There has been an increasing concern the world over for the improvement of the quality of life of the people and for the achievement of a better life for both individuals and their collectives through education. As a corollary to this concern, various measures have been taken in many countries to implement policies for the democratization of educational opportunities and the recognition of education as a basic human right.

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A large number of developing countries have recently launched massive programmes of adult literacy on a national scale, complementary to efforts towards implementing the universalization of primary education for children of school-going age. It has, however, been observed that those neo-literate adults who acquire literacy through such programmes have great difficulty in retaining it, and some of them lapse back into illiteracy if timely follow-up measures are not taken. The same phenomenon of reversal has also been observed in the case of children who drop out of the formal school system...

The first meetings to plan a Chi1d-to-Chi1d approach to health education were initiated in 1978 by the Institutes of Education and of Child Health of the University of London, ten years before the appearance of this monograph. To have inspired within that decade the range of active learning which is reported here is an outstanding achievement, and is due to the commitment and innovative thinking of both the coordinating team and many local organisers and participants.

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As its title indicates, the project of the Unesco Institute for Education on the development of learning strategies for the post-literacy and continuing education of neo-literates is conceived in the broad perspective of lifelong education.

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Seven case studies are presented here in an attempt to provoke a fruitful discussion about common concerns in the reform of curricula for vocational education. The case studies have been written by representatives from each country in cooperation with the project coordinator according to a scheme which emphasizes the elaboration of ‘stages’ and ‘environments’ of vocational development as the ‘principal descriptors’ of this project.

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This bibliography presents and analyses selected books, articles and sample learning materials on functional illiteracy in industrialized countries from the holdings of the library of the Unesco Institute for Education. Some of the publications mentioned could be acquired thanks to the bibliographical references supplied by the International Bureau of Education and Unesco Headquarters on the occasion of the "Workshop of Specialists in Europe on Prevention of Functional Illiteracy and Integration of Youth into the World of Work" (December 1986).

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This study is a contribution to the project of the Unesco Institute for Education in Hamburg in co-operation with the German Commision for Unesco, Bonn. The project aims at developmenting educational strategies for the post-literacy training and continuing education programmes.

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For historical reasons and on account of economic backward-ness, eighty per cent of the whole population of old China were illiterate. New China, ever since its founding, has been conducting programmes of literacy, post-literacy and continuing education which, as practice has shown, are extremely important for the reconstruction of the country and the development of the nation. Remarkable achievements have been made, thanks to the leadership of the Communist Party and the Central People's Government, the concern and support of the governments at various levels, all the departments and...

Since 1972, the Unesco Institute for Education (UIE) has been conducting basic as well as developmental research on the concept of lifelong education and its implications for educational reforms and development. The activities of the Institute have been specifically focused on practical implications of this concept for the goals and content of education, learning strategies, evaluation and teacher education, covering the broad spectrum of formal, non-formal and informal systems of learning. The needs of both developed and developing countries have been kept in view throughout the planning...

Within the framework of a project on the Development of Learning Strategies for Post-literacy and Continuing Education in the Perspective of Lifelong Education, which the Unesco Institute for Education (UIE) has been carrying out since 1980, an orientation seminar for the Arab States was held in Hamburg from 28 October to 8 November, 1985.

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