Mostrando entradas con la etiqueta ADEA. Mostrar todas las entradas
Mostrando entradas con la etiqueta ADEA. Mostrar todas las entradas

Seminario de ADEA en París y seminario de ETICO en Guanajuato (Comunicado 69)


Seminario de ADEA en París y seminario de ETICO en Guanajuato

A: Personal del Ministerio de Educación y Culturas (MEC)

Estuve en París tres días, invitada por la ADEA (Association for the Development of Education in Africa - Asociación para el Desarrollo de la Educación en Africa), a fin de participar en el seminario “El desafío del aprendizaje: Mejorando la calidad de la educación en los países al Sur del Sahara” (París, 30 Junio-3 Julio, 2003). Era un seminario experto. Fui la única experta latinoamericana invitada.

La ADEA es una organización que congrega a todos los Ministros/as de Educación de Africa, así como a las agencias internacionales que cooperan con esa región. La ADEA fue creada en 1988 y desde entonces ha experimentado una evolución muy interesante. Surgió inicialmente como un organismo de los “Donantes para la Educación Africana” (DEA), es decir, de las agencias de cooperación, pasando luego a convertirse en ADEA, una red y una alianza de Ministros Africanos de Educación, agencias internacionales, especialistas e investigadores en educación, y ONGs activas en este campo.

La ADEA tiene once Grupos de Trabajo y es una organización muy activa en el campo educativo, con su propia publicación y una página web. Realiza cada dos años una Bienal, en algún país africano, en la que confluyen los actores más importantes de la educación en Africa, tanto del sector gubernamental como no-gubernamental y de las agencias. La última Bienal se realizó en Tanzania, en el 2001, a la que fui invitada como expositora en torno a los avances y nuevas perspectivas de la educación no-formal.

Este seminario, realizado en un hotel en las afueras de París, se centró en la CALIDAD, tema que empieza a cobrar importancia en Africa. El seminario estaba pensado sobre todo como preparación de la próxima Bienal de la ADEA, a realizarse en la Isla de Mauricio, entre el 3 y el 6 de diciembre de este año.

Mis intervenciones se centraron en recomendar a los africanos conocer más de cerca la experiencia latinoamericana, a fin de evitar recorrer el mismo camino y cometer los mismos errores. Entre otros:

- la disociación y secuencialidad entre cantidad y calidad (primero el acceso y la matrícula, luego la calidad de la oferta educativa);

- la continuada visión sectorial de la educación y de la política educativa, disociada de otros “sectores” indispensables como salud, producción, trabajo, etc.;

- la discusión teórica, árida y repetitiva en torno al tema CALIDAD por más de dos décadas, sin que haya avances significativos en dicho mejoramiento, según revelan entre otros los sistemas y operativos de evaluación de los aprendizajes montados en la mayoría de países de América Latina a lo largo de estos años.

Enfaticé asimismo la necesidad de recuperar la centralidad de la EJECUCION y dejar un poco de lado la fascinación con la discusión en torno a los temas de la política educativa (los listados de deseos y el deber ser formulados por especialistas, líderes de opinión, agencias internacionales, sin atención a las condiciones y restricciones del contexto, los actores y escenarios reales, con sus contradicciones e intereses concretos, el rol de la política y de los medios de comunicación, los dilemas de la gestión y la toma de decisiones en condiciones adversas, etc.).

En esta línea, propuse organizar, en la próxima Bienal, un panel con la participación de ministros africanos y ministros latinoamericanos de Educación, compartiendo perspectivas y lecciones aprendidas en la experiencia de gestión de la política educativa y los sistemas escolares en ambos continentes.

En la reunión estuvo Jacques Hallak, ex Director del IIEP-UNESCO en París y director del proyecto ETICO: “Etica y corrupción en educación” http://etico.iiep.unesco.org/about-etico/
Fui invitada a participar en el seminario internacional que organizará ETICO en Guanajuato, México, el próximo 3-7 noviembre, en el que se presentarán experiencias de transparencia en la gestión y combate a la corrupción en los sistemas educativos. Las iniciativas y los empeños que venimos desarrollando en esa línea en el MEC en el Ecuador destacan a nivel latinoamericano y mundial como una experiencia prometedora.

Todo esto nos compromete aún más con nuestra tarea y nuestra responsabilidad como MEC y como país.

