Skip to main content

Advertisement

SpringerLink
Log in

Lifelong literacy: Some trends and issues in conceptualising and operationalising literacy from a lifelong learning perspective

  • Original Paper
  • Published:
International Review of Education Aims and scope Submit manuscript

Abstract

In a fast-changing and highly inequitable world, lifelong learning is becoming increasingly important, not only as a key organising principle for all forms of education and learning but also as an absolute necessity for everyone. It is particularly important for disadvantaged individuals and groups who have been excluded from or failed to acquire basic competencies through formal schooling. Within a lifelong learning framework, literacy and numeracy are viewed as foundation skills which are the core of basic education and indispensable to full participation in society. This article discusses recent developments in conceptualising literacy as a foundation of lifelong learning. Starting from the evolving notions of adult literacy, the author identifies some current trends, the most important being that literacy is now perceived as a learning continuum of different proficiency levels. Dichotomous states of being either “literate” or “illiterate” no longer apply. She analyses (1) findings extracted from UNESCO Member States’ national reports submitted to the UNESCO Institute for Lifelong Learning (UIL) for the 2nd Global Report on Adult Learning and Education; (2) a desk study of national literacy campaigns and programmes as well as (3) some recent developments in formal education. Her suggested three-dimensional analytical framework considers literacy as a lifelong and life-wide learning process and as part of lifelong learning systems. She draws a number of conclusions for policy and practice of literacy as a foundation of lifelong learning. These conclusions are a timely contribution to the ongoing post-2015 education debate, in particular to the challenge of how to mainstream youth and adult literacy into the implementation of the sustainable development agenda for 2015–2030.

Résumé

Apprentissage tout au long de la vie : tendances et enjeux dans la conceptualisation et l’opérationnalisation de l’alphabétisation dans une perspective d’apprentissage tout au long de la vie – Dans un monde marqué par une évolution accélérée et une grande inégalité, l’apprentissage tout au long de la vie revêt une importance croissante, en tant que grand principe organisateur de toutes les formes d’éducation et d’apprentissage, mais aussi comme nécessité absolue pour chaque individu. Il est particulièrement important pour les personnes et groupes défavorisés qui ont été privés de l’acquisition des compétences de base dans la scolarité formelle ou y ont échoué. Dans un cadre d’apprentissage tout au long de la vie, la littératie et la numératie sont les compétences fondamentales qui sont au cœur de l’éducation de base et indispensables à une pleine participation à la société. Le présent article analyse l’évolution récente dans la conceptualisation de l’alphabétisation en tant que fondement de l’apprentissage tout au long de la vie. À partir des notions évolutives de l’alphabétisation des adultes, l’auteure identifie quelques tendances actuelles, la plus importante prônant l’alphabétisation comme un processus continu d’apprentissage qui gravit les différents niveaux de maîtrise. La dichotomie entre individus « lettrés » et « illettrés » n’a plus cours. L’auteure analyse les sources suivantes : (1) des conclusions tirées des rapports nationaux des États membres de l’UNESCO soumis à l’Institut de l’UNESCO pour l’apprentissage tout au long de la vie (UIL) en vue du second Rapport mondial sur l‘apprentissage et l’éducation des adultes, (2) une étude sur documents des campagnes et programmes nationaux d’alphabétisation, et (3) l’évolution récente dans l’enseignement formel. Le cadre analytique tridimensionnel qu’elle préconise pose l’alphabétisation en processus d’apprentissage couvrant tous les aspects et toutes les phases de la vie et intégré dans les systèmes d’apprentissage tout au long de la vie. Elle tire de nombreuses conclusions pour les politiques et pratiques de l’alphabétisation conçue comme fondement de l’apprentissage tout au long de la vie. Ces conclusions sont une contribution opportune au débat actuel sur l’éducation pour l’après 2015, en particulier au défi d’insérer l’alphabétisation des jeunes et des adultes dans la mise en œuvre du programme pour le développement durable 2015–2030.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. For the full set of 17 SDGs, see the United Nations’ online platform for sustainable development at https://sustainabledevelopment.un.org/focussdgs.html [accessed 4 May 2015].

  2. A revision of the targets suggested by UNESCO in January 2015 refers to all adults instead of a minimum percentage of them. Indeed, in line with previous commitments and the basic right of all adults to literacy and numeracy which is implicit in the right to education of the Universal Declaration of Human Rights, this target should strive for all adults to achieve literacy and numeracy by 2030.

  3. Henceforth, my use of the term “literacy” in this article includes “numeracy”, even if this is not explicitly mentioned. The English notion of “literary literacy” related to someone who is “well-read” is not covered in this article.

