版权说明:本文档由用户提供并上传,收益归属内容提供方,若内容存在侵权,请进行举报或认领
文档简介
©UNESCO
InternationalLiteracyDayandPrizes2022
Transformingliteracylearningspaces
Executivesummaryofthebackgroundpaper
ThissummarywaspreparedintheframeworkoftheInternationalLiteracyDayactivitiesandtheUNESCOInternationalLiteracyPrizes2022.Itexploresthetheme‘TransformingLiteracyLearningSpaces’andoffersananalyticalreviewoftheapplicationsreceivedforthe2022editiontoidentifytrendsofhowthenominatedprogrammesareleveraging,adaptingand/ortransformingliteracylearning
spaces.Itconcludesbyproposingfivekeyareasofpolicyactiontotransformliteracylearningspacesfortheadvancementofliteracyforall.
Executivesummary
2
Publishedin52022bytheUnitedNationsEducational,ScientificandCulturalOrganization,7,placedeFontenoy,75352Paris07SP,France
©UNESCO2022
ThispublicationisavailableinOpenAccessundertheAttribution-ShareAlike3.0IGO(CC-BY-SA3.0IGO)license
(/licenses/by-sa/3.0/igo/)
.Byusingthecontentofthispublication,theusersaccepttobeboundbythetermsofuseoftheUNESCOOpenAccessRepository
(/open-access/terms-use-ccbysa-en)
.
Thedesignationsemployedandthepresentationofmaterialthroughoutthispublicationdonot
implytheexpressionofanyopinionwhatsoeveronthepartofUNESCOconcerningthelegalstatusofanycountry,territory,cityorareaorofitsauthorities,orconcerningthedelimitationofitsfrontiersorboundaries.
Theideasandopinionsexpressedinthispublicationarethoseoftheauthors;theyarenotnecessarilythoseofUNESCOanddonotcommittheOrganization.
Author:UlrikeHanemann
Executivesummary
3
ThecentralityofliteracyinachievingtheSustainableDevelopmentGoals
Literacyisakeycomponentofthefundamentalrighttoeducationandacriticalfoundationforindependentlearning.Asamajordriverofsocioeconomictransformation,itisalso
criticaltoachievingtheSustainableDevelopmentGoals(SDGs).Literacyandnumeracyhavetoplayanessentialroleinbuildingmorepeaceful,just,inclusiveandsustainablesocieties
andinaddressingglobalchallenges.Theseincludeclimatechangeandnaturaldisasters,
crisessuchasthecurrentCOVID-19pandemic,thechangingnatureofworkdueto
digitalizationandtheadventofnewtechnologies,rapiddemographicchange,aswellasconflictandwar.
TheEducation2030Agenda(SDG4),whichsetsoutanewvisionforeducationandlifelonglearning,dedicatesaspecifictarget(4.6)toyouthandadultliteracy,namelyto‘ensurethatallyouthandasubstantialproportionofadults,bothmenandwomen,achieveliteracyandnumeracy’.Whileliteracyandnumeracyplayimportantrolesacrossallagegroups,thereis
anurgentneedfortransformativeactiontoeffectivelyaddressglobalsustainabilitychallengesspecificallyrelatedtoyouthandadultliteracyandlearning.
Challengesandopportunities
Indeed,accordingtothemostrecentestimates(2020),therearestill771millionadultsaged15andabovewholackbasicliteracyskills,two-thirdsofthemwomen.Inaddition,an
estimated260millionchildrenandadolescentsofprimaryandsecondaryschool-ageare
out-of-school.TheCOVID-19crisishashad—andcontinuedtohave—asignificantnegativeimpactonlearnersofallages.Ithasmagnifiedalreadyexistingdisparitiesfromsuchfactorsasextremepoverty,disability,gender,age,ethnicity,languageandgeography,andisa
barriertoachievingeducationgoals.