Rosa María Torres del Castillo
Ministra de Educación y Culturas
ministra@mec.gov.ec
www.mec.gov.ec

UN NUEVO MODELO EDUCATIVO PARA UN NUEVO PAIS

Escuelas verdes, azules, rojas y rosadas



Rosa María Torres


English: The green, the blue, the red and the pink schools
 


Esta es una presentación que hice en un taller panafricano en Conakri, Guinea, en 1993. Tiene una historia. Era un taller de UNICEF sobre educación no-formal. Yo debía explicar las diferencias entre formal, no-formal e informal. Nunca han sido del todo claras estas diferencias, explicarlas y lograr que las personas las entiendan. Después de batallar con las palabras, decidí pasar a los colores. Con ayuda de unas pocas transparencias, cuatro marcadores y un retroproyector improvisé un relato sobre la historia de la educación: las escuelas verdes, las azules, las rojas y las rosadas. ¡Funcionó! La audiencia, entusiasmada, terminó aplaudiendo de pie. Como en un performance. Mi colega de UNICEF, Cyril Dalais, con quien co-coordinaba el taller, me convenció de poner la historia por escrito. Lo hice. Muchos empezaron a llamarle poema. Tuvo gran éxito, sobre todo en Africa. En 2001 la ADEA (Aasociación para el Desarrollo de la Educación en Africa) me invitó a presentarlo en su Bienal en Tanzania. Lo escribí originalmente en inglés. Traducido al español, tiene menos brillo. Al menos, eso me parece...

 
Habían construido y vivido toda su vida con sus escuelas verdes,
verdes como el paisaje y las montañas a los que se habían acostumbrado.

Los niños aprendían a ser niños y a prepararse para la adolescencia,
los adolescentes aprendían a ser adolescentes y a prepararse para la edad adulta,
los adultos aprendían a ser adultos, marido y mujer, padres de familia,
miembros plenos de su grupo y de su comunidad.

Cultivaban el lenguaje del cuerpo,
el arte de observar y tocar,
de escuchar y hablar.

Aprendían en el juego y en el trabajo,
de los cuentos, en la danza,
y del consejo de los viejos.

El currículo era la vida
y aprender un compromiso de por vida.

Y, entonces, un día, los hombres de ojos azules llegaron con sus escuelas azules,
azules como el océano que les había traído allí.

Lectura y escritura
            ortografía
matemáticas
            ciencia
historia y geografía
            materias y deberes
uniformes y horarios
            exámenes de respuesta múltiple
pruebas y certificados.

Los niños aprendían a ser adolescentes,
los adolescentes aprendían a hacerse adultos,
los adultos dejaron de aprender
y se olvidaron de seguir aprendiendo.
El saber común pasó a negarse en el aula
jugar, cantar y bailar pasaron a denominarse "actividades extracurriculares"
la palabra escrita fue colocada en un altar
la sabiduría fue declarada propiedad de los profesores y los libros.

Los lazos entre educación y vida
entre escuela y comunidad
se hicieron cada vez más tenues.
Un término sofisticado, "educación informal",
se inventó para nombrar algo tan simple como el aprendizaje permanente.
Aprender para la vida, hasta entonces reino de lo obvio,
pasó a involucrar un complejo proceso de planificación curricular,
búsqueda de relevancia y paquetes de habilidades para la vida.

Las escuelas azules, con su poder azul,
empezaron a desparramarse por todos lados,
como los lagos y los ríos.
Alguien empezó a hablar del "Sistema Azul".
Azul pasó a ser sinónimo de bueno, moderno, avanzado.

Las escuelas verdes fueron desdeñadas y escondidas
detrás de los arbustos verdes, las verdes montañas, la verde selva.
Empezaron a ser llamadas "tradicionales"
y "tradicional" quería decir malo, atrasado, salvaje.

Pronto se hizo evidente que el verde y el azul eran difíciles de mezclar.

Y aunque muchos niños verdes empezaron a asistir a las escuelas azules
y se vieron obligados a aprender en el nuevo idioma azul que no comprendían,
nadie pudo impedir que continuaran aprendiendo en sus hogares y comunidades verdes
sus valores verdes y su currículo verde útil para la vida.

Con el tiempo, inevitablemente, con tanto verde dentro y fuera de ellas, las escuelas azules empezaron a lucir un poco verdes,
un poco verdosas.

Las escuelas verdes, inevitablemente, también cambiaron,
para bien y para mal.
Algunas desaparecieron, otras sobrevivieron,
algunas permanecieron incambiadas, atadas al pasado,
otras evolucionaron con el tiempo, abiertas al presente y al futuro.

El Sistema Azul, con sus vestimentas formales y sus maneras circunspectas,
pronto dejó en evidencia sus desajustes y problemas
y fue necesario inventar nuevas palabras para nombrarlos:

analfabetismo
            analfabetismo funcional
                       repetición
                                   deserción
                                           ineficiencia
                                                    mala calidad
                                                            bajos resultados de aprendizaje
                                                                        exclusión
                                                                               inequidad

Curiosamente,
las escuelas azules,
con su larga lista de debilidades y vicios,
empezaron a ser llamadas "escuelas tradicionales"...
¡igual que habían llamado una vez a las escuelas verdes!

Y entonces se creó una gran confusión
y nadie pudo entender nada.

Alguien propuso una idea brillante:
¡escuelas rojas!
no-verdes, no-azules:
¡rojas!.

