According to a recent study, the Functional Adult Literacy Programme (FALP) which endeavoured to promote youth and adult functional literacy, was only accessible to about 5% of the potential beneficiaries while only about 37.4% of children who completed primary school under the UPE programme were able to access secondary education.
The government also introduced the Functional Adult Literacy Programme (FAL) as a component of the Poverty Eradication Action Plan (PEAP).
Of those who have completed the Youth Adult Internship Programme, so far, at least half have found work, are back in school or are continuing further training.
With the support of the Ministry of Human Resource Development, Government of India, RLEK started the Adult Education Programme in the Van Gujjar Community in October 1993.
By fixing the adult literacy programme on the first tier of the national qualifications framework, successful participants are awarded a recognised qualification and benefit from raised self-esteem and improved chances for employment.
Applications to the adult Games Maker programme have closed and the first successful applicants were notified on Wednesday.
Accordingly, several academic and evaluation studies (see below) have been undertaken to see how the programme has contributed towards child and adult literacy development and harness the results to learn from and improve the programme.
Through a strategy of training a network of adult education teachers, the programme has created a pool of competent, well-qualified and highly trained workforce that is now spearheading community development activities.
The programme serves as a good model for adult literacy campaigns.
The Literacy and Continuing Education and Capacity Building Programme for Ethnic Minorities was designed especially for ethnic minority adult women (18 to 45 years) in an effort to combat illiteracy and thus to contribute towards the achievement of EFA goals as well as to promote community development.
Pierre Guillet, of the World Health Organization's global malaria programme, said any strategy that could effectively kill, or the reduce the life expectancy of adult female mosquitoes, had potential as a way to control the spread of malaria.
Recognising the existence of these socio-economic and psychological barriers to education, the German Adult Education Association (GAEA) initiated the Ich-will-lernen (I want to learn) Programme in an effort to provide functionally illiterate adults and youths an opportunity to learn how to read and write through the use of the internet.
In addition, the community provides space for the setting-up of community-based adult learning centres (ALCs) and is also responsible for the management of ALCs and for the identification of potential programme facilitators in their communities.
The STAR programme is therefore designed to provide virtual and face-to-face training services and technical assistance to Adult Basic Education (ABE) instructors or teachers in order to enhance their knowledge about and capacity to effectively use evidence-based reading instruction strategies or practices to teach and assist adult learners to improve their reading skills.
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