literacy for life; EFA global monitoring report, 2006 - Institut de ...

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0 0 6 208 / CHAPTER 8 2 Education for All Global Monitoring Report Figure 8.5: Percentage of Grade 4 students in high-level home literacy environments (HLE) and average reading achievement score, by country, 2001 Percentage of pupils with high HLE index 100 90 80 70 60 50 40 30 20 10 33. The reports of Grade 6 pupils are less representative in countries where primary enrolment rates are relatively low (e.g. Mozambique and, to a lesser extent, the United Republic of Tanzania and Zambia). 0 South/ West Asia and Arab States Iran, Isl. Rep. Kuwait East Asia/ Pacific Hong Kong, China Singapore New Zealand Latin America/ Caribbean Belize Colombia Argentina North America and Western Europe Sweden Germany Norway Iceland Netherlands France Cyprus Greece Italy Canada United Kingdom (Scotland) United Kingdom (England) materials, literacy-related play, television programmes emphasizing reading, reference books and information and computer technologies) was positively related to Grade 4 reading achievement (see Figure 8.5). In Latin America, results from the UNESCOsponsored Primer Estudio Internacional Central and Eastern Europe Turkey Rep. Moldova Lithuania Czech Rep. Romania Slovenia Latvia Hungary TFYR Macedonia Slovakia Bulgaria % of pupils in high-level home literacy environment Average reading achievement score Note: The index of early home literacy activities used in the Progress in International Reading Literacy Study was constructed from parental reports on six activities: reading books, telling stories, singing songs, playing with alphabet toys, playing word games and reading aloud signs and labels. Source: Mullis et al. (2003a). Figure 8.6: Grade 6 student reports of quantity of books in their homes in fifteen African education systems, 2000* Percentage of students having: 100 90 80 70 60 50 40 30 20 10 0 Mauritius Seychelles Kenya Namibia no books South Africa Zimbabwe Mozambique 1 to 10 books 11+ books Swaziland U.R. Tanzania (Mainland) * There are fifteen education systems comprising fourteen countries. All data are from SACMEQ II archives (2000) except Zimbabwe, which is based on SACMEQ I archives (1995). Source: Ross et al. (2004). Zambia Botswana Uganda Lesotho Malawi U.R. Tanzania (Zanzibar) Comparativo found that the two most important predictors of language and mathematics achievement were parents’ education and the presence of ten or more books in the home (Willms and Somers, 2001, 2005; Carnoy and Marshall, 2005). In short, there is considerable evidence that home environments with significant literacy resources have a positive effect on pupil literacy acquisition. In reality, however, the environments of many households in developing countries have few literacy resources. For example, The Southern and Eastern Africa Consortium on Monitoring Educational Quality (SACMEQ) (see Chapter 2) compiled data on the prevalence of books, newspapers, magazines, radios and televisions in the homes of Grade 6 students. 33 The SACMEQ survey found that the vast majority of student homes had a radio, with (in all but three of the African countries studied) at least 80% of student homes having one. In comparison, book ownership is limited: in twelve of the fifteen cases, at least 70% of students reported having fewer than ten books in the home (Figure 8.6). Only in Mauritius, Seychelles and (to a lesser degree) South Africa did student homes have a significant number of books (eleven or more). In all countries except Mauritius, newspapers were more prevalent in student homes than magazines, with considerable cross-national 600 550 500 450 400 350 300 Average reading achievement score
THE MAKING OF LITERATE SOCIETIES / 209 differences (Figure 8.7). The presence of newspapers in student homes ranged from 20% (in the United Republic of Tanzania) to over 60% (in Botswana and Swaziland); the range for magazines was somewhat greater (from 10% in Uganda to nearly 60% in Mauritius). While newspaper and magazine prevalence were fairly similar in each country, television prevalence varied to a much greater extent, most likely due to differential household access to electricity. The results also show that, between 1995 and 2000, the percentage of southern African homes with magazines and newspapers declined, whereas the percentage with a television increased. The SACMEQ survey also provided information about the literate environments of schools, considering, for example, whether or not a school has a library (from pupil reports) and the number of books in the classroom (from teacher reports). The first measure provides an indication of a school’s overall literate environment; the latter assesses the availability of literacy resources where instruction takes place. As Figure 8.8 shows, most Grade 6 pupils in Mauritius, Seychelles, Uganda and (to a lesser extent) Namibia attend schools with libraries. In the other countries, however, only 20% to 40% of Grade 6 pupils have access to a school or classroom library, with substantial differences among rural communities, small towns and large cities. Of greater concern still are the large percentages of Grade 6 pupils whose classrooms have no books (Figure 8.9). In fact, over half of the Grade 6 pupils in Kenya, Malawi, Mozambique, the United Republic of Tanzania, Uganda and Zambia learn in classrooms in which there is not a single textbook. Thus, while research clearly shows that home and school literate environments significantly influence student reading and language achievement, the school literate environments of many pupils are impoverished, lacking even the bare minimum of written materials, a situation that has a negative impact on their literacy acquisition and retention. Significantly improving textbook publishing and provision in developing countries has been on the agenda of aid agencies for several decades (Limage, 2005c). Yet, there is little sign of a coherent strategy of book investment at either national or regional levels (Read, 1995). Investments in textbook production have often been one-shot, short-term projects, doing little to sustain local publishing capacity over time. In addition, ensuring that available textbooks Figure 8.7: Prevalence of newspapers, magazines and televisions in students’ homes in fifteen African education systems, 2000* Percentage of students’ homes with: 100 90 80 70 60 50 40 30 20 10 0 U.R. Tanzania (Zanzibar) U.R. Tanzania (Mainland) * See note to Figure 8.6. Source: Ross et al. (2004). Newspapers Magazines Televisions Uganda Zambia Lesotho actually find their way into the hands of learners remains an elusive target in many places. Studies have indicated, for example, that only about onethird of primary-school children in Bolivia, Brazil, Chile, Colombia, Ecuador, Panama, Peru and Venezuela actually had access to textbooks (Montagnes, 2000). Sustainable literacy and effective learning require extensive use of written and visual materials; yet many classrooms in developing countries must still do without them. Zimbabwe Mozambique Figure 8.8: Percentage of Grade 6 students attending schools where there is no school or classroom library, by country, and area of residence, 2000* Percentage of students with access to a school library 100 90 80 70 60 50 40 30 20 10 0 U.R. Tanzania (Zanzibar) U.R. Tanzania (Mainland) * See note to Figure 8.6. Source: Ross et al. (2004). Uganda Zambia Lesotho Zimbabwe Mozambique Kenya Kenya Malawi Malawi Namibia Namibia South Africa South Africa Mauritius Mauritius Seychelles Seychelles Swaziland Swaziland Botswana isolated small town big city overall Botswana The school literate environments of many pupils are impoverished
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EFA Global Monitoring Report 2 0 0
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Education for All UNESCO Publishing
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Foreword This fourth annual Educati
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Acknowledgements Former Director Ch
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Contents Headline messages . . . .