Otro tipo de escuela:
            activa
                   flexible
                           relevante
                                      centrada en el alumno
                                               orientada a resolver problemas
                                                             basada en la comunidad.

Algunos, entusiastamente, fueron incluso más lejos:
¡otro sistema!
¡un Sistema Rojo!

Muchos acogieron la idea
y se dedicaron vehementemente a construir las nuevas escuelas
rojas
no-verdes
no-azules.

Pero al poco tiempo
los innovadores no-azules empezaron a darse cuenta
de que necesitarían construir miles, millones de escuelas rojas.
Y que les tomaría miles, millones de años.
Y que las escuelas verdes y las escuelas azules prestaban poca atención a las escuelas rojas.
Y que las escuelas rojas eran en efecto azules y verdes en muchos sentidos
porque el verde y el azul no eran simplemente colores
sino mentalidades, valores, culturas
largamente enquistados en las mentes y las historias de los pueblos.

Y así renovadores e innovadores llegaron a la conclusión
de que el rojo debía esparcirse por todas partes
no en un Sistema Escolar Rojo por separado
sino en todas las escuelas, verdes y azules,
tomando lo mejor de ambas.
trabajando con niños, jóvenes y adultos
en reuniones comunitarias y asambleas de gobierno,
usando canciones y poemas,
documentos formales y tiras cómicas,
periódicos y hojas volantes,
la televisión y la radio,
en el hogar, en el lugar de trabajo, en la iglesia.

Han iniciado la tarea de pintar
y las escuelas rosadas que empiezan a florecer
dejan ver, brillante, un verde azulado en el trasfondo.

* Incluido en inglés en: Education News, Issue 12, UNICEF, New York, April 1995.

Literacy and Lifelong Learning: The Linkages

Fubiz
Rosa María Torres


Invited speaker. Conference and paper presented at the 2006 Biennale of ADEA
(Libreville, Gabon, March 27-31, 2006)


According to the UNESCO Institute for Lifelong Learning (UIL-UNESCO), this was the first paper that discussed the linkages between Lifelong Learning and Literacy, and the only one until 2015.
See: Ulrike Hanemann, Lifelong literacy: Some trends and issues in conceptualising and operationalising literacy from a lifelong learning perspective, International Review of Education, July 2015.

Abstract 

This paper attempts to deal with misconceptions about literacy and to show the intimate relationship between literacy and lifelong learning. The goal is not eradicating illiteracy but ensuring literacy for all - literate families, literate communities, literate societies. Achieving this goal implies working simultaneously on four complementary fronts:

  • universal quality basic education for all children, placing literacy (acquisition, development and use) at the heart of school efforts and reforms;
  • ensuring effective literacy for all youth and adults, not only through specific programs for adults but also as part of family and community education efforts, and through all possible means;
  • promoting a literate environment and a literate culture at local and national level, stimulating not only reading but also writing, and engaging all institutions, forms and technologies related to literacy (e.g. libraries, schools, newspapers, radio, TV, digital technologies, etc.); and
  • dealing with poverty in a structural manner, not only through ad-hoc focalized interventions or compensations but through sound and fair economic and social policies. There is no way to achieve quality education for all and literacy for all without eliminating poverty, ensuring more egalitarian societies and promoting human development.[1]
    Lifelong Learning (LLL) means “learning throughout life”. This is what we all do, regardless of who we are, where we live, and whether we go to school or not. Thus, in a sense, there is nothing new about LLL. However, the current adoption and revival of LLL as a paradigm for education systems worldwide implies the recognition of the following: it is learning that matters, and not information, education or training per se; the emerging information and the knowledge society fundamentally imply building learning societies and learning communities; continuous learning is today essential for survival and for enhancing people’s quality of life, as well as for national human, social and economic development; there are many learning systems, places, means, modalities and styles; and it is necessary to ensure learning opportunities for all throughout life.

Introduction
[2]

This paper attempts to deal with misconceptions about literacy, and show the intimate relationship between literacy and lifelong learning. Youth and adult literacy have been neglected over the past two decades within national and international agendas. The Education for All goals (Jomtien in 1990 and Dakar in 2000) prioritized children and primary education. The Millennium Development Goals (2000-2015) do not even include adult literacy within education goals. Recommendations against investing in adult literacy and adult education in general, promoted by the World Bank since the late 1980s with respect to developing countries, were based on i) scarce resources and the need to prioritize children’s education and primary school, and ii) the low cost-effectiveness of adult literacy programs.[3] Neither of these arguments is valid because children’s and adult education are intimately related and the low cost-effectiveness claim was not based on sound evidence and knowledge of the field.  This has been acknowledged and rectified in recent years by the World Bank (Lauglo, 2001; Oxenham and Aoki, 2001; Torres, 2004).[4]

