outcomes. The findings support the practicality of the co-construction of local emergent literacy programmes by teachers and parents in chartered early childhood education services in New Zealand.

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Frijns, Bart, Aaron Gilbert, and Alireza Tourani-Rad. "Learning by doing: the role of financial experience in financial literacy." Journal of Public Policy 34, no. 1 (November 21, 2013): 123–54. http://dx.doi.org/10.1017/s0143814x13000275.

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AbstractIn this paper, we examine the impact of financial experience on financial literacy. Exploiting a unique feature of New Zealand, whereby domestic students can obtain interest-free student loans and can fully participate in the national retirement scheme while international students cannot, we employ an instrumental variables approach to identify the causal effect of financial experience on financial literacy. We conduct surveys on a sample of 338 business students and find that there is a positive and causal effect of financial experience on financial literacy. Our results have important implications for financial education programmes and may explain why many of these programmes to date have had limited success.

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LUSARDI, ANNAMARIA, and OLIVIA S. MITCHELL. "Financial literacy and retirement planning in the United States." Journal of Pension Economics and Finance 10, no. 4 (October 2011): 509–25. http://dx.doi.org/10.1017/s147474721100045x.

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AbstractWe examine financial literacy in the US using the new National Financial Capability Study, wherein we demonstrate that financial literacy is particularly low among the young, women, and the less-educated. Moreover, Hispanics and African-Americans score the least well on financial literacy concepts. Interestingly, all groups rate themselves as rather well-informed about financial matters, notwithstanding their actual performance on the key literacy questions. Finally, we show that people who score higher on the financial literacy questions are much more likely to plan for retirement, which is likely to leave them better positioned for old age. Our results will inform those seeking to target financial literacy programmes to those in most need.

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Lee, John, and Richard Eke. "The National Literacy Strategy and pupils with special educational needs." Journal of Research in Special Educational Needs 4, no. 1 (March 2004): 50–57. http://dx.doi.org/10.1111/j.1471-3802.2004.00017.x.

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Wyse, Dominic. "The national literacy strategy: a critical review of empirical evidence." British Educational Research Journal 29, no. 6 (December 2003): 903–16. http://dx.doi.org/10.1080/0141192032000137376.

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Byers, Richard. "The National Literacy Strategy and Pupils with Special Educational Needs." British Journal of Special Education 26, no. 1 (March 1999): 8–11. http://dx.doi.org/10.1111/1467-8527.t01-1-00093.

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41

Stainthorp, Rhona. "Raising Literacy Standards for All? The National Literacy Strategy: An experiment in change in England and Wales." Educational Psychology 22, no. 4 (September 2002): 473–87. http://dx.doi.org/10.1080/0144341022000003141.

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Khotiawan, Ma’rufa, and Muhammad Luthfiansyah. "THE STRATEGY TO ENHANCE THE SHARIAH FINANCIAL LITERACY AND INCLUSION IN INDONESIA (Case Study at Financial Services Authority Office in The City of Malang)." Management and Economics Journal (MEC-J) 1, no. 1 (December 5, 2017): 47. http://dx.doi.org/10.18860/mec-j.v1i1.4529.

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<p>The<strong> </strong>results of the survey of literacy and Financial Inclusion Shari'ah in Indonesia 2016 each show numbers 8.11 % and 11.06 %. Whereas the inhabitants of the religion of Islam in Indonesia more than 85%. With this then needs to be formulated strategies that can increase the level of literacy and financial inclusion shari'ah in Indonesia. The importance of literacy improvement and Financial Inclusion Shari'ah to improve the behavior of the community in financial management and to improve the welfare of them. So that priorities are intended to know how the strategy applied to increasing literacy and Financial Inclusion Shari'ah. This research uses qualitative research method with the approach of the case study. The results of this research are some government policy that is contained in the form of National Strategy for Financial Literacy Indonesia (SNLKI) to improve financial literacy Shari'ah and inclusive Financial National Strategy (SNKI) to improve financial inclusion. But the next research needs to examined and monitored about various programs to increase shari'a literacy and financial inclusion is doing by the government.</p><strong>Keywords: </strong>Sharia Financial Literacy, Sharia Financial Inclusion, the strategy.