  4. By bringing together the fields of literacy, bi- or multilingualism, and cognitive development, educational researchers have made important contributions to a better understanding of the complex interrelationships between literacy, language and learning. Moreover, they have developed theoretical frameworks for “biliteracy” and language in education planning which are also significant for transformative and empowering approaches to literacy (see Cooper 1989; Hornberger 1989, 2004; Hornberger and Hult 2008; Hornberger and Skilton-Sylvester 2010; Olson et al. 1985; Olson and Torrance 1991; Tollefson 2008; UNESCO 2003).

  5. Helen Abadzi’s neuro-cognitive research has led to a greater focus on reading speed and accuracy to improve levels of adult literacy (Abadzi 2003).

  6. “It is generally understood that a competency implies an articulation of knowledge, values, skills, know-how and attitudes that learners can mobilise independently, creatively and responsibly to address challenges, solve problems and carry out a complex activity or task in a certain context” (UNESCO 2012, p. 14).

  7. While the required proficiency levels and how people apply reading and writing skills depend on specific contexts, the minimum literacy threshold to be reached by all citizens of a country needs to be established at the policy level, if possible based on a broad consensus, and it evolves over time. However, at the global level it is difficult to establish a common standard for this kind of minimum literacy proficiency level: the contexts are simply too diverse.

  8. “The essence of [a sector-wide approach] is that, under government leadership, a partnership of funding agencies [donors and other stakeholders] agrees to work together in support of a clear set of policy directions, often sharing many of the implementation procedures, such as supervision, monitoring, reporting, accounting, and purchasing” (WHO 2000, p. 123).

  9. According to the latest data available from the UNESCO Institute for Statistics (UIS), in September 2014, a worldwide total of 781 million adults were reported as “illiterate”, 126 million of them aged 15 to 24 years (youth) (UIS 2014, p. 1). According to the European Labour Force survey carried out in 2011, many of Europe’s 73 million low-educated adults (25–64 years old) are likely to experience problems with reading and writing (European Commission 2012).

  10. A recent study on the impact of national literacy campaigns since 2000 shows that a number of governments have set the target of “eradicating illiteracy” in their countries (Hanemann 2014a). This is not only over-ambitious but also reflects the traditional dichotomy of “literate” and “illiterate” which should be discontinued.

  11. A literate environment (at home, at school, at work, etc.) stimulates and encourages the acquisition and maintenance of literacy skills, by featuring materials and media such as newspapers and books, radios and TVs, phones, computers and the Internet. The availability of further learning opportunities, after the elementary literacy level, also contributes to the creation of a sustainable demand for literacy learning (Easton 2014).

  12. To date, the only work available on the linkages between literacy and lifelong learning seems to be a draft paper presented by Rosa Maria Torres at the 2006 Biennale of the Association for the Development of Education in Africa (ADEA) in Libreville, Gabon (Torres 2009).

  13. Examples are PISA and PIAAC (see footnote 15); the OECD’s International Adult Literacy Survey (IALS), and Adult Literacy and Lifeskills Survey (ALLS); studies carried out by the Southern and Eastern African Consortium for Monitoring Educational Quality (SACMEQ) and the Latin American Laboratory for Assessment of the Quality of Education (LLECE), and others.

  14. According to UNESCO estimates, at least 250 million primary school-aged children either do not reach grade four or, if they do, fail to attain the minimum learning standards (UNESCO 2014c, p. 5).

  15. Proficiency levels may “atrophy” or decline in the course of a person’s life if literacy skills are not used on a regular basis. Levels may also rise during one’s life path if tasks at the workplace, at home (e.g. helping one’s child with homework) or in the broader community require higher proficiency levels. Comparing measures of the Organisation for Economic Cooperation and Development (OECD)’s Programme for International Student Assessment (PISA) and OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) conducted from 2008 to 2013 (OECD 2013), there is a low association between national averages of PISA and PIAAC. One possible interpretation is that skills can be learned after individuals leave school, and can be lost if the skills are not used regularly. The workplace has been identified as an important context for skills acquisition and retention (UNESCO 2015a, pp. 130–131).

  16. Some examples can be found in the “Effective Literacy & Numeracy Practices Database” (LitBase) of the UNESCO Institute for Lifelong Learning (UIL), at http://www.unesco.org/uil/litbase/.

  17. Sometimes also referred to as the “New Literacy Studies“(NLS), this somewhat loosely defined term can refer to either a psycholinguistic or a sociocultural approach to new forms of literacy. While drawing on a number of disciplines including sociology, anthropology and linguistics, and emphasising a socio-critical perspective, NLS intend to act as a point of contact between literacy research (ethnographic) and literacy work.