The goal is not eradicating illiteracy but ensuring literacy for all in order to create literate families, communities and societies. Achieving this goal implies working simultaneously on four complementary fronts:

1. universal quality basic education for all children, placing literacy (acquisition, development and use) at the heart of school efforts and reforms;

2. ensuring literacy for all youth and adults, not only through specific programs for adults but also as part of family and community education efforts, and through all possible means;

3. promoting a literate environment and a literate culture at local and national level, stimulating not only reading but also writing, and engaging all institutions, forms and technologies related to literacy (e.g. libraries, schools, newspapers, radio, TV, digital technologies, etc.); and

4. dealing with poverty in a structural manner, not only through ad-hoc focalized interventions but also mainly through sound and fair economic and social policies. There is no way to achieve quality education for all and literacy for all without eliminating poverty, ensuring equity and promoting national human and economic development.[5]
 
Lifelong Learning

Lifelong learning (LLL) has become a paradigm for education systems worldwide, implying that:
  • learning (not information, education or training per se) is what matters
  • the emerging information and the knowledge society fundamentally imply the building of learning societies and learning communities;
  • continuous learning is essential for survival and for enhancing people’s quality of life, as well as for national human, social and economic development;
  • there are many learning systems, places, means, modalities and styles;
  • learning opportunities for all must be ensured, throughout life.
Literacy and lifelong learning

The term literacy refers essentially to the ability to read and to write (numeracy is often added as a complement or a component of literacy). Although the term illiteracy and literacy have traditionally been used refer to 15 year-olds or older, learning to read and write is an ageless concept and learning process for children, youth and adults.

Social convention sees childhood as the “normal” age to become literate. People are supposed to learn to read and write during their “school-age” period. Such social convention assumes societies that effectively ensure children’s universal right to go to school that ensure the right to learn. However, that is not the case in most countries in the South and in many countries in the North. Millions of children do not have access to school at all or to a school that ensures the right to learn, or do not have the conditions to remain in school long enough to acquire solid reading and writing skills. Thus, millions of children, youth and adults are forced to learn to read and write when they are young or adults, through formal or non-formal “second chance” education options.

“School age” is not equivalent to “learning age.” Moreover, notions such as “late entry” to school or “over age”, which use age as a discriminatory factor, must be revised. Given the objective economic, social and educational conditions offered to the population, education and learning systems must assume lifelong learning as an inevitable reality, be open and flexible to accommodate the literacy needs of learners at any age.

Literacy acquisition and development in and out of school

It is commonly believed that people start to learn to read and write when they enter school or pre-primary school, and that such process ends with the last day of school. That belief is the result of lack of knowledge and prejudice. Abundant theoretical and empirical research informs us that The basis for literacy acquisition is rooted in early childhood.

Understanding the nature and role of the written language is a process that begins well before reaching “school age” and going to school. At 2-3 years old, children start building hypotheses about the written language and its social uses, by seeing or listening to writing and/or reading acts and materials around them (at home, in the street, on the radio, on television, etc). By the time they get to school, children have already strong ideas – many of them sound and valid - of what reading and writing in their own language(s) are about. This occurs not only among children coming from privileged families but also among children coming from poor families and poor literate contexts. Evidently, the context and stimuli determine important differences in children’s early introduction to literacy. [6]

School systems do not build on the previous knowledge children bring to school but ignore and despise it: the same is true for adult learners, although the need to respect and start from previous knowledge is much more emphasized in adult education than in child education). Longitudinal studies on child literacy acquisition processes reveal that  school often contributes to stopping children’s curiosity about language and a spontaneous desire to learn to read and write. Becoming literate turns out to be a difficult, painful experience for millions of children worldwide, a learning process that could be facilitated if policy makers, school administrators and teachers were more knowledgeable about literacy acquisition and about the home-school learning transition.

Literacy development goes far beyond the school system 

Traditionally, the world of education has associated literacy with schooling and improving literacy with teacher training and school reform. However, being able to read and write with understanding, for self-expression, information, communication and learning purposes, implies much more than going to school and having motivated teachers. Out-of-school factors are equally important for literacy development, facilitating or inhibiting learners’ desire and capacity to learn to read and write and to use the written language meaningfully in daily life. Economic, social, cultural and linguistic policies must converge if the target is a literate nation.

The family and the local community have a critical role in making literacy accessible, necessary, and enjoyable throughout life. Access to cultural activities, to a sport yard, to a library, a museum, a reading center, a cyber cafe, newspapers and mass media, etc, complements school life, enhances a literate and a learning environment for all, and can make an important difference in a person’s life and in the life and future of a whole community.

Often, many such resources exist in poor urban and rural areas but are not used properly, in a planned, coordinated and inter-sectoral manner for the benefit of all. The school or community library are meant only for school students, not for the entire community. If computers are available, they remain locked up at school rather than being accessible in a multi-purpose community reading and learning center. Adult literacy classes are often held under a tree while the school building remains underutilized. Newspapers hardly ever trespass school buildings even when there are no textbooks or interesting materials to stimulate students’ reading.

