| Page 232 | UIL

evaluating-literacy-for-development-projects-programs-and-campaigns-uie.png

Evaluating "Literacy for development" projects, programs and campaigns: evaluation planning, design and implementation, and utilization of evaluation results

articulation-of-pre-school-with-primary-school-in-hungary-an-alternative-entry-model.png

Articulation of pre-school with primary school in Hungary: an alternative entry model

non-conventional-approaches-to-education-at-the-primary-level.png

Non-conventional approaches to education at the primary level

handbook-on-learning-strategies-for-post-literacy-and-continuing-education.png

Handbook on learning strategies for post-literacy and continuing education

child-to-child-another-path-to-learning-uie.png

Child-to-child: another path to learning

learning-strategies-for-post-literacy-and-continuing-education-a-cross-national-perspective.png

Learning Strategies for Post-literacy and Continuing Education: A Cross- national Perspective (2nd ed.)

vocational-education-in-transition-of-seven-country-study-of-curricula-for-lifelong-vocational-learning.png

Vocational education in transition: a seven-country study of curricula for lifelong vocational learning

functional-illteracy-in-industralized-countries-analytical-bibliography.png

Functional illiteracy in industrialized countries: an analytical bibliography

learning-strategies-for-post-literacy-and-continuing-education-algeria-egypt-kuwait.png

Learning strategies for post-literacy and continuing education in Algeria, Egypt and Kuwait

learning-strategies-for-post-literacy-and-continuing-education-in-china-india-indonesia-neptal-thailand-and-vietnam.png

Learning strategies for post-literacy and continuing education in China, India, Indonesia, Nepal, Thailand and Vietnam

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