Developing a national literacy campaign in St. Vincent and the Grenadines

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Mar/Apr. 1987

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A 1975 UNESCO report on adult education in St. Vincent found that between 30 to 50 percent of the adult population in St. Vincent experienced reading and writing difficulties and could be considered functionally illiterate. This article categorizes the problem of Vincentian illiteracy, describes the response pioneered by the St. Vincent Union of Teachers, and discusses their experience with the literacy programme and the directions such programmes should take. It notes that the literacy model used in St. Vincent and the Grenadines characterizes illiteracy as a class problem rather than a technical unidimensional process of lacking reading and writing skills. It advocates keeping the needs and priorities of adult learners at the centre of the literacy programme


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