The school does not guarantee literacy acquisition

Illiteracy is generally associated with lack of access to school and continues to be identified with the out-of-school population. However, illiteracy is also related to access to poor quality formal and non-formal education. Abundant studies, statistics, and tests confirm over and over again that the school system is doing a poor job with regard to literacy education. 

Literacy remains the most important mission delegated by societies to school systems. This mission is now in crisis and under heavy scrutiny in the South and in the North where reading and writing results from (both public and private) schools have become a major national issue. National and international tests, most of which place a special emphasis on literacy skills, show consistently much lower reading and writing results than those expected in each specific country. So-called “developing countries” regularly occupy the last places in such international tests when compared to “developed countries”.[7]

The main problem lies evidently on the teaching side and on the conventional school structure and culture. Everything suggests that major changes are needed in the teaching of reading and writing in schools, but schools and teachers clearly need to be supported in their literacy mission with strong and renewed family, community and societal strategies.

Literacy is a trans-generational issue

Considerable evidence shows the importance of parents’ education – and especially of mothers - for children’s lives: health, nutrition, child care, protection, school attendance, etc. Adult and parental literacy are tightly linked to children’s literacy. In all regions and across countries and cultures, illiterate women acknowledge that one of their strongest motivations to learn to read and write revolves around the school and their children’s education.  They want to help them with school homework, feel more confident to approach the school, attend school meetings and speak with teachers. So important is parental education for children’s welbeing, that, as we have argued elsewhere, children’s right to basic education should include the right to educated parents.[8] 

Child and family literacy programs in developed countries stimulate parents to read to their children nightly before bedtime, something that millions of parents in developing countries cannot afford to do because they do not know how to read, because they have nothing to read or simply because they have no time.

Based more on prejudice than on consistent data, parental illiteracy has come to be considered a predictor of children’s school failure. In the framework of modern competition among schools for students’ academic results that are associated with incentives for teacher or school performance, a predictable situation is emerging and  spreading: public schools are selecting students to ensure high ratings.[9] Extreme poverty and parental illiteracy are a red light for school principals. There is also evidence that school repetition, a decision to a great extent taken by every teacher on unclear grounds, is often related to prejudice against poverty, racial status, and parental illiteracy.[10]

The trans-generational impact of literacy is also true in the relationship between teachers and students. Teachers who do not have reading habits and do not enjoy reading and writing cannot teach their students. Policies addressed to teachers’ literacy development, including the free distribution of newspapers to schools, book series produced for teachers at low cost, digital literacy, etc., are critical for transforming schools into reading institutions and to enhancing theirs literate environment. 

Literacy is a solid foundation for lifelong learning

Not all knowledge and learning depend on being able to read and write. In fact, a large portion of the information and knowledge that are essential for life and for cultural reaffirmation and renewal are learned without any formal education and are often transmitted orally from one generation to another at home, in the community, and in school. It is wrong to equate illiteracy and ignorance.

Nevertheless, the written language has a central role in schooling, in the building and transmission of knowledge, and in lifelong learning. Books continue to be the most important means for the preservation and transmission of knowledge. Despite the unprecedented expansion of the audiovisual culture, reading and writing remain at the core of information and communication media such as radio, television, film, or video. Digital technologies require proficient readers and writers. Combating the digital divide, by democratizing the access to and use of computers and other modern information and communication technologies (ICTs), implies a huge literacy effort worldwide.

Literacy is the most important passport to lifelong learning.  Being able to read and write marks a before and an after for school children. Metaphors used by adults who learn to read and write include “light”, “window” or “door.”  Reading and writing accompany people throughout life and enable them to keep informed and intellectually active.

Literacy is essential for human development and for improving the quality of life
"Human development is about much more than the rise or fall of national incomes. It is about creating an environment in which people can develop their full potential and lead productive, creative lives in accord with their needs and interests. People are the real wealth of nations. Development is thus about expanding the choices people have to lead lives that they value. And it is thus much more than economic growth, which is only a means – if a very important one - of enlarging people’s choices. Fundamental to enlarging these choices is building human capabilities – the range of things that people can do or be in life. The most basic capabilities for human development are to lead long and healthy lives, to be knowledgeable, to have access to the resources needed for a decent standard of living, and to be able to participate in the life of the community. Without these, many choices are simply not available, and many opportunities in life remain inaccessible”. (UNDP 2001:9)

In recent years, literacy has been framed within the economic logic dominating the world and the education field in particular. Internationally, current dominant trends link adult literacy to “livelihoods” (Oxenham et.al. 2002), to “poverty alleviation” amongst the extremely poor and as a preventive strategy to “prevent children’s failure in school.”

