Savodxonlik – Literacy

5.2.1 Kanada

• 5.2.1.1 Mustamlakachilik (1600 – 1762)
• 5.2.1.2 Britaniya istilosidan (1763) Konfederatsiyaga (1867)
• 5.2.1.3 1868–1986
• 5.2.1.4 Kanadada savodxonlikning to’g’ridan-to’g’ri tizimli choralari, 1987 yilgacha

• 5.2.3.1 Qo’shma Shtatlardagi tub amerikaliklar uchun madaniy va g’arbiy savodxonlik

• 5.4.1 Jazoir
• 5.4.2 Botsvana
• 5.4.3 Burkina-Faso
• 5.4.4 Jibuti
• 5.4.5 Misr
• 5.4.6 Eritreya
• 5.4.7 Efiopiya
• 5.4.8 Gvineya
• 5.4.9 Keniya
• 5.4.10 Mali
• 5.4.11 Mavrikiy
• 5.4.12 Niger
• 5.4.13 Senegal
• 5.4.14 Somali
• 5.4.15 Serra-Leone
• 5.4.16 Uganda
• 5.4.17 Zimbabve

• 5.5.1 Afg’oniston
• 5.5.2 Xitoy
• 5.5.3 Hindiston
• 5.5.4 Laos
• 5.5.5 Pokiston
• 5.5.6 Filippinlar
• 5.5.7 Shri-Lanka

Tarix

Shuningdek qarang: Yozuv tarixi va Ta’lim tarixi
18-19 asrlarda Frantsiyada savodsizlik darajasi

Tarixgacha va qadimgi savodxonlik

Savodxonlikning kelib chiqishi

Rivojlanish bilan savodxonlik paydo bo’ldi hisoblash va miloddan avvalgi 8000 yilda hisoblash moslamalari. Ssenariy insoniyat tarixida kamida besh marta mustaqil ravishda ishlab chiqilgan Mesopotamiya, Misr, Hind tsivilizatsiyasi, pasttekislik Mesoamerika va Xitoy. [24] [25]

Erkak qulni sotish to’g’risidagi qonun loyihasi va bino Shuruppak, Shumer miloddan avvalgi 2600 yilda taxminan planshet

Ning dastlabki shakllari yozma aloqa kelib chiqishi Shumer, taxminan miloddan avvalgi 3500-3000 yillarda janubiy Mesopotamiyada joylashgan. Ushbu davrda savodxonlik “yangi funktsional masala bo’lib, yangi miqdordagi ma’lumotni boshqarish va savdo va keng miqyosli ishlab chiqarish tomonidan yaratilgan boshqaruvning yangi turini boshqarish zarurati bilan qo’zg’atilgan”. [26] Mesopotamiyadagi yozuv tizimlari birinchi bo’lib odamlar savdo va qishloq xo’jaligi ishlab chiqarishlarini boshqarish uchun taassurot qoldirgan belgilar belgilaridan foydalangan yozuvlar tizimidan paydo bo’lgan. [27] Jeton tizimi dastlabki kashfiyotchi bo’lib xizmat qildi mixxat yozuvi bir marta odamlar ma’lumotni gil tabletkalarga yozishni boshlaganlaridan keyin yozish. Proto-mixxat yozuvi matnlar nafaqat raqamli belgilarni, balki ularni ham namoyish etadi ideogrammalar sanab o’tilayotgan ob’ektlarni tasvirlash. [24]

Misr iyerogliflari miloddan avvalgi 3300-3100 yillarda paydo bo’lgan va boshqa elita orasida kuchni ta’kidlaydigan qirol ikonografiyasini tasvirlagan. Misr iyeroglif yozuv tizimi birinchi yozuv tizimiga ega edi fonetik qiymatlar.

Mezoamerika pasttekisligidagi yozuv birinchi marta amalda qo’llanilgan Olmec va Zapotek Miloddan avvalgi 900-400 yillarda tsivilizatsiyalar. Ushbu tsivilizatsiyalar ishlatilgan glif qirollik ikonografiyasi va taqvim tizimlari bilan bog’liq bo’lgan yozuvlar va nuqta-nuqta raqamli tizimlar.

Xitoydagi eng qadimgi yozma yozuvlar Shang Dynasty miloddan avvalgi 1200 yilda. Ushbu tizimli yozuvlar suyaklarga yozib qo’yilgan va qurbonlik qilinganligi, olingan o’lpon va ov qilingan ovlarning elita faoliyati bo’lganligi aniqlangan. Bu suyak yozuvlari zamonaviy xitoy yozuvining dastlabki ajdodlari bo’lgan va ular tarkibiga kiritilgan logosyllabic skript va raqamlar.

Indus yozuvi asosan tasviriy va hali hal qilinmagan. U mavhum belgilarni o’z ichiga olishi yoki kiritmasligi mumkin. Ular o’ngdan chapga yozgan deb o’ylashadi va ssenariy shunday deb o’ylashadi logografik. Tushuntirilmaganligi sababli, tilshunoslar uning to’liq va mustaqil yozuv tizimi ekanligi to’g’risida kelishmovchiliklar mavjud; ammo, u aslida paydo bo’lgan mustaqil yozuv tizimi deb o’ylangan Xarappa madaniyat.

Ushbu misollar shuni ko’rsatadiki, savodxonlikning dastlabki harakatlari hokimiyat bilan chambarchas bog’liq va asosan boshqaruv amaliyoti uchun ishlatilgan va ehtimol aholining 1 foizdan kamrog’i savodli bo’lgan, chunki u juda kichik hukmron elita bilan bog’liq edi.