Thecrisishasnotonlyintensifiedpersistentchallenges,ithasalsobroughtaboutnewopportunitieswhichhaveledtoorrequirecontinuouschange,adaptationand
transformation.Whileeducationsystemsaroundtheworldareadaptingtovaryingdegreesanddemonstratingresilienceincopingwiththecrisis,thepandemicisalsoshowingthat
currentlearninginfrastructuresareinsufficient,inadequateandhighlyvulnerable.Thisis
particularlytrueforyouthandadultliteracyandnon-formalbasiceducation,whichalthoughcriticaltoeducationaltransformation,remainseriouslyunder-fundedaccordingtorecent
studies.
However,newevidencegatheredsincetheoutbreakoftheCOVID-19pandemic
demonstratestheresilienceofyouthandadultliteracystakeholdersandtheircontinued
abilitytopavethewaytoeducationaltransformation.ArecentUNESCOsurveyonthe
COVID-19impactonyouthandadultliteracy(2022)foundthat80percentofresponding
governmentshavetakenspecificmeasuresand/orprovidedfinancialsupporttorespondto
thecrisis.Theanalyticalreviewoftheapplicationsforthe2022UNESCOInternationalLiteracyPrizesprovidesadditionalinsightsintopromisinginitiativesforthecreation,developmentandtransformationofenablingliteracylearningenvironments.
4
Thetransformativepotentialofliteracy
Theanalysisofglobaltrendsonhowliteracystakeholdersandnominatedprogrammesare
leveraging,adaptingand/ortransformingliteracylearningspacestoensure(re-)engagementinandcontinuityoflearningofdisadvantagedpopulationsinthecontextofcrisesis
underpinnedbyanexpandedvisionofliteracy.Thisvisioninvolvesapplyingthelifelong
learningprincipletoliteracytotapitsfulltransformativepotentialasalifelongandlife-widelearningprocessandaspartofholisticlifelonglearningsystems.Thisfurtherinvolvesputting
the(special)needs,aspirationsandlifecircumstancesoflearnersintothecentreandbringingliteracyclosetopeople’severydaylivestoengagetheminlearning.Thisalsorequiresremovingpotentialhurdlestoparticipationinorganizedlearningactivities.
Thiseffortfurtherrequiresthatliteracybeembeddedintopeople’seconomic,socialandculturalactivities,therebycreatingrequirementsandopportunitiesfortheuse,
improvementandretentionofliteracyskillstomakethemsustainable.Thisrequiresbothalearner-centredanddemand-orientedapproachandawhole-systemapproachthattakes
intoconsiderationteachingandlearningprocesses,thesupportingstructuresandthe
contextualdimensionsthatshapethebroaderenabling(political,socioeconomicand
cultural)environment.Assuch,anytransformationeffortinthefieldofliteracyhasto
considerthediverseelementsoftheentiresystemwhich,ofcourse,needtoworkforthespecificlearner(s).
Evidenceonglobaltrends
Altogether,wecanobserveagrowingrecognitionofliteracyandnumeracy—togetherwithotheressentialskillsandtransferablecompetences—asintegralelementsofotherlearning,educationandtraining.Thereisagrowingawarenessthattheliteracychallengemustbe
metwithanapproachthatincludesallsubsectorsandallagegroups.Thisrequiresthe
developmentofinstitutionalizedlearningsystemswhichneedtoofferflexiblelearning
opportunitiesthatsupportlearningatallstagesofaperson’slifeandinarangeofdiverse
settings,modalitiesandspaces.Nationalqualificationsframeworks(NQFs)andoperationalsystemsfortherecognition,validationandaccreditation(RVA)ofnon-formallyorinformallyacquiredlearningoutcomescanhelptoovercomethestill-prevalentcompartmentalization
ofeducationsubsystemsandenableout-of-schoolpopulationstoobtainrecognizedcertificatesandqualifications.