However, attributing literacy per se the capacity to change people’s lives by impacting significantly on their income, employment, or poverty is not realistic. Today, basic literacy does not make a difference between getting and not getting a job, much less getting a good job. Unemployment is high and on the rise worldwide, especially in the South. Millions of high school graduates and professionals are unemployed and millions migrate to the North in search of better living conditions. According to the Economic Commission for Latin America and the Caribbean, the possibility to break the cycle of  poverty in this region implies at least twelve years of schooling.[11]

And yet, literacy improves the quality of life of people in many and most profound ways, not necessarily economic in nature. As has been traditionally acknowledged, literacy is related to human dignity, self-esteem, liberty, identity, autonomy, critical thinking, knowledge, creativity, participation, empowerment, social awareness and social transformation, all of them important human satisfactions, beyond material conditions.

Adult and third-age learners often refer to reading and writing as “a companion,” “a weapon to fight loneliness,” “a means to travel without traveling.” Substituting the fingerprint with the writing of one’s own name is the most important act of dignity for an illiterate person, affected by shame and low self-esteem.

Literacy is also related to mental and psychological health. Neuropsychological research suggests that people who cultivate an active and complex mind throughout life – very much linked to reading and writing, as opposed to the passive activity of watching television – age well and are less exposed to diseases such as Alzheimer and dementia. In a comparative study between literate and illiterate elders in the Northern Manhattan community, illiterates obtained lower scores than literates on measures of naming, comprehension, verbal abstraction, orientation, and figure matching and recognition.[12]

Measuring the personal, family and social impact of literacy in terms of improving people’s quality of life implies going beyond narrow economic frameworks and indicators, identifying and creating new, more integral and qualitative indicators.  

Literacy is a lifelong learning process

For decades, people have considered that literacy acquisition occurs within a short period of time, that is, with a few years of schooling for children, a short literacy program or campaign for youth and adults. The idea that functional literacy requires four years of schooling, attributed to UNESCO, has been quoted and adopted by national and international policies worldwide. In fact, it was adopted in 2000 by the Millennium Development Goals that consider that the completion of primary education by the year 2015 is “reaching grade five”, an extremely modest goal and in many cases below the educational levels already being achieved in many countries in the South.

Four years of schooling, for children, youth or adults, is insufficient for ensuring sustainable literacy and basic education. A UNESCO Latin America regional study on functional literacy conducted in seven countries in the region (Infante, 2000) concluded that at least 6 or 7 years of schooling are required to deal meaningfully with reading and writing and that 12 years are needed to fully master them if they are used both within and outside the school, in different contexts including home, work, social relations, etc.

The accelerated expansion of schooling in the past thirty years in the South has expanded literacy and the literate population especially among the younger generations.  On the other hand, the accelerated expansion of modern Information and Communication Technologies (ICTs) since the 1990s has further enhanced and diversified the need and the practice of reading and writing for millions of people, especially for youth. The definitions, needs and uses of literacy have become more and more complex, as a result of all these developments in the framework of the globalized, highly inequitable and competitive world that is emerging.

In other words, becoming literate can no longer be viewed as a specific period in anyone’s life but rather as a lifelong learning process in itself.  Multiple degrees and levels of mastery of the written language span illiterate and literate. Terms such as “basic literacy,” “initial literacy,” “functional literacy", "functional illiteracy,” “neo-literates,” “post-literacy,” etc., show the need to go beyond the usual dichotomy.
 