Alfavitning kelib chiqishi

Ga binoan ijtimoiy antropolog Jek Gudi, alifboning kelib chiqishini hisobga oladigan ikkita talqin mavjud. Tarixchi kabi ko’plab klassik olimlar Ignace Gelb, qadimgi yunonlarga undoshlar va unli tovushlar uchun o’ziga xos belgilar ishlatilgan birinchi alfavit tizimini (miloddan avvalgi 750 yilga yaqin) yaratganligi uchun ishonamiz. Ammo Gudi tanlovlari “G’arbiy Evropaning keyingi tarixidagi yunon madaniyatining ahamiyati haddan tashqari diqqatni keltirib chiqardi klassiklar va boshqalar, qo’shimcha ravishda unli to’plamiga belgilar undosh ilgari G’arbiy Osiyoda ishlab chiqilganlar “. [28]

Shunday qilib, ko’plab olimlar bu qadimgi semit tilida so’zlashadigan xalqlar shimoliy Kan’on (zamonaviy Suriya ) ixtiro qilgan kelishik alifbosi miloddan avvalgi 1500 yilda. Ushbu nazariyaning rivojlanishining katta qismi ingliz arxeologiga tegishli Flinders Petri 1905 yilda Turkuaz konlarida joylashgan bir qator kan’an yozuvlarini uchratgan. Serabit al-Khadem. O’n yil o’tgach, ingliz Misrshunos Alan Gardiner Ushbu harflar alifbo va Kan’on ma’budasiga havolalarni o’z ichiga olgan deb o’ylagan Ashera. 1948 yilda, Uilyam F. Olbrayt Gudining xulosalaridan keyin topilgan qo’shimcha dalillar yordamida matnni ochib berdi. Bunga bir qator yozuvlar kiritilgan Ugarit, 1929 yilda frantsuz arxeologi tomonidan kashf etilgan Klod F. A. Sheffer. Ushbu yozuvlarning ba’zilari 32 harfdan iborat bo’lgan mifologik matnlar (erta kananit lahjasida yozilgan) edi. mixxat yozuvi kelishik alifbosi.

Yana bir muhim kashfiyot 1953 yilda uchta o’q uchi ochilganda, ularning har birida miloddan avvalgi XII asrga oid bir xil kananit yozuvlari bo’lgan. Ga binoan Frenk Mur Kross, bu yozuvlar piktografik skriptdan chiziqli alfavitgacha o’tish davrida paydo bo’lgan alifbo belgilaridan iborat edi. Bundan tashqari, u ta’kidlashicha, “bu yozuvlar avvalgi va keyingi alifbo matnlarining ochilishini kengaytirish uchun ko’rsatmalar ham yaratgan”. [29]

Kan’on yozuvining kelishik tizimi keyingi tizimlarda alfavit rivojlanishiga ilhom berdi. Kech davrida Bronza davri davomida voris alifbolari paydo bo’ldi O’rta er dengizi mintaqa va ish bilan ta’minlangan Finikiyalik, Ibroniycha va Oromiy.

Gudining fikriga ko’ra, bu mixxat yozuvlari bir necha asrlardan keyin yunon alifbosining rivojlanishiga ta’sir qilgan bo’lishi mumkin. Tarixiy jihatdan, yunonlar o’zlarining yozish tizimi Finikiyaliklardan keyin yaratilgan deb da’vo qilishgan. Biroq, hozirgi kunda ko’pgina semit olimlari bunga ishonishadi Qadimgi yunoncha v ishlatilgan dastlabki kananit shakliga ko’proq mos keladi. Miloddan avvalgi 1100 yil. Eng qadimgi yunon yozuvlari v. miloddan avvalgi VIII asr, epigrafik bilan taqqoslash Proto-kananit miloddan avvalgi 1100 yilda yunonlar undosh alifboni qabul qilgan va keyinchalik “unli harflarni ifodalash uchun beshta belgiga qo’shilgan” deb taxmin qilishadi. [30]

Birinchisini o’z ichiga olgan Finikiya “chiziqli alifbo”, shimolda O’rta er dengizi port shaharlariga tez tarqaldi Kan’on. [29] Ba’zi arxeologlarning fikriga ko’ra Finikiya yozuvlari ibroniy va oromiy alifbolarining rivojlanishiga ma’lum darajada ta’sir ko’rsatgan, chunki bu tillar bir xil davrda rivojlanib, bir-biriga o’xshash xususiyatlarga ega va odatda bir til guruhiga kirgan. [31]

Miloddan avvalgi 1200-1001 yillarda isroilliklar Kan’onga ko’chib kelganlarida, ular ham kan’on alifbosining turlarini qabul qildilar. Barux ben Neriah, Eremiyo yozuvchisi ushbu alifbodan keyingi yozuvlarini yaratish uchun foydalangan Eski Ahd. Dastlabki ibroniy alifbosi O’rta er dengizi mintaqasida taniqli bo’lgan Xaldey Bobil hukmdorlar yahudiylarni surgun qildilar Bobil miloddan avvalgi VI asrda. O’sha paytda yangi ssenariy (“Kvadrat ibroniycha”) paydo bo’ldi va eskisi tezda vafot etdi. [30]

The Oromiy alifbosi miloddan avvalgi 1200-1000 yillarda paydo bo’lgan. Sifatida Bronza davri quladi, Arameylar Kan’on va Finikiya hududlariga ko’chib o’tdi va ularning yozuvlarini qabul qildi. Ushbu yozuvning dastlabki dalillari kam bo’lsa-da, arxeologlar miloddan avvalgi VII asrdayoq yozilgan keyingi oromiy matnlarining keng doirasini topdilar. Uzoq umr ko’rishi va mintaqada keng tarqalganligi sababli, Ahamoniylar hukmdorlari uni “diplomatik til” sifatida qabul qilishga kelishgan. [32] Zamonaviy oromiy alifbosi sharqda Nabataea Shohligiga, so’ngra tez tarqaldi Sinay va Arabiston yarim oroli, oxir-oqibat o’z yo’lini ochmoqda Afrika. Oramiy savdogarlari oromiy tilining qadimgi xilma-xilligini olib borganlar Hindiston, keyinchalik u rivojlanishiga ta’sir ko’rsatdi Braxmi yozuvi. Bu shuningdek rivojlanishiga olib keldi Arabcha va Pahlaviy (Eronga moslashish), “shuningdek, erta ishlatilgan alifbolar uchun Turkcha va Mo’g’ul qabilalar Sibir, Mo’g’uliston va Turkiston “. [33] Bu davrda savodxonlik savdogarlar sinflari bilan keng tarqalib, butun aholining 15-20% gacha o’sishi mumkin edi.

Ning tarqalishi bilan oromiy tili pasayib ketdi Islom, tarqalishi bilan birga bo’lgan Arabcha.

