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Wagner, Daniel A. – International Review of Education, 2008
With the advent of the UN Literacy Decade launched in 2003, there is increased emphasis on monitoring and evaluation of adult literacy around the globe. The present paper presents an overview of the main approaches that have been taken to measure adult literacy within and across countries. A particular focus of the present review is to compare and…
Descriptors: Illiteracy, Adult Literacy, Program Evaluation, Evaluation Methods
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Hautecoeur, Jean-Paul – International Review of Education, 2000
Reports that the International Adult Literacy Survey (IALS) was administered to 20 member countries of the Organization for Economic Co-operation and Development (OECD) in 1998. IALS identified a very large proportion of adults with very low levels of literacy, most of whom did not see literacy as being crucial to their well being. (Contains 12…
Descriptors: Adult Basic Education, Adult Literacy, Comparative Testing, Cross Cultural Studies
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Darcovich, Nancy – International Review of Education, 2000
Describes the theoretical framework and practical application of the International Adult Literacy Survey (IALS). Concludes that the survey is based on an empirically-proven statistical construct that has been executed accurately with results that shed light on the relationship between functional literacy and national and individual well being.…
Descriptors: Adult Basic Education, Adult Literacy, Content Validity, Cross Cultural Studies
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Hamilton, Mary; Barton, David – International Review of Education, 2000
Evaluates the International Adult Literacy Survey (as reported in OECD 1997) from a New Literacy Studies perspective. Criticism of the survey includes charges that: it provides only a partial picture of literacy; culture is treated as bias; and the test items do not represent the real-life items as claimed. Contains 30 references. (PGS)
Descriptors: Adult Basic Education, Adult Literacy, Cross Cultural Studies, Cultural Differences
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Manesse, Daniele – International Review of Education, 2000
States that French authorities refused to make International Adult Literacy Survey results public, citing methodological flaws, the need for better procedural precautions, and a more adequate notion of literacy. Presents a synthesis of the counter investigations demanded by French authorities that justify their doubts on the IALS definitions and…
Descriptors: Adult Basic Education, Adult Literacy, Cross Cultural Studies, Educational Assessment
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Gomez, Sofia Valdivielso – International Review of Education, 2000
The International Adult Literacy Survey (IALS) has serious limitations. Interpretation of data often manifests an ethnocentric Western attitude, ranking handling of data-based information higher than experiential and contextualized information, and ignoring how people solve problems in their life context. Proposes an alternative model, called…
Descriptors: Adult Basic Education, Adult Literacy, Cross Cultural Studies, Educational Assessment
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Roberts, Peter – International Review of Education, 2000
Document addresses political and ethical questions generated by OECD's International Adult Literacy Survey (IALS) and the New Zealand Foresight Project. Calls for further critical work on changing patterns of literate activity in the information age, stressing the importance of contemplating futures other than those driven by imperatives of global…
Descriptors: Adult Basic Education, Adult Literacy, Cross Cultural Studies, Educational Philosophy
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Bernardo, Allan B. I. – International Review of Education, 2000
Points out the difficulties of defining and operationalizing literacy and literacy development across communities with diverse socioeconomic profiles. Proposes consideration of diverse socioeconomic patterns and level of community (in addition to macro-level of nation-state and the micro-level of individual) to analyze matters relating to literacy…
Descriptors: Adult Basic Education, Adult Literacy, Cross Cultural Studies, Educational Assessment
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Druine, Nathalie; Wildemeersch, Danny – International Review of Education, 2000
Examines underlying epistemological and theoretical assumptions of the International Adult Literacy Survey (IALS). Concludes that IALS is primarily geared toward enhancing labor-market competencies but should instead make learners co-responsible actors of their own learning process and participants in a democratic debate defining the kind of…
Descriptors: Adult Basic Education, Adult Literacy, Citizenship Responsibility, Cross Cultural Studies