REFERENCES

Abadzi, Helen, (1994), What We Know about Acquisition of Adult Literacy: Is There Hope? World Bank Discussion Paper, No. 245. Washington: World Bank.
Carr-Hill, R. (ed). (2001), Adult Literacy Programs in Uganda: An Evaluation. Washington: The World Bank.
ECLAC/CEPAL, (2000), La brecha de la equidad. Una segunda evaluación. Santiago.  
Ferreiro, E., (2000), “Leer y escribir en un mundo cambiante," Exposición en el Congreso Mundial de Editores (Buenos Aires, 1-3 mayo) en Novedades Educativas No. 115, Buenos Aires.
Ferreiro, E.; Navarro, L.; Vernon, S.; Loperena, M.L.; Taboada, E.; Corona, Y.; Hope M.E.; Vaca, J., (1992), Los adultos no alfabetizados y sus conceptualizaciones del sistema de escritura, Cuadernos de Investigación Educativa, Nº 10.  México: DIE.
IBE-UNESCO/UNICEF, (1996),  School Repetition: A Global Perspective. Geneva.
Infante, I. (coord.). (2000), Alfabetismo funcional en siete países de América Latina. Santiago: UNESCO-OREALC.
Lauglo, John, (2001), Engaging with Adults: The Case for Increased Support to Adult Basic Education in Sub-Sahara Africa, Africa Region Human Development Working Paper Series. Washington D.C: The World Bank.
Lind, Agenta, Johnston, Anton, (1990),  Adult Literacy in the Third World: A Review of Objectives and Strategies. Stockholm: SIDA.
Manly, Jennifer J. et.al,. (1999), “The Effect of Literacy on Neuropsychological Test Performance in Non-demented, Education-matched Elders,” in The Journal of the International Neuropsychological Society, 5: 191-202 Cambridge University Press.
Oxenham, John., Aoki, Aya, (2001), Including the 900 Million+, Washington, D.C.: World Bank.
Oxenham, John; Diallo, A.H., Katahoire, A.R., Petkova-Mwangi, A. , Sall, O., (2002), Skills and Literacy Training for Better Livelihoods. A Review of Approaches and Experiences,  Washington: Africa Human Development Sector, Africa Region, The World Bank.
Torres, Rosa-María, (2005), Justicia económica y justicia social 12 tesis para el cambio educativo, Madrid: Movimiento Internacional Fe y Alegría/Entreculturas. 
Torres, Rosa-María (2004), Lifelong Learning in the South. Stockholm: Sida Studies No. 11.
Torres, Rosa-María (2001), Base Document for the United Nations Literacy Decade (2003-2012) prepared for UNESCO, Basic Education Division: Paris.
Torres, Rosa-María, (1990), Evaluation Report, National Literacy Campaign “Monsignor Leonidas Proaño” 1988-1990, Quito: Minister of Education and Culture, and UNICEF.
http://www.fronesis.org/ecuador_cna.htm
Torres, Rosa-María, (1995), “Children’s right to basic education,” in: Education News, No. 14. New York: UNICEF. 
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UNESCO (2005), Literacy for Life: EFA Global Monitoring Report. Paris.
WORLD BANK (1995), Priorities and Strategies for Education, Washington, D.C.


[1] Literacy for all and education for all require trans-sectoral policies. See: Torres, Rosa María, Justicia económica y justicia social 12 tesis para el cambio educativo, Movimiento Internacional Fe y Alegría/Entreculturas, Madrid, 2005.
[3] Both arguments can be found in World Bank’s 1995 Priorities and Strategies for Education. The low cost-effectiveness argument was based on a single study (Abadzi 1994) commissioned by the WB, and the data used referred to the findings of the  Experimental World Literacy Program implemented between 1967 and 1972 in 11 countries (see Lind and Johnston, 1990).
[4] Lately, some WB-supported studies (see Carr-Hill, 2001, conducted in Uganda) concluded that adult (out-of-school) education may be more cost-effective than primary (school) education. This is a tricky argument that may lead to see adult and non-formal education as a substitute for children’s schooling.
[5] Literacy for all and education for all require trans-sectoral policies. Education policies must be intertwined with economic and social policies. See: Torres, Rosa María, Justicia económica y justicia social 12 tesis para el cambio educativo, Movimiento Internacional Fe y Alegría/Entreculturas, Madrid, 2005. 
[6] See for example the rich theoretical and empirical research by Emilia Ferreiro in the Latin American region and comparative studies with other countries and regions.
[7] See OECD’s Programme for International Student Assessment (PISA), administered to 15-year-olds in schools to measure reading, mathematical and scientific literacy, and problem-solving in life situations. http://www.pisa.oecd.org/  See also the International Adult Literacy Survey of 2001, where results in participating developing countries such as Chile were devastating.
[8] Torres, Rosa María, “Children’s right to basic education,” in: Education News, No. 14, UNICEF, New York, 1995. 
[9] In the Latin American context, Chile has the oldest system of school achievement evaluation and competition between schools and incentives associated with achievement and competition. That public school principals reject students from very poor backgrounds and/or having illiterate parents has triggered an alarm in the past few years. The same is true in other countries in the region that have similar policies, often following World Bank recommendations.
[11] See ECLAC/CEPAL 2000  
[12] See “Effect of literacy on neuropsychological test performance in non-demented, education-matched elders,” in The Journal of the International Neuropsychological Society (1999), 5: 191-202 Cambridge University Press.

Related texts in this blog» GLEACE, Letter to UNESCO on the Literacy Decade (2003-2012)
» Rosa María Torres, Literacy for All: A Renewed Vision ▸ Alfabetización para Todos: Una Visión Renovada
» Rosa María Torres, Lifelong Learning: moving beyond Education for All
» Rosa María Torres, From Literacy to Lifelong LearningDe la alfabetización al aprendizaje a lo largo de la vida
» Rosa María Torres, About "good practice" in international co-operation in education
» Rosa María Torres, Adult Literacy in Latin America and the Caribbean: Plans and Goals 1980-2015
» Rosa María Torres, Youth & Adult Education and Lifelong Learning in Latin America and the Caribbean
» Rosa María Torres,
Formal, non-formal and informal learning