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43

Williams, Mary. "Challenging Gifted and Talented Children During Literacy Hour." Gifted Education International 20, no. 1 (July 2005): 70–79. http://dx.doi.org/10.1177/026142940502000109.

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This article discusses the language and literacy provision that should be made for gifted and talented pupils in Key Stages 1 and 2 in UK primary schools. It considers whether Literacy hour lessons offer an appropriate medium for literacy learning and suggests practical ways in which more able pupils can be challenged to higher levels of achievement across the Programmes of Study of the English National Curriculum. The importance of providing pupils with imaginative, creative, problem-solving tasks is explored and the significance of pupils' gaining metacognitive awareness acknowledged. Suggestions are made about how to differentiate Literacy hour teaching and learning appropriately, so that the needs of gifted and talented pupils can be successfully met.

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Connell, Lauren, Yvonne Finn, Rosie Dunne, and Jane Sixsmith. "Health literacy education programmes developed for qualified health professionals: a scoping review protocol." HRB Open Research 4 (September 2, 2021): 97. http://dx.doi.org/10.12688/hrbopenres.13386.1.

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Introduction: Health professional education for health literacy has been identified as having the potential to improve patient outcomes and has been recognized as such in policy developments. Health literacy is an emerging concept encompassing individuals’ skills and how health information is processed in relation to the demands and complexities of the surrounding environment. Focus has been predominantly on the dimension of functional health literacy (reading, writing and numeracy), although increasing emphasis has been placed on interactive and critical domains. Such dimensions can guide the development of health professional education programmes and bridge the gap in the interaction between health professionals and their patients. Currently little is known about qualified health professional’s education for health literacy, its development, implementation or evaluation. Aim: To identify and map current educational interventions to improve health literacy competencies and communication skills of qualified health professionals. Methods: A scoping review will be conducted drawing on methods and guidance from the Joanna Briggs Institute, and will be reported according to the Preferred Reporting Items for Systematic Review and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist. This study will retrieve literature on health professional education for health literacy through a comprehensive search strategy in the following databases: CINAHL; Medline (Ovid); the Cochrane Library; EMBASE; ERIC; UpToDate; PsycINFO and Central Register of Controlled Trials (CENTRAL). Grey literature will be searched within the references of identified articles: Lenus; ProQuest E-Thesis Portal; the HSE health research repository and RIAN. A data charting form will be developed with categories agreed by the research team, including: article details, demographics, intervention details, implementation and evaluation methods. Conclusion: Little is known about the extent and nature of the current evidence base therefore in order to identify programmes and consolidate their demographics and characteristics within health literacy competencies and communication skills, a scoping review is warranted.

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M., Afolabi, and Adeyemo O. "Information Literacy and Women Empowerment for National Development: The Role of First Ladies in Nigeria." African Journal of Social Sciences and Humanities Research 4, no. 3 (May 29, 2021): 1–13. http://dx.doi.org/10.52589/ajsshr-0wi6xmsx.

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Information literacy, the ability to access and utilize essential information empower women’s participation in national development and helps them to gain control over their lives. It is key to development and it promotes social inclusion by empowering people to seek and use the information to achieve their goals. It helps women to utilize available resources at their disposal to the best of their ability to achieve optimum results. Women economic empowerment and information literacy cannot be assessed without considering the economic inequality in Nigeria. Women empowerment is the means of reducing women's vulnerability and dependency in all areas of life. Women in Nigeria especially in the rural areas have been neglected, subjected and exposed to poverty with no means of supporting themselves. This paper looks at how information literacy and empowerment can raise the standard of living of women and the role and impact first ladies have played in empowering these women and going forward, how information literacy and women empowerment programmes can be better structured and sustained to further improve their living conditions and the socio-economic development of the nation.