Klassik va postklassik savodxonlik

Qo’shimcha ma’lumotlar: Lotin alifbosi

So’nggi paytgacha odamlarning aksariyati qadimgi davrlarda savodsiz edi, deb o’ylar edilar. [34] Biroq, yaqinda olib borilgan ishlar ushbu idrokni qiyinlashtirmoqda. [35] [36] Entoni DiRenzo buni ta’kidlaydi Rim jamiyati “kitob va reestrga asoslangan tsivilizatsiya” edi va “hech kim erkin ham, qul ham savodsiz bo’la olmaydi”. [37] Xuddi shunday Dupont ham ta’kidlagan: “Yozma so’z ularning atrofida ham, ham jamoat hayotida, ham shaxsiy hayotda bo’lgan: qonunlar, taqvimlar, ziyoratgohlardagi qoidalar va dafn marosimlari tosh yoki bronza bilan o’yib yozilgan. Respublika har qanday jihatlari bo’yicha ulkan arxivlarni yig’di. jamoat hayoti “deb nomlangan. [38] Imperiya fuqarolik ma’muriyati munitsipalitetlar singari sud, fiskal va ma’muriy ishlarda qo’llaniladigan ko’plab hujjatlarni ishlab chiqardi. Armiya ta’minot va xizmat ro’yxatlari bilan bog’liq keng qamrovli yozuvlarni olib bordi va hisobotlarni taqdim etdi. Savdogarlar, yuk tashuvchilar va er egalari (va ularning shaxsiy shtatlari), ayniqsa yirik korxonalarning savodli bo’lishi kerak edi.

To’rtinchi asrning oxirida Cho’l Ota Pachomius o’z monastirlariga kirish uchun nomzodning savodxonligini kutadi:

Yigirma Zaburni yoki Havoriylarning ikkita maktubini yoki Muqaddas Bitikning boshqa bir qismini berishadi. Agar u savodsiz bo’lsa, u birinchi, uchinchi va oltinchi soatlarda dars bera oladigan va unga tayinlangan kishining oldiga borishi kerak. U uning oldida turib, juda sinchkovlik bilan va minnatdorchilik bilan o’rganadi. Bo’g’inning asoslari, fe’llar va ismlar barchasi u uchun yoziladi va hatto u xohlamasa ham o’qishga majbur bo’ladi. [39]

IV va V asrlar davomida cherkovlar, xususan, oliy ma’lumotli jamiyatda ijtimoiy maqbul bo’lgan kishining o’ziga xos xususiyati bo’lgan klassik ma’lumotga ega bo’lishi kutilgan yepiskoplar orasida yaxshiroq ruhoniylarni ta’minlashga harakat qildilar (va ularga egalik qilish susaytirdi). butparast elitaning madaniy merosi yo’q qilinishidan qo’rqish). [ iqtibos kerak ] Ning qoldiqlaridan keyin ham G’arbiy Rim imperiyasi 470-yillarda tushib, savodxonlik elitaning ajralib turadigan belgisi bo’lib qolaverdi, chunki kommunikatsiya qobiliyatlari hali ham siyosiy va cherkov hayotida muhim ahamiyatga ega edi (yepiskoplar asosan senatorlik sinfidan jalb qilingan) “nasroniylikni Rim dini” ga aylantirgan yangi madaniy sintezda. [40] Biroq, elita o’ng tomonda hukmronlik qilgan o’rta va yuqori pog’onalar hukmronlik qilgan yirik imperatorlik ma’muriy apparati bo’lmaganida, bu ko’nikmalar avvalgiga qaraganda kamroq zarur edi. Shunga qaramay, zamonaviygacha bo’lgan davrda aholining taxminan 30-40 foizida savodxonlik topilganligi ehtimoldan yiroq emas. [41] Qorong’u davrlarda savodxonlikning eng yuqori darajasi G’arbiy Evropa davlatlarini boshqarish uchun zarur bo’lgan xodimlarning katta qismini ta’minlagan ruhoniylar va rohiblar orasida edi.

Antik davrdan keyingi savodsizlikni tegishli yozish vositasi yo’qligi juda yomonlashtirdi. G’arbiy Rim imperiyasi qulaganda, import papirus Evropaga to’xtadi. Papirus osongina yo’q bo’lib ketishi va namroq Evropa iqlimida yaxshi yashamasligi sababli, pergament faqat cherkov va badavlat kishilar tomonidan qimmatga tushadigan va foydalanishga yaroqli bo’lgan. Qog’oz XI asrda Ispaniyada Evropaga kiritilgan. Uning ishlatilishi keyingi to’rt asr davomida asta-sekin shimolga tarqaldi. Natijada savodxonlik qayta tiklanganini ko’rdi va XV asrga kelib qog’oz asosan hashamatli qo’lyozmalardan tashqari pergamentni almashtirdi.

The Islohot savodxonlik va Injilni o’qiy olish muhimligini ta’kidladi. Protestant davlatlari birinchi bo’lib to’liq savodxonlikka erishdilar; [42] Skandinaviya 17-asr boshlarida mamlakatlar to’liq savodli edilar. Cherkov [ qaysi? ] uchun dastlabki shart sifatida savodxonlikni talab qildi nikoh yilda Shvetsiya [ qachon? ] , to’liq savodxonlikni yanada targ’ib qilish.

Savodxonlik va sanoatlashtirish

Qo’shimcha ma’lumotlar: Sanoat inqilobi

Zamonaviy sanoatlashtirish 18-asrda Angliya va Shotlandiyada boshlandi, u erda fermerlar, ayniqsa Shotlandiyada savodxonlik darajasi nisbatan yuqori bo’lgan. Bu savodli hunarmandlarni, malakali ishchilarni, ustalar va yangi paydo bo’lgan to’qimachilik fabrikalari va ko’mir konlarini boshqaradigan menejerlarni yollashga imkon berdi. Mehnatning ko’p qismi malakasiz edi, ayniqsa to’qima fabrikalarida sakkiz yoshga to’lgan bolalar uy ishlarida va oilaviy daromadga qo’shilishda foydali bo’lishdi. Darhaqiqat, bolalar fabrikalarda ota-onalari bilan birga ishlash uchun maktabdan olib ketilgan. Ammo o’n to’qqizinchi asrning o’rtalariga kelib, G’arbiy Evropada malakasiz ishchi kuchlari keng tarqalgan edi va Britaniya sanoati yuqori darajaga ko’tarilib, texnik ko’rsatmalar bilan shug’ullanadigan va murakkab vaziyatlarni hal qiladigan ko’plab muhandislar va malakali ishchilarga muhtoj edi. Ishga qabul qilish uchun savodxonlik zarur edi. [43] 1870 yilda hukumatning yuqori lavozimli vakili parlamentga shunday dedi:

Boshlang’ich ta’limni tezkor ravishda ta’minlash sanoatning farovonligiga bog’liq. Fuqarolarimizga boshlang’ich ma’lumotisiz texnik ta’lim berishga urinish foydasiz; o’qimagan ishchilar – va bizning ko’pgina ishchilarimiz umuman o’qimaganlar – aksariyat hollarda malakasiz ishchilar, agar biz o’z ishimizni tashlab qo’ysak, ularning kuchli shinalari va qat’iyatli energiyasiga qaramay, ular endi malakasizlar, ular raqobatdoshlariga raqobatdosh bo’lishadi. dunyo. [44]

Zamonaviy savodxonlik

Yigirmanchi asrning o’rtalaridan boshlab savodxonlikning tarqalishi

Kattalarning savodxonlik darajasi 1950 yildan beri doimiy sur’atlarda o’sdi.

Tomonidan nashr etilgan savodxonlik ma’lumotlari YuNESKO 1950 yildan buyon dunyo miqyosidagi kattalar savodxonligi darajasi har o’n yilda o’rtacha 5 foiz punktga o’sganligini, 1950 yildagi 55,7 foizdan 2015 yilda 86,2 foizgacha o’sganligini ko’rsatadi. Biroq, to’rt o’n yillikda aholi sonining o’sishi shu qadar tezlashdiki, savodsiz kattalar soni tobora ko’payib bormoqda va 1950 yilda 700 milliondan 1990 yilda 878 millionga o’sgan. O’shandan beri bu raqam 2015 yilda 745 millionga kamaydi, garchi u o’nlab yillar davomida olib borilayotgan umumjahon ta’lim siyosati, savodxonlik choralariga qaramay 1950 yilga nisbatan yuqoriroq bosma materiallar va axborot-kommunikatsiya texnologiyalari (AKT) tarqalishi. Biroq, ushbu tendentsiyalar mintaqalar bo’yicha yagona bo’lgan. [45]

Mintaqaviy farqlar

Mavjud global ma’lumotlar jahon mintaqalari o’rtasidagi savodxonlik darajasidagi sezilarli o’zgarishlarni ko’rsatadi. Shimoliy Amerika, Evropa, G’arbiy Osiyo va Markaziy Osiyo erkaklar va ayollar uchun deyarli to’liq kattalar savodxonligiga (15 yoshdan katta yoki undan katta shaxslar) erishdilar. Ko’pgina mamlakatlar Sharqiy Osiyo va Tinch okeani, shu qatorda; shu bilan birga Lotin Amerikasi va Karib havzasi, kattalar uchun 90% savodxonlik darajasidan yuqori. [46] Savodsizlik boshqa mintaqalarda ko’proq saqlanib qoladi: 2013 yil YuNESKO statistika instituti (UIS) ma’lumotlari kattalarning savodxonlik darajasi atigi 67,55% ni tashkil etadi Janubiy Osiyo va Shimoliy Afrika, 59,76% in Afrikaning Sahroi osti qismi. [47]

So’nggi yigirma besh yil ichida bir necha mintaqalarda savodxonlik tez tarqaldi.

Dunyoning aksariyat qismida yoshlarning savodxonlik darajasi yuqoriligi savodsizlik tobora kamayib borishini ko’rsatmoqda, chunki oliy ma’lumotli yosh avlodlar keksa avlod o’rnini egallaydi. [48] Biroq, dunyoning savodsiz yoshlarining aksariyati yashaydigan Sahroi Afrikada va Janubiy Osiyoda, quyi maktab o’quvchilari savodsizlikning yanada yuqori darajada davom etishini anglatadi. [49] 2013 yilgi UIS ma’lumotlariga ko’ra, yoshlar savodxonligi darajasi (15 yoshdan 24 yoshgacha bo’lgan shaxslar) Janubiy Osiyo va Shimoliy Afrikada 84,03%, Afrikaning Sahroi Afrikada esa 70,06%. [47] Shunga qaramay, savodli / savodsiz tafovut aniq emas: masalan, savodxonlik afzalliklarining katta qismini uydagi savodli odamga kirish imkoniyati bilan olish mumkinligini hisobga olsak, ba’zi so’nggi iqtisodiy adabiyotlar, ishidan boshlab Kaushik Basu va Jeyms Foster “yaqin savodsiz” va “izolyatsiya qilingan savodsiz” ni ajratib turadi. Birinchisi, savodxonlar bo’lgan xonadonda yashaydigan savodsiz kishini, ikkinchisi esa barcha savodsizlarning uyida yashovchi savodsizlarni anglatadi. Xavotirga soladigan narsa shundaki, qashshoq mamlakatlarda ko’p odamlar yaqin savodsizlar emas, balki alohida-alohida ajratilgan savodsizlardir.

Aytish joizki, so’nggi yigirma besh yil ichida savodxonlik bir necha mintaqalarda tez tarqaldi (rasmga qarang). [45] Birlashgan Millatlar Tashkilotining global tashabbusi Barqaror rivojlanish maqsadi 4 ham tezlashmoqda. [50]

Jinsiy farqlar

Voyaga etganlarning savodxonligi darajasi, erkak (%), 2015 yil [51]
Voyaga etganlarning savodxonligi darajasi, ayol (%), 2015 yil [52]

1990–2015 yillarda mintaqalar bo’yicha yoshlar savodxonligi darajasi bo’yicha gender tenglik ko’rsatkichlari. Savodxonlikda gender tengligi bo’yicha taraqqiyot 1990 yildan keyin boshlandi.

