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Extra info for A Turning Point for Literacy. Adult Education for Development the Spirit and Declaration of Persepolis

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Thus, it can be affirmed that mankind possesses now a sufficient knowledge of literacy stategies and methodologies by which it will be possible to overcome illiteracy any time other determinant factors, such as political will and capacity of mobilizing human and financial resources, are available. (d) The Experimental World Literacy Programme has been particularly rich in lessons; it has represented, indeed, a source of inspiration to those responsible for literacy work by indicating to them the most effective ways of linking literacy with development, obtaining active participation of the adults in their social changes, preparing educational materials centred on problems of the milieu, training actively personnel of different types and levels and considering literacy as an integral part of lifelong education.

The experience of EWLP has revealed the reticence toward efforts to locate objectives in the context of a global social situation; the technostructure may, in fact, feel apprehensive that the training goals thus conceived be used for appropriation by subjects who deviate from what could be expected of them if only an increase or improvement of production were considered. Having recourse to a functional programme aims not merely at change 42 Unesco on the part of the participants, but also at modifications within the system of relations between the technostructure and the participants.

The remainder was prepared for the participants, individually (reading and arithmetic books, technical lists, exercise sheets) or collectively (posters, cards, schemata, diagrams, films, slides, cassettes). The materials were prepared on the basis of two distinct, if not contradictory, principles: one, seeking to maximize integration, involved the meticulous preparation of materials aimed at guiding the instructors through each step of their work; the other, seeking to animate the milieu, tended to encourage an autonomy which went so far as to incite the instructor to produce, wherever possible and at least in part, the didactic materials himself.

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