  18. The full national progress reports are available at http://uil.unesco.org/home/programme-areas/adult-learning-and-education/confintea-portal/news-target/national-progress-reports-for-grale-2012/af44e96bc9ca05553529f73098b1348b/ [accessed 5 May 2015].

  19. The UNESCO Institute for Lifelong Learning (UIL) is mandated to monitor UNESCO Member States’ progress in meeting their commitments made at the Sixth International Conference on Adult Education (CONFINTEA VI) in Belém, Brazil, in 2009. The data obtained for the purpose of this monitoring are evaluated and published at regular intervals in a Global Report on Adult Learning and Education (GRALE). The second one of these (GRALE 2) focused on literacy; it was subtitled Rethinking Literacy (UIL 2013).

  20. One of these, Bangladesh, quoted UNESCO’s operational definition from 2003, the other four were Slovenia, El Salvador, Guyana and Uruguay.

  21. Botswana, Cape Verde, South Africa, Bangladesh, Croatia, Portugal, Scotland [submitted a separate report], the Dominican Republic, Mexico and Uruguay. However, a number of countries such as Croatia, Paraguay, Portugal, Slovenia and South Africa are known to use, in practice, the term “lifelong learning” in other definitions.

  22. Examples can be found in Botswana, Ethiopia, the Gambia, South Africa and the UK.

  23. Some innovative approaches have already been developed to measure, for example, the “density of the literate environment” in the context of implementing UNESCO’s Literacy Assessment and Monitoring Programme (LAMP), or measuring “valued practices” regarding literacy by using ethnographic and practice-based approaches (see case studies from Nepal and Mozambique by Maddox and Esposito 2012; Esposito et al. 2011).

  24. This was the year when the Sixth International Conference on Adult Education (CONFINTEA VI) was held in Brazil, where the Belém Framework for Action (UIL 2010) was adopted.

  25. E.g. population censuses and/or household surveys asking about educational attainment (see UIL 2013, pp. 25–27).

  26. The ten key aspects of my suggested framework for successful literacy campaigns and programmes are (1) duration, intensity and number of non-literate adults targeted; (2) main funding sources, overall cost and cost per learner; (3) supporting policies and/or legislative measures; (4) social mobilisation and community ownership; (5) partnerships, collaboration schemes, governance and management structures; (6) inclusiveness of the campaign; (7) recruitment, payment and training of educators; (8) pedagogical aspects; (9) monitoring and evaluation systems; and (10) the continuity of learning opportunities (see Hanemann 2014a, pp. 14–15).

  27. Research suggests that between 550 and 600 h of instruction are needed to become fully literate and numerate (see: http://www.qualifax.ie/index.php?option=com_content&view=article&id=238:adult-literacy-faq&catid=70&Itemid=63 and http://www.lifelonglearning.co.uk/mosergroup/rep04.htm) [both accessed 5 May 2015].

  28. It is necessary to distinguish between contact and notional hours: While contact hours refer to the minimum number of hours learners are expected to attend a class, notional hours include the additional hours a learner spends doing homework, reading his or her books, and engaging with other learning tasks.

  29. During a mission to Timor-Leste in August 2014, I found that the national six-month Alfanamor basic literacy programme, launched in 2007, was discontinued after the finalisation of the Sim Eu Posso literacy campaign (with technical support from Cuba) by the end of 2012, and hence left a major gap in the emerging non-formal education system.

  30. According to the Economic Commission for Latin America and the Caribbean (ECLAC/CEPAL), getting a better-paid job and breaking the “cycle of poverty” (Torres 2009, p. 5) requires an education equivalent to at least twelve years of schooling in the region.

  31. This is the definition formulated by the participants of a European Learning Partnership project on family literacy (QualiFLY); see http://www.unesco.org/education/uie/QualiFLY/ [accessed 11 May 2015].

  32. In some cases it even covers secondary school level (e.g. family literacy programmes in Ireland, Malta and Mexico, see http://www.unesco.org/uil/litbase/).

  33. In a recent review of his four pillars of education, Jacques Delors lays “particular emphasis on families” when indicating the challenges to bring a child fully into the “educational society” during the first years of his or her life (Delors 2013, p. 321).

  34. The key competencies are defined in the curriculum as “capabilities for living and lifelong learning” (MINEDU 2007, p. 12). Recent research has suggested that teachers need ample examples of what such an integration of key competencies with other aspects of the curriculum might look like in practice (ibid.).

  35. ELA is a joint initiative implemented by the Afghan Ministry of Education and UNESCO, funded by the Swedish, Japanese and Finnish governments.