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List of figures, tables and text bo
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Tables 2.1: School life expectancy
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4.9: Working together for better-qu
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Literacy Literacy is: A right still
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Education for All Global Monitoring
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EXECUTIVE SUMMARY / 21 25-35% of al
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EXECUTIVE SUMMARY / 23 meeting the
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EXECUTIVE SUMMARY / 25 builds on le
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LITERACY: THE CORE OF EDUCATION FOR
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argues that there is value in under
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EFA PROGRESS: WHERE DO WE STAND? /
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a continued heavy focus on sub-Saha
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COUNTRY EFFORTS: INCREASING MOMENTU
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INTERNATIONAL COMMITMENTS: TIME TO
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WHY LITERACY MATTERS / 137 provided
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WHY LITERACY MATTERS / 139 limit si
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WHY LITERACY MATTERS / 141 In Nepal
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WHY LITERACY MATTERS / 143 provided
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WHY LITERACY MATTERS / 145 the exis
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UNDERSTANDINGS OF LITERACY / 149 Li
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UNDERSTANDINGS OF LITERACY / 151 wo
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UNDERSTANDINGS OF LITERACY / 153 Un
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UNDERSTANDINGS OF LITERACY / 155 un
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Page 159 and 160: UNDERSTANDINGS OF LITERACY / 159 A
Page 161 and 162: Education for All Global Monitoring
Page 163 and 164: MAPPING THE GLOBAL LITERACY CHALLEN
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Page 213 and 214: Language issues, literacy practices
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Page 249 and 250: SETTING PRIORITIES FOR ACTION / 249
Page 253 and 254: APPENDIX 1 / 253 include values, ca
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APPENDIX 1 / 259 Table A1.3: Change
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APPENDIX 2 / 261 Once the GER by ge
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INTRODUCTION / 263 Statistical anne
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INTRODUCTION / 265 To fill the gaps
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INTRODUCTION / 267 Metadata for nat
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INTRODUCTION / 269 (Continued) Year
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INTRODUCTION / 271 (Continued) Year
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STATISTICAL ANNEX / 273 Table 1 GNP
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STATISTICAL ANNEX / 281 Table 2A YO
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STATISTICAL ANNEX / 289 Table 2B BO
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STATISTICAL ANNEX / 297 Table 3 GRO
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STATISTICAL ANNEX / 305 Table 4 NET
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STATISTICAL ANNEX / 321 Table 6 REP
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STATISTICAL ANNEX / 329 Table 7 SUR
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STATISTICAL ANNEX / 345 Table 9A EN
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STATISTICAL ANNEX / 353 Table 9B PE
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STATISTICAL ANNEX / 361 Table 10A P
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STATISTICAL ANNEX / 363 Table 10A P
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STATISTICAL ANNEX / 365 Table 10A T
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STATISTICAL ANNEX / 367 Table 10A T
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STATISTICAL ANNEX / 369 Table 10B S
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STATISTICAL ANNEX / 377 Table 11 Pu
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STATISTICAL ANNEX / 385 Table 12 GO
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ANNEX AID DATA / 409 youth and adul
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ANNEX AID DATA / 411 Aid to basic e
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ANNEX AID DATA / 413 Basic educatio
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ANNEX AID DATA / 415 Table 3 (conti
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ANNEX AID DATA / 417
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GLOSSARY / 419 Education for All De
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GLOSSARY / 421 Literacy educator. I
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GLOSSARY / 423 Repetition rate by g
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REFERENCES / 425 Banerjee, A. and K
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REFERENCES / 427 Burchfield, S. 199
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REFERENCES / 429 Desjardins, R. and
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REFERENCES / 431 Garcia Garrido, J.
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REFERENCES / 433 Hull, G. 2003. You
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REFERENCES / 435 Lind, A. 1988. Adu
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REFERENCES / 437 Nirantar. 1997. In
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REFERENCES / 439 Reh, M. (ed.). 198
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REFERENCES / 441 Street, B. (ed.).
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REFERENCES / 443 UNHCHR. 1993. Vien
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ABBREVIATIONS / 445 Abbreviations A
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ABBREVIATIONS / 447 NIR Net intake
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