2015 yilga kelib UIS ma’lumotlari YuNESKO statistika instituti, dunyodagi savodsiz kattalarning uchdan ikki qismi (63%) ayollardir. Ushbu nomutanosiblik avvalgi o’n yilliklarda yanada keskinroq edi: 1970 yildan 2000 yilgacha savodxonlik bo’yicha global gender farqi taxminan 50% ga kamayadi. [53] Ammo so’nggi yillarda bu taraqqiyot to’xtab qoldi, qolgan yigirma yil ichida qolgan gender farqi deyarli doimiy bo’lib qoldi. [46] Umuman olganda, savodxonlikdagi gender farqi mintaqaviy farq kabi aniq emas; ya’ni, umumiy savodxonlik bo’yicha mamlakatlar o’rtasidagi farqlar, ko’pincha mamlakatlardagi gender farqlaridan kattaroqdir. [54] Biroq, erkaklar va ayollar o’rtasidagi farq 1990 yildan boshlab, kattalar savodxonligi darajasi erkaklar 80 foizga oshganidan keyin kamayadi (rasmga qarang). [45]

Afrikaning Sahroi osti qismi, savodxonlikning umumiy darajasi eng past bo’lgan mintaqada, shuningdek, eng katta gender farqi mavjud: kattalar ayollarning atigi 52% savodli, va 68% kattalar erkaklar orasida. Shunga o’xshash gender tengsizligi boshqa ikkita mintaqada saqlanib qolmoqda, Shimoliy Afrika (86% kattalar erkak savodxonligi, 70% kattalar ayol savodxonligi) va Janubiy Osiyo (77% kattalar erkak savodxonligi, 58% kattalar ayol savodxonligi). [46]

1990 yilgi Jahon konferentsiyasi Hamma uchun ta’lim Tailandning Jomtien shahrida bo’lib o’tgan bu tadbir savodxonlikning gender farqiga e’tibor qaratadi va ko’plab rivojlanayotgan mamlakatlarda ayollarning savodxonligini birinchi o’ringa qo’yishga undaydi. [55]

Ko’pgina kontekstlarda ayollarning savodsizligi gender tengsizligining boshqa jihatlari bilan birga mavjud. Marta Nussbaum savodsizlik ularning ish imkoniyatlarini cheklashi va ularning ahvolini yomonlashini hisobga olib, savodsiz ayollar zo’ravon nikoh tuzog’iga tushib qolish ehtimoli ko’proq. uy ichidagi savdo-sotiq pozitsiya. Bundan tashqari, Nussbaum savodxonlikni “siyosiy o’zgarishlar uchun katta harakatlarda qatnashish” maqsadida ayollarning bir-biri bilan samarali muloqot qilishi va hamkorlik qilishi mumkinligi bilan bog’laydi. [56]

Ayollarning savodxonligini oshirish muammolari

Ijtimoiy to’siqlar ayollar va qizlar o’rtasida savodxonlik ko’nikmalarini kengaytirishga to’sqinlik qiladi. Savodxonlik darslarini mavjud qilish, bu ayollar va qizlarning cheklangan vaqtidan foydalanishga zid bo’lgan taqdirda samarasiz bo’lishi mumkin. [57] Maktab yoshidagi qizlar, ko’p holatlarda, uy ishlarini bajarish va kichik birodarlariga g’amxo’rlik qilish uchun erkaklarnikiga qaraganda kuchli talablarga duch kelmoqdalar. [58] Avlodlarning dinamikasi ham bu farqlarni davom ettirishi mumkin: savodsiz ota-onalar o’z qizlari uchun savodxonlik qiymatini, ayniqsa, qizlarning uyda qolishlarini kutgan an’anaviy, qishloq jamiyatlarida tezda anglay olmasliklari mumkin. [59]

2015 yil Jahon banki va Xalqaro ayollar tadqiqotlari markazi akademik adabiyotlarni ko’rib chiqish xulosaga keladi bolalar nikohi, bu asosan qizlarga ta’sir qiladi, savodxonlik darajasini pasaytiradi. [60] 2008 yilda Bangladeshda ushbu masalani tahlil qilish shuni ko’rsatdiki, qizning turmush qurishi kechiktirilgan har bir qo’shimcha yil uchun uning savodxonligi 5,6 foizga oshadi. [61] Xuddi shu tarzda, 2014 yilgi tadqiqotlar shuni ko’rsatdiki, Afrikaning Saxara janubida erta turmush qurish qizning savodxonlik ehtimolini sezilarli darajada pasaytiradi va boshqa o’zgaruvchilarni doimiy ravishda ushlab turadi. [62] 2015-yilgi sharh bolalar nikohi shuning uchun adabiyotlar ma’lumot olish darajasini, xususan, ayollarning savodxonligini oshirish strategiyasining bir qismi sifatida nikohni kechiktirishni tavsiya qiladi. [63]

Rivojlangan mamlakatlarda o’g’il bolalar uchun gender farqi

Jahon savodsiz aholisining aksariyat qismi ayollar va qizlar bo’lsa, ko’plab rivojlangan mamlakatlarda savodxonlikning jinsi farqi teskari yo’nalishda mavjud. Ma’lumotlar Xalqaro talabalarni baholash dasturi (PISA) Iqtisodiy Hamkorlik va Rivojlanish Tashkilotiga (OECD) a’zo mamlakatlardagi o’g’il bolalarning savodsizligini doimiy ravishda ko’rsatib kelmoqda. [64] Bunday xulosalarni hisobga olgan holda, ko’plab ta’lim mutaxassilari o’g’il bolalarning ta’lim uslublarini yaxshiroq moslashishi va o’qish va yozishni ayollik faoliyati sifatida qabul qiladigan jinsi stereotiplarini olib tashlash uchun sinf amaliyotini o’zgartirishni tavsiya qildilar. [65] [66]

Ijtimoiy-iqtisodiy ta’sir

Ko’pgina siyosatshunoslar savodxonlik darajasini mintaqa qiymatining hal qiluvchi o’lchovi deb hisoblashadi inson kapitali. Masalan, savodli odamlar savodsizlarga qaraganda osonroq o’qitilishi mumkin va umuman olganda yuqori ijtimoiy-iqtisodiy maqomga ega; [67] Shunday qilib, ular sog’lig’i va ish bilan ta’minlash istiqbollarini yaxshi ko’rishadi. Xalqaro hamjamiyat savodxonlikni rivojlanishning asosiy ko’makchisi va maqsadi deb bildi. [68] Ga nisbatan Barqaror rivojlanish maqsadlari 2015 yilda BMT tomonidan qabul qilingan YUNESKOning Hayotiy ta’lim instituti “sog’liqni saqlash, ijtimoiy tenglik, iqtisodiy imkoniyatlar va ekologik barqarorlik kabi barqaror rivojlanish muammolariga javob berishda savodxonlikning markaziy roli” ni e’lon qildi. [69] Mahbuslarning aksariyati savodsiz ekanligi aniqlandi: 2010 yil kutubxonalari hayotni o’zgartiradigan mukofot sovrindori bo’lgan Edinburgdagi qamoqxonada “kutubxona qamoqxonaning savodxonligi strategiyasining asosiga aylandi” va shu tariqa retsidiv jinoyatlar va jinoyatlar kamaytirilishi mumkin, va qamoqdagi odamlar ozod qilinganidan keyin yuqori ijtimoiy-iqtisodiy maqomga erishish uchun harakat qilish. [70]