  36. See UIL’s online collection of Lifelong Learning Policies and Strategies (UIL 2014b).

  37. NQFs may provide ways of referencing national qualifications to transnational meta-frameworks, such as the European Qualifications Framework (EQF), but “most specifically national objectives of NQFs could be achieved by other means” (Raffe 2013, p. 158).

  38. The Learner Assessment Portfolios used in the South African Kha Ri Gude Literacy Campaign are an example of this (see McKay 2015 in this special issue).

  39. The Portuguese government’s “New Opportunities Initiative” was an example of practical realisation: it was successfully implemented (without an NQF) from 2000 to 2010 (see Carneiro 2011), but was then discontinued by the newly elected government.

References

  • Abadzi, H. (2003). Improving adult literacy outcomes: Lessons from cognitive research for developing countries. Directions in development. Washington DC: World Bank.

    Book  Google Scholar 

  • ACARA (Australian Curriculum, Assessment and Reporting Authority). (2014). The Australian curriculum. Version 7.0, 21 July 2014. Sydney: ACARA.

  • Barton, D. (2007). Literacy: An introduction to the ecology of written language (2nd ed.). Oxford: Blackwell.

    Google Scholar 

  • Barton, D., Hamilton, M., & Ivanic, R. (2000). Situated literacies: Reading and writing in context. London: Routledge.

    Google Scholar 

  • Bertelsmann Stiftung (2010). The European Lifelong Learning Index (ELLI): Making lifelong learning tangible!. Gütersloh: Bertelsmann Stiftung.

    Google Scholar 

  • BIS (Department for Business Innovation and Skills, UK). (2012). The 2011 Skills for life survey: A survey of literacy, numeracy and ICT levels in England. BIS Research Paper Number 81. London: BIS. Accessed 11 May 2015 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/36000/12-p168-2011-skills-for-life-survey.pdf.

  • Brooks, G., Pahl, K., Pollard, A., & Rees, F. (2008). Effective and inclusive practices in family literacy, language and numeracy. A review of programmes and practice in the UK and internationally. Research Paper. University of Sheffield, National Research and Development Centre for Adult Literacy and Numeracy (NRDC). Reading: CfBT Education Trust. Accessed 4 May 2015 from http://sflip.excellencegateway.org.uk/PDF/Family%20LLN%20Report%20CfBT%20and%20NRDC.pdf.

  • Carneiro, R. (Ed.). (2011). Accreditation of prior learning as a lever for lifelong learning. Lessons learnt from the New Opportunities Initiative, Portugal. Lisbon: CEPCEP/MENON network/UNESCO Institute for Lifelong Learning (UIL).

  • Carpentieri, J., Fairfax-Cholmeley, K., Litster, J., et al. (2011). Family literacy in Europe: Using parental support initiatives to enhance early literacy development. London: NRDC, Institute of Education, University of London.

    Google Scholar 

  • Casey, H., Cara, O., Eldred, J., Grief, S., Hodge, R., Ivanicv, R., et al. (2007). “You wouldn’t expect a maths teacher to teach plastering …”. Embedding literacy, language and numeracy in post-16 vocational programmes—the impact on learning and achievement. Summary Report. London: National Research and Development Centre for Adult Literacy and Numeracy (NRDC).

  • CCL (Canadian Council of Learning). (2006). What is the composite learning index? Ottawa: CCL. Accessed 6 January 2015 from http://www.cli-ica.ca/en/about/about-cli/what.aspx.

  • Cooper, R. L. (1989). Language planning and social change. New York: Cambridge University Press.

    Google Scholar 

  • Cree, A., Kay, A., & Steward, J. (2012). The economic and social cost of illiteracy: A snapshot of illiteracy in a global context. Final Report from the World Literacy Foundation. Melbourne: World Literacy Foundation. Accessed 2 January 2015 from http://www.worldliteracyfoundation.org/The_Economic_&_Social_Cost_of_Illiteracy.pdf.

  • DeCoulon, A., Meschi, E., & Vignoles, A. (2008). Parents’ basic skills and their children’s test scores. Research note (September). London: National Research and Development Centre for Adult Literacy and Numeracy (NRDC) Institute of Education.

  • Delors, J., et al. (1996). Learning: The treasure within. Report to UNESCO of the International Commission on Education for the Twenty-First Century. Paris: UNESCO.

  • Delors, J. (2013). The treasure within: Learning to know, learning to do, learning to live together and learning to be. What is the value of that treasure 15 years after its publication? International Review of Education, 59(3), 319–330.

  • Easton, P. (2014). Developing literate environments: Fleshing out the demand side of Education for All. International Journal of Educational Development, 34, 3–10.

