* A note from the publishers * About the authors * Acknowledgements * Foreword * Preface: The purpose of this book * Part One: Literacy and Development 1. The case for literacy * Part Two: Planning for Literacy 2. Recognising and assessing needs 3. Looking at literacies and establishing aims 4. Getting organised:some practical issues * Part Three:Exploring Teaching and Learning 5. Some methods for teaching literacy 6. Learning numbers and reading images 7. Planning a session 8. Selecting and training literacy workers 9. Assessing progress and evaluating impact * Part Four: Materials for Literacy 10. 'Special' materials 11. 'Ordinary' materials * Part Five: Continuing with Literacy 12. Developing a literate society * Postscript * Glossary * Notes * Further reading * Index
Paul Fordham was Director of Adult Education at the Univerisity of Southampton for 18 years, and is now Honorary Professor in the International Centre for Education in Development at the University of Warwick. His publications include Learning Networks: Non-Formal Education on a Housing Estate (with Poulton and Randle), Participation, Learning, and Change; and Co-operating for Literacy Deryn Holland is Assistant Education Officer (Staff Development), Buckinghamshire County Council. She works locally and internationally as a trainer, researcher, and writer in adult education and literacy. Her publications include The Progress Profile (Adult Literacy Basic Skills Unit) and Developing Literacy and Numeracy: An intermediate Pack for Trainers (The Open University)
All development workers should have a copy of this strikingly helpful resource book, whether they are policy makers or field staff, working for official or voluntary agencies. It is written with authority and common sense, and draws on the authors' tremendous fund of knowledge and practical experience. Lalage Bown, Professor Emeritus, University of Glasgow.
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