Availableevidencesuggestsawidevarietyofvenuesandplaceswherepeoplecanlearnanddeveloptheirliteracy,numeracy,language,digitalandothercompetences.Ingeneral,thereislimitedrecognitionofout-of-schoolliteracyandnumeracypracticesandalackof
awarenessofliteracypractices,languagesandlocalknowledgesusedininformallearning
spaces.Thediverselearningspacesinwhichindigenousand/or(inter)generationallearningactivitiestakeplacerangefromneighbourhoodspacestoworkplaces,marketplaces,
religiousspacesandaboveall,thehome.Whilesomeofthesespacesarefallingoutofuse,otherinformalintergenerationalspacesaregrowinginpopularityandnewspacesarebeingcreated.
5
Formalornon-formalliteracyprogrammescantakeplaceinphysicaland/orvirtual
environmentsandbefoundindiversecontexts(i.e.,urbanorrural)andsettingssuchasathome,atschool,attheworkplace,inpublic,privateandreligiousplaces,inadultand
communitylearningcentres,(mobile)libraries,museums,prisons,and,ofcourse,indigitalenvironments.Manyliteracyprogrammesusevariouslearningspacesincomplementary
ways,orencouragetheirlearnerstoexpandtheirliteracydevelopmentactivitiesbeyondscheduledclassesandclassroomspaces.Thewayhowdifferentliteracyprogrammeshavecreativelyandproductivelyusedthepotentialofliterateenvironmentsoutsideof
classroomshasbeenstudiedincontextsofhomeenvironments,libraries,prisonsanddigitalenvironments.
AnotherrecentresearchexaminedtherolesthatCommunityLearningCentres(CLCs)and
othercommunity-basedlearninginstitutionscanplayaslearningspacestoenable
participationofvulnerableandexcludedgroupsstrugglingtoovercomevariousbarriersto
learning.Suchinstitutionalizedformsofteachingandlearningofferopportunitiesforliteracy
andlivelihoodskillstraining,healthandcitizenshippromotion,basiceducation,and
vocationaltraining,inlinewiththeprincipleoflifelonglearning,andinthecontextoflocalcommunities.TheanalysisconcludesthatCLCsandothercommunity-basedinstitutionscanbedevelopedascornerstonestolocalinfrastructurebecausetheyofferaone-stopshopforavarietyofservicestoalltargetgroupsonthelifelonglearningcontinuumandacross
sectors.Therefore,theycanimproveaccesstoliteracyandincreaselevelsofinclusionandparticipation,inparticularamongthe(most)difficulttoreach.
ImportanceofdigitaltechnologyinfacingtheCOVID-19crisis
Availableresearchevidencefurtherrevealsthatthecreationofenablingliteracylearning
spaceshasbeenshapedbyarangeofdevelopmentsindifferentsocietiesandeconomies,
includingtheintegrationofdigitalinformationandcommunicationtechnologies(ICT)—
suchascomputers,tablets,e-booksandmobiletechnology—intoallkindofteachingand
learningspacesofliteracyandnumeracy.Suchdevelopmentshavefurtheraccelerated
duringtheCOVID-19crisis.Whiletechnology-basedenvironmentshavethepotentialto
enhanceaccessandoutreach,motivatelearnerstoengageorre-engageinlearning,improvethequalityofteachingandlearning,andboostthepossibilitiesforlifelonglearning,theyarenotaself-containedsolution.Inaddition,manydifficultieshavetobeovercomeandsome
prerequisitesmustbemettoharnessthepotentialofdigitalenvironmentsincludingrelatedpoliciesandstrategies;physical,hardwareandsoftwareinfrastructures;humanandfinancialresources;implementationmodalities;andrelevantteachingandlearningcontentsand
methodologies.
KeepinglearnersengagedamidcompetingprioritieshasbeenamajorchallengesincethebeginningoftheCOVID-19crisis.Casestudy-basedresearchsuggeststhatwell-established
programmes,withsustainablefundingandpartnershipmodels,stronglearning
infrastructuresandlongexperiencewithmultimodalandblendedwaysofteachingandlearning,werebetterpositionedtoensurecontinuityoflearning.Inaddition,openness,creativity,flexibilityandcommitmenttocontinuousimprovementandservicetotheir
learnershavealsocontributedtocreatingandsustainingenablinglearningenvironmentsduringthepandemic.