The green, the blue, the red and the pink schools



by Rosa-María Torres



This is a presentation I did in a workshop in Conakry, Guinea, back in 1993. It has a story. It happened at a UNICEF workshop on non-formal education. I had to explain the differences between formal, non-formal and informal. Never clear and never easy to explain and make people understand. After struggling with words, I decided to use colors instead. With the help of a few  transparencies, color makers and an overhead projector I improvised a history of education: the green, the blue, the red, and the pink schools. It worked! The audience applauded enthusiastically at the end. It felt like a performance. My UNICEF colleague, Cyril Dallais, who co-ordinated the workshop with me, convinced me to put the story in writing. I did it. Many called it a poem. It became a great success, especially in Africa. In 2001, ADEA invited me to present it in its Biennale in Tanzania. I translated it into Spanish. It doesn't feel the same ...

 

T hey had built and lived all their lives with these green schools of theirs,
green as the landscape and the mountains they had grown accustomed to.

Children learned to be children and to prepare themselves for adolescence,
adolescents learned to be adolescents and to prepare themselves for adulthood,
adults learned to be adults, husbands and wives, parents,
full members of their group and their society.

They cultivated the language of the body,
the art of observing and touching,
of listening and speaking.

They learned while playing and while working,
from folktales and dances,
and from the advice of the elderly.

The curriculum was life
and learning a life-long commitment.

A nd then, one day, the blue-eyed men came with their blue schools,
blue as the ocean that had brought them there.

Reading and writing
            spelling
mathematics
            science
history and geography
            subjects and homework
uniforms and schedules
            multiple choice tests
exams and certificates.

Children learned how to become adolescents,
adolescents learned how to become adults,
adults were not supposed to learn any more
and forgot to keep on learning.

Common knowledge was denied in the classroom
playing, singing and dancing were labeled "extra-curricular"
the written word was placed in a shrine 
wisdom was declared the property of teachers and books.

The ties between education and life
between the school and the community
became thinner and thinner.
A sophisticated term -- "informal education" --
was invented for something as simple as life learning 
and learning for life -- until then the realm of the obvious --
came to entail complicated curriculum planning,
search for relevance and "life skills" packages.

T he blue schools, with their blue power,
began to spread all over,
like the lakes and the rivers
and soon someone started to speak of the "Blue System".
Blue became synonymous with good, modern, advanced.

The green schools were frowned upon and hidden
behind the green bushes, the green mountains, the green jungle.
They began to be called "traditional"
and "traditional" meant bad, backward, savage.

Green and blue proved very hard to mix.

And although many green children started to go to the blue schools
and were forced to learn in the new blue language they did not understand
no one could stop them from learning in their green homes and communities
their green values and their green curriculum that was useful for life.

W ith time, inevitably, with so much green in and around them,
blue schools began to look a little green,
a little greenish.

Green schools, inevitably, also changed
for good and for bad.
Some disappeared, some survived,
some remained unchanged, tied to the past,
some evolved with time, open to the present and to the future. 

T he Blue System, with its formal garments and circumspect manners
made soon evident its inadequacies and problems
and new words were necessary in order to name them:

illiteracy
            functional illiteracy
                        repetition
                                    drop-out
                                                inefficiency
                                                            low quality
                                                                        poor learning achievement
                                                                                    exclusion
                                                                                                inequity

Curiously enough,
blue schools
with their long checklist of weaknesses and vices
began to be called "traditional schools"...
just as they had once called the green schools!

And so great confusion arose
and nobody could understand anything anymore.

S omeone proposed a brilliant idea:
red schools!
non-green, non-blue:
red!
Another type of school:
            active
                        flexible
                                    relevant
                                                learner-centred
                                                                        problem-solving-oriented
                                                                                                community-based.

Some, enthusiastically, went even further:
another system!
a Red System!

Many welcomed the idea
and dedicated themselves vehemently to building the new
red
non-green
non-blue
schools.

But after some time
non-blue innovators started to realise
that they needed to build thousands, millions of red schools.
And that it would take them a thousand, a million years.
And that green schools and blue schools paid little attention to red schools.
And that red schools were in fact blue and green in many aspects
because green and blue were not simply colors
but mentalities, values and cultures
long-entrenched in people's minds and in people's histories.

A nd so renovators and innovators came to the conclusion 
that red had to be spread all over
not in a separate Red School System
but in all schools, green and blue,
taking the best of both
working with children, youth and adults
in community meetings and government assemblies
using songs and poems
formal documents and comic strips
newspapers and fliers
television and radio
at home, at the workplace, in the church.

T hey have initiated the painting
and the pink schools that are starting to result and to blossom
make the green and the blue behind them look much brighter.


* Published in: Education News, Issue 12, UNICEF, New York, April 1995. Presented at the ADEA 2001 Biennale (Association for the Development of Education in Africa), Arusha, Tanzania, 7-11 October, 2001.

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