Over the past decade, international development agencies have begun to emphasize

the improvement of the quality (rather than simply quantity) of education in

developing countries. This new focus has been paralleled by a significant increase

in the use of educational assessments as a way to measure gains and losses in

wagner_assessmentchoice_compare_10.pdf

Adult education and training will be a necessity rather than an optional
luxury in advanced economies in the twenty-first century for three reasons:
(1) the accelerated pace of change in the global economy and the penetration
of new technologies into nearly every aspect of daily life; (2) demographic

hirsch_workplace_edu__training_93.pdf

Literacy cannot be separated from peoples' sociocultural contexts and from their self-conceptualizations within those
contexts. A person's literacy functioning will depend upon the role literacy plays in meeting one's goals and in the
resulting construction of one's self-image. Within context, not only written language, but the interaction between written

fagan_cult__lit_prac_in_Canada_96.pdf

While studies continue to show the advantages of educating children in their mother tongue---both for their later
acquisition and transference of reading skills to other languages, and for their total gain from educational input---the
mother tongue as medium of instruction still meets with resistance from many of the very participants who might profit

baker_lang_issues_in_ed_global_96.pdf

In January 2002, and in the context of the Education for All and

Millennium Development Goals, the United Nations General

Assembly proclaimed the years 2003–2012 to be the United Nations

Literacy Decade (UN, 2002a), which was officially launched on 13

February 2003. The founding resolution (Resolution 56/116) reaffirmed

Wagner_Lit-ICT_UNESCO_05.pdf