6
TherecentlyconductedUNESCOsurveyontheCOVID-19impactonyouthandadultliteracy
revealsthatthoseliteracyproviderswhomanagedtotransitiontodistancelearningfacednumerouschallenges,too,aboveallalackoffunds,limitedcapacitytoequipandsupportlearnersandteacherswithrelateddevices,materialsandskillsandpoororunavailable
Internetconnections.Onthepositiveside,surveyfindingspointtomoreawarenessoftheimportanceofsocial,emotionalandmentalwell-beingofallstakeholdersforliteracy
programmestobesuccessfulandresilient.Thereisalsoarenewedinvestmentinteacherstobetterpreparethemforflexibleteachingandlearningapproaches.And,anexpanded
visionofliteracyisincreasinglyobservable.
Innovativeexperiencesofprogrammesnominatedforthe2022UNESCOInternationalLiteracyPrizes
Anumberof2022UNESCOInternationalLiteracyPrizescandidatessharetheirexperienceswithusingandtransformingcommunityandotherplacesintoeffectivelearningspaces
includingexistinglibraries,religiousplaces,prisons,workshopsandworkplaces,outdoors
undertreesandaboveall,thehomesoffamilies.Thesespacespresenttheadvantagethattheyare,inprinciple,opentoeverybodyandeasilyaccessible.Assafetyandproximityplayanimportantrole,deliveryoflearningresources(mobilelibrary)orclasses‘atthedoorstep’incommunityspacesorinlearners’homescanmakeadifferenceintimesoflockdown,aswellasfordisplaced,disabledorelderlypersonsandgirlsandwomen.Parentsandfamiliesareinvitedtoassistchildrenwithlearningathomeandtojoinonlinelearningactivities,
strengtheningtherebyschool-homecommunicationandrelationsduringthepandemic.Furthermore,candidatesmentionalternativepathways,condensedcurriculaofliteracy
programmes,anddifferentiatedplanning,amongotherinitiatives,aimingattheengagementoflearnersinmotivational,participatoryandneed-basedlearning.
Thein-depthreviewofthe16finalistnominationsforthe2022UNESCOInternational
LiteracyPrizesillustrateshowabroadvarietyofspacescanbeleveraged,adaptedand
transformedtosupportliteracylearningacrossallagegroups.Thoseprogrammestargetingchildrenmainlyuseschoolclassrooms,homesandcommunityspaces(e.g.,libraries)for
theiractivities.Veryfewprogrammesexclusivelyusevirtuallearningspacesclaimingthattheygettotransformanyspaceintoaliteracylearningspaceaslongasthelearnerhasa
tabletwiththeproject’spre-downloadedcontentorgadgetswithaccesstotheInternet.
However,mostofthemapplyhybridteachingandlearningapproaches(in-personand
distancelearning).Thevastmajority(14)offinalistprogrammesusehigh-techsolutions
(e.g.,onlineplatform,apps),whilefiveprogrammesemploylow-techsolutions(e.g.,TV,
radio,SMS),andsevenrelyalsoonno-techsolutions(e.g.,printedlearningmaterials).Yet,mostofthecandidatescombinedifferentsolutions.Thelinksbetweenthedifferentspacesareensuredthroughregularmeetings,(online)knowledgeexchange,andpartnership
collaboration.
Theanalysedprogrammesgiveaccountofabroadrangeoflearningspacestheyuse,insideandoutsideoftheeducationsystem.Thisreflectsanongoingtrendofexpandinglearningspacesbeyondtheclassroomandeducationalinstitutions,particularlyobservableinnon-formaleducation.Inthecontextofschoolclosuresduringthepandemic—inadditionto
7
distanceandonlinelearning—home-basedlearninghasmovedfamilyliteracyandintergenerationallearningaswellascommunityinvolvementintofocus.