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Goodwyn, Andy, and Kate Findlay. "Shaping Literacy in the Secondary School: Policy, Practice and Agency in the Age of the National Literacy Strategy." British Journal of Educational Studies 51, no. 1 (March 2003): 20–35. http://dx.doi.org/10.1111/1467-8527.t01-2-00222.

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Kuznetsov, O. V., M. E. Rodionova, and Yu A. Korablin. "Analysis of Financial Literacy Target Groups Based on the Financial Literacy Strategy of the Russian Federation." Issues of Risk Analysis 16, no. 6 (December 27, 2019): 90–100. http://dx.doi.org/10.32686/1812-5220-2019-16-6-90-100.

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The relevance of this issue has been raised due to the demand for a forecast of the needs of the financial and economic segment of the market in the content and models of financial literacy in the process of achieving the national goals and strategic objectives of the development of the Russian Federation for the period up to 2024. The article presents an analysis of current issues of improving financial literacy, provides a detailed description of the main target groups on the basis of the Strategy for Improving Financial Literacy in the Russian Federation for the period 2017—2023, and presents the results pilot studies of a condition of financial literacy, financial competent behavior of the population and determining from factors on the example of one of the main target groups — school students.The authors declare no conflict of interest.

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Hui-Nee Au Yong and Kock-Lim Tan. "The Influence Of Financial Literacy Towards Risk Tolerance." International Journal of Business and Society 18, no. 3 (December 31, 2017): 469–84. http://dx.doi.org/10.33736/ijbs.3139.2017.

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The importance of financial literacy in promoting good financial behaviour has been established in Malaysia. Nonetheless, a study that specifically analyses youth is still needed. This study focuses on Malaysian youths’ financial literacy and financial behaviour. It is alsoexpected that financial behaviour and financial literacy significantly among those from different parental, gender and income backgrounds. A quantitative approach was adopted, utilising questionnaire survey as the research instrument. The male respondentswere more financially literate. Findingsindicated that parent backgrounds, predicted students’ financial behaviour. This study provides valueable results reflecting parental influence had a significant influence on financial behaviour. This study suggests awareness programmes to enhance the general financial literacy especially among youths.

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Thanopoulos, Athanasios C., and Christina Karamichalakou. "Fostering Statistical Literacy in Greece." Statistical Journal of the IAOS 37, no. 3 (September 1, 2021): 873–84. http://dx.doi.org/10.3233/sji-210832.

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The Hellenic Statistical Authority (ELSTAT), the National Statistical Institute of Greece, as the guarantor of the quality of official statistics in Greece, has been pursuing, since 2016, an ambitious strategy aiming to foster Statistical Literacy, focusing on strengthening ties with citizens in their dual capacity both as providers of data and ultimately as users of statistics, and thus, operate as crucial enablers of a smoothly functioning virtuous circle of official statistics. Objectives include the development of an understanding of basic methodologies and tools used in official statistics, along with the awareness of its institutional foundations and core principles. This critically contributes to the value of official statistics being spread and effectively communicated, making, at the same time, a convincing case for fact-based decision making in the daily lives of the main stakeholders. This article motivates the approach followed in developing a specific strategy on statistical literacy, outlines its philosophy and main objectives and browses through the array of initiatives and actions undertaken over the last five years. In addition, it explores the responsiveness of citizens to these initiatives and the extent to which these initiatives lead to an increased engagement of key targeted stakeholders.

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Fisher, Ros, Maureen Lewis, and Bernie Davis. "Implementation of the National Literacy Strategy in England: Indications of Change." Childhood Education 76, no. 6 (September 2000): 342–46. http://dx.doi.org/10.1080/00094056.2000.10521179.

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