Sog’likka ta’siri

Bosma savodsizlik odatda zamonaviy gigiena va ovqatlanish usullari haqida kam ma’lumotga ega, bu esa sog’liqni saqlash bilan bog’liq turli xil muammolarni kuchaytirishi mumkin. [71] Xususan rivojlanayotgan mamlakatlarda savodxonlik darajasi ham ta’sir qiladi bolalar o’limi; shu nuqtai nazardan, savodli onalarning farzandlari 5 yoshdan oshganlarida, savodsiz onalarning bolalariga qaraganda 50% ko’proq yashaydilar. [58] Sog’liqni saqlash sohasidagi tadqiqotlar shu sababli tobora ko’proq savodxonlik qobiliyatiga ega bo’lib, ayollarga sog’liqni saqlash tizimlaridan muvaffaqiyatli foydalanishga imkon berish va shu bilan bolalar sog’lig’i yutuqlarini engillashtirishga imkon beradi. [72]

Masalan, 2014 yilgi tavsiflovchi tadqiqot tadqiqot loyihasi savodxonlik darajasi bilan Oyeriya shtatidagi (Nigeriya) ayollarning ijtimoiy-iqtisodiy holati bilan o’zaro bog’liqdir. Tadqiqotga ko’ra, ushbu sohada savodxonlikni rivojlantirish “iqtisodiy salohiyatni keltirib chiqaradi va qishloq ayollarini gigiena bilan shug’ullanishga undaydi, bu esa o’z navbatida tug’ilish va o’lim ko’rsatkichlarining pasayishiga olib keladi”. [73]

Iqtisodiy ta’sir

Savodxonlik ish imkoniyatlarini va ularga kirish imkoniyatlarini oshirishi mumkin Oliy ma’lumot. 2009 yilda Milliy kattalar savodxonligi agentligi (NALA) yilda Irlandiya kattalar savodxonligi bo’yicha treningning xarajatlar samaradorligini tahlilini topshirdi. Shunday qilib, jismoniy shaxslar, ular ishlagan kompaniyalar va G’aznachilar, shuningdek, iqtisodiyot va umuman mamlakat uchun iqtisodiy yutuqlar mavjud degan xulosaga keldi – masalan, o’sdi YaIM. [74] Korotayev va mualliflar 19-asrning boshlaridagi savodxonlik darajasi va 20-asrning oxiridagi muvaffaqiyatli modernizatsiya va iqtisodiy yutuqlar o’rtasidagi o’zaro bog’liqlikni aniqladilar, chunki “savodli odamlar zamonaviylashtirish uchun imkoniyatlar yaratadigan yuqori darajadagi innovatsion-faollik bilan ajralib turishi mumkin edi. , rivojlanish va iqtisodiy o’sish ». [75]

Savodxonlikni targ’ib qilish bo’yicha harakatlar

Uydagi norasmiy ta’lim savodxonlikni rivojlantirishda muhim rol o’ynashi mumkin bo’lsa-da, bolalik savodxonligidagi yutuqlar ko’pincha boshlang’ich maktab sharoitida ro’y beradi. Shunday qilib, xalq ta’limi global miqyosda kengayib borishi savodxonlik tarafdorlarining tez-tez diqqat markazida turadi. [76] Ta’lim sohasidagi bunday yaxshilanishlar ko’pincha milliy hukumatlar tomonidan amalga oshiriladigan markazlashtirilgan sa’y-harakatlarni talab qiladi; muqobil ravishda, nodavlat notijorat tashkilotlari tomonidan amalga oshiriladigan mahalliy savodxonlik loyihalari, ayniqsa qishloq sharoitida muhim rol o’ynashi mumkin. [77]

Ham yoshlar, ham kattalar uchun savodxonlik dasturlarini moliyalashtirish ko’pincha yirik xalqaro rivojlanish tashkilotlari tomonidan ta’minlanadi. USAID Masalan, shunga o’xshash boshqariladigan donorlar Bill va Melinda Geyts fondi va Ta’lim uchun global hamkorlik rivojlantirish orqali bolalik savodxonligi masalasiga Dastlabki sinflarni o’qishni baholash. [78] Shunga o’xshash targ’ibot guruhlari Kattalar uchun uzluksiz ta’lim milliy instituti YuNESKO kabi xalqaro tashkilotlarga tez-tez murojaat qilishadi Xalqaro mehnat tashkiloti, Jahon Sog’liqni saqlash tashkiloti, va Jahon banki kattalar ayollarining savodxonligini qo’llab-quvvatlashga ustuvor ahamiyat berish. [79] Voyaga etganlarning savodxonligini oshirish bo’yicha harakatlar ko’pincha rivojlanishning boshqa ustuvor yo’nalishlarini qamrab oladi; Masalan, in Efiopiya, Marokash va Hindiston ro’yxatdan o’tishni rag’batlantirish va iqtisodiy imkoniyatga ega bo’lmagan ayollar va boshqa marginal guruhlarning murakkab ehtiyojlarini qondirish maqsadida kattalar savodxonligi dasturlarini kasbiy ko’nikmalar bo’yicha treninglar bilan birlashtirdi. [80]