    Article  Google Scholar 

  • Easton, P. (2015). GMR Background Paper on Demand for Literacy. Prepared for the Education for All Global Monitoring Report 2015. ED/EFA/MRT/2015/PI/41. Paris: UNESCO. Accessed 9 April 2015 from http://unesdoc.unesco.org/images/0023/002324/232468e.pdf.

  • Elfert, M., & Hanemann, U. (2014). The collaboration between FLY and the UNESCO Institute: The international dimension. In G. Rabkin & S. Roche (Eds.), Learning to FLY: Family-oriented literacy education in schools. 2004-2014 (pp. 66–75). Hamburg: Landesinstitut für Lehrerbildung und Schulentwicklung (LI) and UNESCO Institute for Lifelong Learning (UIL).

  • Esposito, L., Kebede, B., & Maddox, B. (2011). Literacy practices and schooling: A case study from Mozambique. World Development, 39(10), 1796–1807.

    Article  Google Scholar 

  • European Commission. (2012). EU high level group of experts on literacy: Final report. Luxembourg: European Commission. Accessed 4 May 2015 from http://ec.europa.eu/education/policy/school/doc/literacy-report_en.pdf.

  • Faure, E., et al. (1972). Learning to be: The world of education today and tomorrow. UNESCO, Paris: Report of the International Commission on the Development of Education.

    Google Scholar 

  • Feinstein, L., Duckworth. K. & Sabates, R. (2004). A model of the inter-generational transmission of educational success. Wider benefits of learning research report no.10. London: Centre for Research on the Wider benefits of Learning (WBL), Institute of Education.

  • Freire, P. (1970). Pedagogy of the oppressed (Transl. by M. Bergman Ramos). New York: Continuum.

  • Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage (Transl. by P. Clarke). Lanham, MD: Rowman & Littlefield.

  • Gee, J.P. (1991). Social linguistics: Ideology in discourses London: Falmer Press.

  • Giroux, H. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling. A critical reader. Boulder, CO: Westview Press.

  • Government of Nepal. (2013). Evaluation of National Literacy Campaign (NLCP) Programme. Synopsis. Kathmandu: Government of Nepal, National Planning Commission. Accessed 4 January 2015 from http://www.smes.org.np/SMES_files/Policy_Program_Evaluation/2ndYear/synopsis_nlcp_eng.pdf.

  • Hamilton, M., & Hillier, Y. (2006). The changing face of adult literacy, language and numeracy 1970–2000: A critical history. Stoke on Trent: Trentham Books.

    Google Scholar 

  • Hanemann, U. (2011). Report to the Minister of the South African Department of Basic Education. Unpublished document prepared following a UNESCO mission to Pretoria, South Africa, 30 March to 5 April.

  • Hanemann, U. (2012). Global LIFE Mid-term Evaluation Report 2006–2011: Looking forward with LIFE. Hamburg: UNESCO Institute for Lifelong Learning (UIL). Accessed 4 January 2015 from http://unesdoc.unesco.org/images/0021/002151/215158e.pdf.

  • Hanemann, U. (2014a). Evolution of literacy campaigns and programmes and their impact since 2000. Background paper for the EFA Global Monitoring Report 2015. Paris: UNESCO. Accessed 9 April 2015 from http://unesdoc.unesco.org/images/0023/002323/232398e.pdf.

  • Hanemann, U. (2014b). Early literacy: A stepping stone for lifelong learning. In J. Maas, S. Ehmig & C. Seelmann, C. (eds.), Prepare for Life! Raising awareness for early literacy education (pp. 254–271). E-book. Accessed 4 April 2015 from http://www.readingworldwide.com/fileadmin/dokumente/Prepare_for_Life_ebook.pdf.

  • Hartley, R. & Horne, J. (2005). Social and economic benefits of improved adult literacy: Towards a better understanding. An Adult Literacy National Project Report. Adelaide: National Centre for Vocational Education Research (NCVER)/Australian Government, Department of Education, Science and Training.

  • Hayes, A. (2006). High-quality family literacy programs: Adult outcomes and impacts. Family literacy research and statistics. Louisville, KY: National Center for Family Literacy.

    Google Scholar 

  • Hornberger, N. (1989). Continua of Biliteracy. Review of Educational Research, 59(3), 271–296.

    Article  Google Scholar 

  • Hornberger, N. (2004). The continua of biliteracy and the bilingual educator: Educational linguistics in practice. International Journal of Bilingual Education and Bilingualism, 7(2&3), 155–171.