Advancingthegloballiteracyagenda
Thefindingsofthisstudyconfirmthatlearnerengagementinliteracylearningcanbenefitfromleveragingexistinginnovations,resourcesandopportunities,adaptingthemtotheneeds,aspirationsandliferealitiesoflearners,andtransformingliteracylearning
environmentsandspaceswithawhole-systemapproach.Therelationshipbetweenan
individual’smotivationtoengageandremaininliteracylearningandthequalityandvarietyofsuchliteracy-stimulatingenvironments—athome,atwork,inthecommunityandin
societyasawhole—isreflectedinanincreasingemphasisoncreatingandsustainingsuchenvironmentsandspacesasakeyelementofeffectiveliteracystrategies.Approaching
youthandadultliteracyfromalifelonglearningperspectivetoactivateitstransformativepotential,canempowerpeopletohandlechallengesintoday’sandtomorrow’sworld
autonomously,productivelyandcreativelyandtocontributetothedevelopmentofmoresustainable,peacefulandjustsocietiesonahealthyplanet.
Keyareasofpolicyaction
Buildingonthisanalysisofrichexperiencesaswellasavailableevidenceonglobaltrends,andframingthiswithinthebroaderSDG4andEducationTransformationSummitagendas,thisstudyproposesthefollowingfivekeyareasofpolicyactiontotransformliteracy
learningspacesfortheadvancementofliteracyforall:
1.Developawhole-systemapproachtomapping,usingandtransformingliteracylearningsettingstoadvanceliteracylearningforall
Mostoftheanalysedprogrammesoperateinclosealignmentwiththeirnationaleducationsystemseekingtoleverageexistinginfrastructureandfunding,aswellastomeetnormativeregulationsandprescribedcurriculaallowingtheirlearnerstoobtainrecognizedcertificates
andqualifications.Theyfurtherseektocontributetothedevelopmentofinnovativeapproachestoliteracy.
Whileasuccessfulliteracystrategyrequiresawhole-systemapproach,thereisstillalongwaytogoinmostofthecountriestoachievefullinterconnectionofthevariousongoingpromisingpracticesandeffortstocreate,developandtransformanenablingliteracy
learningenvironment.Whole-systemapproachestoliteracylearningwillhavetoworkfor
learners,especiallymarginalizedout-of-schoolpopulations,bymapping,usingandtransforminglearner-centredenablingliteracylearningenvironments.
2.Focusonlearnerneedsbyengaging,inparticular,themostmarginalized
8
Severalprogrammeshavestrengthenedtheireffortstobringlearningclosertotheirlearners(‘tothedoorstep’)throughabetterunderstandingoftheirliferealitiesandlinking
programmeactivitiestotheirimmediateneedsandinterests.Suchpersonalized,need-based
andlearner-centredapproachespointtotheneedtoseekcontinuouscommunicationandinteractionwithlearners.Duringthepandemic,successfulprogrammesachievedthis
throughwellpreparedandsupportededucators.
Engagingthemostmarginalizedlearnersinliteracylearningrequireshelpingtoremovepotentialhurdlestoparticipationinrelatedlearningactivitiesandexploringwaysof
motivatingthemtoremainlongenoughinorganizedlearningactivitiestoachieve
sustainableliteracyproficiencylevels.Itfurtherinvolvesawhole-systemapproachtothecreationofinclusiveandenablingenvironmentsbyconsideringandgroupingthevariouselements,contexts,circumstances,systems,measuresandresourcesaroundthespecificlearner.