2013 yilda, YUNESKOning Hayotiy ta’lim instituti amaliy tadqiqotlar to’plamini nashr etdi [81] ayollarning savodxonlik darajasini muvaffaqiyatli oshiradigan dasturlarda. Hisobotda “savodxonlik ko’nikmalarini egallash orqali ayollarga vakolat berish zarurligi” to’g’risidagi umumiy global konsensusni aks ettiruvchi turli mintaqalardagi va turli xil daromad darajalariga ega mamlakatlar keltirilgan. [82] YUNESKOning savodxonlikka e’tiborini kuchaytirishning bir qismi bu globallashuvga va u yaratgan “bilimga asoslangan jamiyatlarga o’tish” ga javob berish uchun kengroq harakatdir. [83] Globallashuv paydo bo’layotgan muammolarni keltirib chiqarayotgan bo’lsa-da, bu yangi imkoniyatlarni beradi: ko’plab ta’lim va taraqqiyot mutaxassislari yangi AKT bolalar va kattalar uchun, hatto tarixiy jihatdan savodxonlik darajasini oshirish uchun kurash olib borgan mamlakatlarda ham kattalar uchun savodxonlikni o’rganish imkoniyatlarini kengaytirish imkoniyatiga ega bo’lishiga umid qilishadi. an’anaviy vositalar. [84]

Savodxonlik rivojlanish ko’rsatkichi sifatida

Yoshlar va kattalar savodxonligi darajasi, 2000–2016 va 2030 yilgacha prognozlar

The Inson taraqqiyoti indeksi tomonidan ishlab chiqarilgan Birlashgan Millatlar Tashkilotining Taraqqiyot Dasturi (BMTTD), ta’limni uchta ko’rsatkichdan biri sifatida foydalanadi; dastlab kattalar savodxonligi ushbu ta’lim ko’rsatkichining uchdan ikki qismini tashkil etdi. Biroq, 2010 yilda BMTTD kattalar savodxonligi ko’rsatkichini o’rtacha maktab yillari bilan almashtirdi. 2011 yilgi BMT Taraqqiyot Dasturining tadqiqot maqolasida ushbu o’zgarishni “dolzarbligini ta’minlash” usuli sifatida ishlab chiqilgan bo’lib, 1970 yildan 2010 yilgacha global savodxonlikda erishilgan yutuqlar savodxonlik “kelajak haqida ma’lumotli bo’lishi ehtimoldan yiroq” degan ma’noni anglatadi. [85] Shu bilan birga, boshqa olimlar, savodxonlikning ko’rsatkichi va rivojlanish maqsadi, ayniqsa ayollar va qishloq aholisi kabi marginal guruhlar uchun ahamiyatini e’tiborsiz qoldirmaslik haqida ogohlantirdilar. [86]

Savodxonlik inson huquqi sifatida

O’rta asrlardan farqli o’laroq, o’qish va yozish qobiliyatlari bir necha elita va ruhoniylar uchun cheklangan bo’lsa, endi bu savodxonlik qobiliyatlari jamiyatning har bir a’zosidan kutilmoqda. [11] Savodxonlik – bu umrbod ta’lim olish va ijtimoiy o’zgarish uchun zarur bo’lgan inson huquqidir. Ta’lim bo’yicha Xalqaro Komissiyaning 1996 yilgi “Yigirma birinchi asr uchun ma’ruzasi” va 1997 yilgi Gamburg deklaratsiyasi tomonidan qo’llab-quvvatlanganidek: “Tez o’zgaruvchan dunyoda hamma uchun zarur bo’lgan asosiy bilim va ko’nikmalar sifatida keng tarqalgan savodxonlik – bu insonning asosiy huquqidir. . (. ) Millionlab odamlar bor, ularning aksariyati ayollardir, o’rganish imkoniyati yo’q yoki bu huquqni tasdiqlash uchun etarli ko’nikmalarga ega emaslar. Qiyinchilik ularga buni amalga oshirishga imkon berishdir. Bu ko’pincha xabardorlikni oshirish va kuchaytirish orqali o’rganish uchun dastlabki shart-sharoitlarni yaratishni anglatadi. Savodxonlik, shuningdek, ijtimoiy, madaniy, siyosiy va iqtisodiy tadbirlarda ishtirok etish va hayot davomida o’rganish uchun katalizator hisoblanadi. [87] [88] [89]

AQSh jamoat kutubxonasi harakatlari

The ommaviy kutubxona qadimdan ko’plab mamlakatlarda savodxonlikni targ’ib qiluvchi kuch bo’lib kelgan. [90] AQSh sharoitida Amerika kutubxonalari assotsiatsiyasi Savodxonlik va tashqi xizmatlar idorasi faoliyati orqali savodxonlikni targ’ib qiladi. Ushbu qo’mitaning zimmasiga axborotdan teng huquqli foydalanishni ta’minlash va kattalar uchun yangi va kitobxon bo’lmaganlarni himoya qilish kiradi. [91] The Jamoat kutubxonasi birlashmasi bilan hamkorlikda yaratilgan, savodxonlikni rivojlantirish rolida erta bolalikning ahamiyatini tan oladi Bolalarga kutubxona xizmati uyushmasi, Har bir bola ota-onalar va tarbiyachilarni savodli bo’lib voyaga etgan bolalarni tarbiyalashga qaratilgan sa’y-harakatlarini qo’llab-quvvatlash maqsadida @ sizning kutubxonangizni o’qishga tayyor. [92] 2005 yilda kattalar savodxonligini milliy baholash (NAAL) hisobotining chiqarilishi shuni ko’rsatdiki, AQSh kattalarining taxminan 14% savodxonlikning eng past darajasida ishlaydi; Kattalarning 29% asosiy funktsional savodxonlik darajasida ishlaydi va o’z farzandlariga birinchi sinflardan tashqari uy vazifalarida yordam bera olmaydi. [93] O’qish qobiliyatining etishmasligi kattalarga o’z salohiyatlarini to’liq ishga solishga xalaqit beradi. Ular ish topishda va uni saqlashda, oilalarini ta’minlashda yoki hatto bolalariga ertak o’qishda qiynalishlari mumkin. Kattalar uchun kutubxona savodxonlik dasturining yagona manbai bo’lishi mumkin. [94]

30 aprel: Dia! Amaldagi xilma-xillik

Dia! Amaldagi xilma-xillikni anglatuvchi va “El Día de los Niños / El día de los libros (Bolalar kuni / Kitob kuni)” nomi bilan ham tanilgan, bu barcha madaniy va lingvistik manbalarga mansub bolalarni o’qish muhimligini namoyish etadigan dasturdir. Dia! har yili 30 aprelda maktablar, kutubxonalar va uylarda nishonlanadi va ushbu veb-sayt bolalarda o’qishni rag’batlantirish uchun vositalar va dasturlarni taqdim etadi. Ota-onalar, tarbiyachilar va o’qituvchilar hatto kitob klubini tashkil qilishlari mumkin. [95]