    Article  Google Scholar 

  • Hornberger, N., & Hult, F. M. (2008). Ecological language education policy. In B. Spolsky & F. M. Hult (Eds.), Linguistic landscape: Expanding the scenery (pp. 10–24). Malden, MA: Blackwell.

    Google Scholar 

  • Hornberger, N., & Skilton-Sylvester, E. (2010). Revisiting the continua of biliteracy: international and critical perspectives. Language and Education, 14(2), 96–122.

    Article  Google Scholar 

  • Lind, A. (2008). Literacy for all: Making a difference. Paris: UNESCO-IIEP.

    Google Scholar 

  • Lybolt, J., & Gottfred, C. (2003). Promoting pre-school language. Geneva: International Academy of Education and International Bureau of Education (IBE).

    Google Scholar 

  • Lynch, R. (2004). Exceptional returns: Economic, fiscal, and social benefits of investment in early childhood development. Washington, DC: Economic Policy Institute.

    Google Scholar 

  • Maddox, B., & Esposito, L. (2012). Literacy inequalities, mediation and the public good: A case study of physical proximity and social distance in Nepal. British Journal of Sociology of Education, 34(2), 1–19.

    Google Scholar 

  • Martínez, R. & Fernández, P. (2010). The social and economic impact of illiteracy: Analytical model and pilot study. Santiago: Economic Commission for Latin America and the Caribbean (ECLAC), and the Regional Bureau of Education for Latin America and the Caribbean (OREALC/UNESCO Santiago). Accessed 4 May 2015 from http://unesdoc.unesco.org/images/0019/001905/190571E.pdf.

  • McKay, V. (2015). Measuring and monitoring literacy: Examples from the South African Kha Ri Gude mass literacy campaign. International Review of Education—Journal of Lifelong Learning, 61(3).

  • McLaren, P. (1995). Critical pedagogy and predatory culture. New York: Routledge.

    Google Scholar 

  • MINEDU (Ministry of Education, New Zealand). (2007). The New Zealand curriculum. Wellington: Learning Media.

    Google Scholar 

  • MINEDU. (2010). The New Zealand curriculum: Update. Issue 4, December 2010. Wellington: Ministry of Education.

  • MLE (Ministry of Labour and Employment, India). (2009). National policy on skills development. New Delhi: Ministry of Labour and Employment, Government of India. Accessed 8 May 2015 from http://labour.nic.in/upload/uploadfiles/files/Policies/NationalSkillDevelopmentPolicyMar09.pdf.

  • MLSP (Ministry of Labour and Social Policy, Bulgaria). (2008). National strategy for lifelong learning for the period 2008–2013. Sofia: Republic of Bulgaria, MLSP. Accessed 8 May 2015 from http://www.erisee.org/downloads/2013/2/b/LLL_Strategy_2008-2013%20ENG.pdf.

  • Morrison, F., Bachman, H., & Connor, C. (2005). Improving literacy in America. New Haven, CT: Yale University Press.

    Book  Google Scholar 

  • MSMT (Ministry of Education, Youth and Sports, Czech Republic). (2007). The strategy of lifelong learning in the Czech Republic. Prague: Ministry of Education, Youth and Sports, in conjunction with the National Institute of Technical and Vocational Education. Accessed 8 May 2015 from http://www.msmt.cz/uploads/Zalezitosti_EU/strategie_2007_EN_web_jednostrany.pdf.

  • NILE (National Institute for Lifelong Education). (2013). The 3rd national lifelong learning promotion plan (English summary). Lifelong learning in Korea, issue 02. Seoul: NILE. Accessed 8 May 2015 from http://nile.or.kr/eng/contents/contents.jsp?bkind=basic&bcode=DACAAB&bmode=view&idx=BCJDFCECEBDDB&pageNo=1.

  • OECD (Organisation for Economic Co-operation and Development). (2013) OECD Skills Outlook 2013: First results from the survey of adult skills. Paris: OECD Publishing. doi:10.1787/9789264204256-en. Accessed 11 May 2015.

  • Olson, D. R., & Torrance, N. G. (Eds.). (1991). Literacy and orality. Cambridge: Cambridge University Press.

    Google Scholar 

  • Olson, D. R., Torrance, N., & Hildyard, A. (Eds.). (1985). Literacy, language and learning: The nature and consequences of reading and writing. Cambridge: Cambridge University Press.

    Google Scholar 

  • Oxenham, J. (2002). Skills and literacy training for better livelihoods. A review of approaches and experiences. Washington, DC: World Bank.

    Google Scholar 

  • Oxenham, J. (2008). Effective literacy programmes: Options for policy-makers. Paris: UNESCO-IIEP.