3.Fostertheprofessionaldevelopmentofliteracyprovidersandeducators
Thereisanincreasedattentionofseveralprogrammestotrainingandprofessional
developmentofteachersensuringthatprogrammeactivitiesachievetoengageandretain
learners,butalsoteachersbybuildingcommunitieswheretheymayexchangeandreflect
collectively,formingaprofessionalidentity.Inadditiontocreatingasustainabledemandforliteracy(andother)learning,thisstrategycontributestotheimprovementofeducational
qualityandrelevance,andtherebytolong-termchangeinthesystem.Strengtheningthe
capacitiesofprogrammestaffconstitutesanessentialtransformativeelementofseveralofthenominations.
Incontextsofcrisisandaccelerateddynamicsofchange,itisindispensablethateveryonebecomesalifelonglearnerincludingteachers,programmeprovidersandtheirpartners.Training,pedagogicalandsocio-emotionalsupport,andcontinuousprofessional
developmentofliteracyprovidersandeducatorsarecontributingtothedevelopmentof
nationalcapacitiesforinnovation.Thisthereforeneedstoberecognizedasacentrepieceofalltransformingeducationefforts.
4.Continuetoleveragethepotentialofdigitaltechnologyforliteracyteachingandlearning
Availableinformationonanalysedprogrammesreflectsatrendoftransformationof
traditionalclassroomsettingsbywaysofincorporatingdigitaltechnologiesandresourcesintoteachingandlearning.Inconsiderationofavailableinfrastructures,thisoftenincludesbothonlineandoffline(no-,low-andhigh-tech)solutions,massmedia(radio,TV)and
individualdevices(smartphones,comp
温馨提示
- 1. 本站所有资源如无特殊说明,都需要本地电脑安装OFFICE2007和PDF阅读器。图纸软件为CAD,CAXA,PROE,UG,SolidWorks等.压缩文件请下载最新的WinRAR软件解压。
- 2. 本站的文档不包含任何第三方提供的附件图纸等,如果需要附件,请联系上传者。文件的所有权益归上传用户所有。
- 3. 本站RAR压缩包中若带图纸,网页内容里面会有图纸预览,若没有图纸预览就没有图纸。
- 4. 未经权益所有人同意不得将文件中的内容挪作商业或盈利用途。
- 5. 人人文库网仅提供信息存储空间,仅对用户上传内容的表现方式做保护处理,对用户上传分享的文档内容本身不做任何修改或编辑,并不能对任何下载内容负责。
- 6. 下载文件中如有侵权或不适当内容,请与我们联系,我们立即纠正。
- 7. 本站不保证下载资源的准确性、安全性和完整性, 同时也不承担用户因使用这些下载资源对自己和他人造成任何形式的伤害或损失。
最新文档
- 2024-2030年中国注射用地塞米松磷酸钠行业发展状况及供需趋势预测研究报告
- 2024-2030年中国油墨行业市场发展分析及发展趋势与投资研究报告
- 2024-2030年中国汽车清洁剂和除油剂行业市场发展趋势与前景展望战略分析报告
- 2024-2030年中国汽车变速器行业市场深度调研及发展趋势与投资前景研究报告
- 2024-2030年中国汽车修理行业经营策略及投资盈利预测研究报告
- 2024-2030年中国污染指数测试仪行业市场深度调研及发展趋势与投资前景研究报告
- 2024-2030年中国水质检测行业市场发展现状及发展趋势与投资前景研究报告
- 2024-2030年中国水玻璃市场销售策略与未来发展战略规划报告
- 2024-2030年中国水平尺行业发展动态及投资盈利预测研究报告
- 2024-2030年中国氨基酸行业竞争态势与供需趋势预测报告
- 探讨建筑工程预算管理的意义及其措施
- 无人酒店创业计划书模板
- 无损检测员(铁路探伤工)理论试题(高级工)
- 髋关节病的诊断和治疗
- 测量系统分析课件
- 如何培养宝宝正确的咀嚼能力
- 机加工节拍计算表
- 基于MATLAB的电流、电压互感器特性的仿真分析
- 自动化仪表工程施工及质量验收规范培训
- 面肌痉挛演示课件
- 《金属材料基础》课件
评论
0/150
提交评论