    Google Scholar 

  • PDE (Pennsylvania Department of Education). (2000). Pennsylvania literacy framework. Harrisburg, PA: PDE. Accessed 7 January 2015 from http://www.portal.state.pa.us/portal/server.pt/community/reading,_writing,_listening_speaking/7539/pennsylvania_literacy_framework/683953.

  • Rabkin, G., & Roche, S. (Eds.). (2014). Learning to FLY: Family-oriented literacy education in schools. 2004–2014. Hamburg: Landesinstitut für Lehrerbildung und Schulentwicklung (LI) and UNESCO Institute for Lifelong Learning (UIL). Accessed 9 April 2015 from http://unesdoc.unesco.org/images/0022/002295/229506M.pdf.

  • Raffe, D. (2013). What is the evidence for the impact of National Qualifications Frameworks? Comparative Education, 49(2), 143–162.

    Article  Google Scholar 

  • Robinson-Pant, A. (2010). Changing discourses: Literacy and development in Nepal. International Journal of Educational Development, 20(2), 136–144.

    Article  Google Scholar 

  • Rogers, A. (2014). Skills development and literacy: Some ethnographic challenges to policy and practice. CARE Working Paper No. 2. Norwich: University of East Anglia, School of Education and Lifelong Learning.

  • RoK (Republic of Korea). (2009). Lifelong education act (Act No. 9641). Seoul: Republic of Korea. Accessed 8 May 2015 from http://elaw.klri.re.kr/eng_mobile/viewer.do?hseq=16217&type=sogan&key=2.

  • Sen, A. (1999). Development as freedom. New York: Alfred A. Knopf.

    Google Scholar 

  • Street, B. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London: Longman.

    Google Scholar 

  • Street, B. (2003). What’s “new” in new literacy studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77–91.

    Google Scholar 

  • Street, B. (2005). Understanding and defining literacy. Background paper prepared for the Education for All Global Monitoring Report 2006. 2006/ED/EFA/MRT/PI/92. Unpublished document.

  • Talbot, J. & Associates Inc. (2006). Lifelong Learning Strategy for the City of Vancouver. Discussion document, Burnaby, BC: Vancouver Learning City.

    Google Scholar 

  • TEC (Tertiary Education Commission). (2009). Strengthening literacy and numeracy: Theoretical framework. Wellington: Tertiary Education Commission.

    Google Scholar 

  • Tollefson, J. W. (2008). Language planning in education. In S. May & N. Hornberger (Eds.), Encyclopedia of Language and Education (2nd ed., Vol. 1, pp. 3–14). New York: Springer Science + Business Media LLC.

  • Torres, R. M. (2009). Literacy and lifelong learning: The linkages. In Association for the Development of Education in Africa (ADEA), More and better education. What makes effective learning in African literacy programs? Lessons learned from the ADEA 2006 Biennale on Education in Africa (Libreville, Gabon, 27–31, March 2006), pp. 493–504. Accessed 14 May 2015 from http://adeanet.org/triennale-followup/sites/default/files/papier_03_en.pdf.

  • Tuckett, A. (2004). Moving family learning forward. Adult Learning and Skills: Family Learning Edition, 4, 4–6.

    Google Scholar 

  • Twist, J. & McDowall, S. (2010). Lifelong literacy: The integration of key competencies and reading. Report prepared for Cognition Education Research Trust. Cognition Institute. Wellington: New Zealand Council for Education Research. Accessed 4 May 2015 from http://www.nzcer.org.nz/system/files/lifelong-literacy-integration-key-competencies-reading.pdf.

  • UIL (UNESCO Institute for Lifelong Learning). (2010). Belém framework for action: Harnessing the power and potential of adult learning and education for a viable future. Hamburg: UIL.

    Google Scholar 

  • UIL (2013). 2nd Global Report on Adult Learning and Education: Rethinking literacy. Hamburg: UIL. Accessed 11 May 2015 from http://unesdoc.unesco.org/images/0022/002224/222407E.pdf.

  • UIL (2014a). Harnessing the potential of ICTs for literacy teaching and learning: Effective literacy and numeracy programmes using radio, TV, mobile phones, tablets and computers (ed. U. Hanemann). Hamburg: UIL. Accessed 4 May 2015 from http://unesdoc.unesco.org/images/0022/002295/229517E.pdf.

  • UIL (2014b). Lifelong learning policies and strategies. A collection of policy documents compiled by the UIL Documentation Centre and Library. Hamburg: UIL. Accessed 8 May 2015 from http://uil.unesco.org/fileadmin/keydocuments/LifelongLearning/en/LLPSCollection.pdf.

  • UIS (2014). Adult and youth literacy. UIS Fact Sheet No. 29, September 2014. Montreal: UIS. Accessed 4 January 2015 from http://www.uis.unesco.org/literacy/Documents/fs-29-2014-literacy-en.pdf.

  • UIS (UNESCO Institute for Statistics). (2013). Never too late to complete school. Results of the UIS survey on adult education and literacy programmes in Latin America and the Caribbean. UIS Information Paper No. 15, October 2013, Montreal: UIS. Accessed 4 January 2015 from http://www.uis.unesco.org/Education/Documents/IP15-literacy-education-survey-lac.pdf.

  • UN (United Nations). (1948). Universal declaration of human rights. New York: UN.

    Google Scholar 

  • UN (2014). UN-Open Working Group Report A/68/970. Unpublished.

  • UNDP (United Nations Development Programme). (2001). Human development report 2001. New York: United Nations.

    Google Scholar 

  • UNESCO (2003). Education in a multilingual world. (UNESCO Education Position Paper). Paris: UNESCO. Accessed 4 May 2015 from http://unesdoc.unesco.org/images/0012/001297/129728e.pdf.

  • UNESCO (2004). The plurality of literacy and its implications for policies and programmes. (UNESCO Education Position Paper). Paris: UNESCO. Accessed 4 May 2015 from http://unesdoc.unesco.org/images/0013/001362/136246e.pdf.

  • UNESCO (2005). Literacy for life. EFA Global Monitoring Report 2006. Paris: UNESCO.

  • UNESCO (2012). General Education Quality Analysis/Diagnostic Framework (GEQAF). Unpublished document.

  • UNESCO (2014a). Position paper on education post-2015. ED-14/EFA/POST-2015/1. Paris: UNESCO. Accessed 8 May 2015 from http://en.unesco.org/post2015/sites/post2015/files/UNESCO%20Position%20Paper%20ED%202015.pdf.

  • UNESCO (2014b). Lifelong learning. UNESCO Education Sector Technical Note. Accessed 8 May 2015 from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/technical-notes/.

  • UNESCO (2014c). Teaching and Learning: Achieving quality for all. EFA Global Monitoring Report 2013/4. Paris: UNESCO.

  • UNESCO (2015a). Education for All 2000–2015: Achievements and challenges. EFA Global Monitoring Report 2015. Paris: UNESCO.

  • UNESCO (2015b). Framework for Action of the Post-2015 Education Agenda: Towards inclusive and equitable quality education and lifelong learning. Draft version 31 March. Unpublished document.

  • UNESCO (2000). World Education Report. (2000). The right to education: Towards education for all throughout life. Paris: UNESCO Publishing.

  • UVM (Danish Ministry of Education). (2007). Denmark’s strategy for lifelong learning Education and lifelong skills upgrading for all. Report to the European Commission. Copenhagen: Danish Ministry of Education, Department of Adult Vocational Training, Division for lifelong learning. Accessed 8 May 2015 from http://pub.uvm.dk/2007/lifelonglearning/lifelong_learning.pdf.

  • WCEFA (World Conference on Education for All). (1990). World declaration on education for all: Meeting basic learning needs. In W. Haddad, N. Colletta, N. Fisher, M. Lakin, & R. Rinaldi (Eds.), World conference on education for all: Meeting basic learning needs. Final Report (pp. 39–50). New York: The Inter-Agency Commission (UNDO, UNESCO, UNICEF, WORLD BANK) for the World Conference on Education for All. Accessed 4 May 2015 from http://unesdoc.unesco.org/images/0009/000975/097551e.pdf.

  • WHO (World Health Organization). (2000). World health report 2000: Health systems: improving performance. Geneva: WHO.

    Google Scholar 

  • Yang, J. (2015) Recognition, validation and accreditation of non-formal and informal learning in Member States. Hamburg: UNESCO Institute for Lifelong Learning (UIL). Accessed 26 April 2015 from http://unesdoc.unesco.org/images/0023/002326/232656e.pdf.

  • Yang, J., & Valdés-Cotera, R. (2011). Conceptual evolution and policy developments in lifelong learning. Hamburg: UNESCO Institute for Lifelong Learning.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. UNESCO Institute for Lifelong Learning, Hamburg, Germany

    Ulrike Hanemann

Authors
  1. Ulrike Hanemann
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ulrike Hanemann.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Hanemann, U. Lifelong literacy: Some trends and issues in conceptualising and operationalising literacy from a lifelong learning perspective. Int Rev Educ 61, 295–326 (2015). https://doi.org/10.1007/s11159-015-9490-0

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11159-015-9490-0

Keywords

Search

Navigation