O’QING / Orange County

Ushbu jamoat savodxonligi dasturi 1992 yilda tashkil etilgan Orange County jamoat kutubxonasi yilda Kaliforniya. READ / Orange County missiyasi “ularni izlayotganlarning barchasiga eng yuqori sifatli turli xil xizmatlarni taqdim etish orqali yanada savodli jamiyat yaratish”. Potentsial o’qituvchilar 23 soatlik o’qituvchilarning keng o’quv seminarida mashg’ulot o’tkazadilar, unda kattalar o’rganishlari bilan ishlash uchun zarur bo’lgan falsafa, texnika va vositalarni o’rganadilar. [94] Treningdan so’ng repetitorlar yiliga kamida 50 soat mablag ‘sarflab, o’z o’quvchilariga dars berishadi, bu esa tashkilot o’rganmagan narsaning o’rnini to’ldirishga emas, balki odamlarning tajribasiga hamda bilimlariga asoslanadi. Dastur talabalarni kelajakda o’qishni davom ettirish qobiliyatlari bilan jihozlashga intiladi. [94] Etakchi falsafa shundan iboratki, o’qishni o’rgangan kattalar dalgalanma ta’siri jamiyatda. Shaxs bolalar va nabiralarga o’rnak bo’lib, jamoaga yaxshiroq xizmat qilishi mumkin.

BoulderReads!

Joylashgan Boulder, Kolorado, dastur o’quvchilarning repetitorlik mashg’ulotlarida qatnashayotganda bolalarni parvarish qilishda qiynalganliklarini anglab etdi va Kolorado universiteti bilan birlashib, o’quvchilarning bolalariga o’qish do’stlarini taqdim etdi. O’qish do’stlari kattalar savodxonligi talabalarining bolalari kollej talabalari bilan haftada bir marta semestr davomida bir yarim soat davomida uchrashadigan kollej o’quvchilari bilan mos keladi. Kollej talabalari o’z vaqtlarining sifati va ishonchliligini oshirishga harakat qilish uchun kursdan kredit olishadi. [96] Reading Buddies-ning har bir sessiyasi birinchi navbatda kollej talabasi bola bilan ovoz chiqarib o’qish. Maqsad – bolaga kitobga qiziqish va ovoz chiqarib o’qishni qulay his qilishiga yordam berish. Vaqt, shuningdek, so’z o’yinlari, xat yozish yoki kutubxonadagi kitoblarni qidirishga sarflanadi. Semestr davomida juftlik birgalikda kitob yozish va tasvirlash ustida ishlaydi. Kollej o’quvchisining baholari qisman kitobning to’ldirilishiga bog’liq. Although Reading Buddies began primarily as an answer to the lack of child care for literacy students, it has evolved into another aspect of the program. [96] Participating children show marked improvement in their reading and writing skills throughout the semester.

Hillsborough Literacy Council (HLC)

Approximately 120,000 adults in Hillsborough County are illiterate or read below the fourth-grade level; According to 2003 Census statistics, 15 percent of Hillsborough County residents age 16 and older lacked basic prose literacy skills. [97] 1986 yildan beri Hillsborough Literacy Council is “committed to improving literacy by empowering adults through education”. [98] Sponsored by the statewide Florida Literacy Coalition and affiliated with Tampa-Hillsborough Public Library System, HLC strives to improve the literacy ability of adults in Hillsboro okrugi, Florida. Using library space, the HLC provides tutoring for English for speakers of other languages (ESOL) in small groups or one-on-one tutoring. Through one-on-one tutoring, the organization works to help adult students reach at least the fifth-grade level in reading. The organization also provides volunteer-run conversation groups for English practice. [99]

Savodxonlikni o’rgatish

Asosiy maqola: O’qishni o’rganish
Brain areas involved in literacy acquisition

Ushbu bo’limdagi misollar va istiqbol vakili bo’lmasligi mumkin butun dunyo ko’rinishi mavzuning. Sizga mumkin ushbu bo’limni yaxshilang, masalani muhokama qiling munozara sahifasiyoki tegishli ravishda yangi bo’lim yarating. ( 2011 yil aprel ) (Ushbu shablon xabarini qanday va qachon olib tashlashni bilib oling)

Critiques of autonomous models of literacy notwithstanding, the belief that o’qish development is key to literacy remains dominant, at least in the United States, where it is understood as progression of skills that begins with the ability to understand spoken words and decode written words, and that culminates in the deep understanding of text. Reading development involves a range of complex language-underpinnings including awareness of speech sounds (fonologiya ), spelling patterns (imlo ), word meaning (semantik ), grammar, (sintaksis ) and patterns of word formation (morfologiya ), all of which provide a necessary platform for reading ravonlik and comprehension.

Once these skills are acquired, it is maintained, a reader can attain full language literacy, which includes the abilities to apply to printed material critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought. [100] [ to’liq iqtibos kerak ]

For this reason, teaching English literacy in the Qo’shma Shtatlar is dominated by a focus on a set of discrete decoding skills. From this perspective, literacy—or, rather, reading—comprises a number of subskills that can be taught to students. These skill sets include fonologik xabardorlik, phonics (decoding), ravonlik, tushunish va lug’at. Mastering each of these subskills is necessary for students to become proficient readers. [101]

From this same perspective, readers of alifbo tillari must understand the alifbo tamoyili to master basic reading skills. For this purpose a writing system is “alphabetic” if it uses symbols to represent individual language sounds, [102] though the degree of correspondence between letters and sounds varies between alphabetic languages. Syllabic writing systems (kabi Yapon kana ) use a symbol to represent a single syllable, and logographic writing systems (kabi Xitoy ) use a symbol to represent a morfema. [103]

There are any number of approaches to teaching literacy; [104] each is shaped by its informing assumptions about what literacy is and how it is best learned by students. Fonika instruction, for example, focuses on reading at the level of the word. It teaches readers to observe and interpret the letters or groups of letters that make up words. A common method of teaching phonics is sintetik fonika, in which a novice reader pronounces each individual sound and “blends” them to pronounce the whole word. Another approach is embedded phonics instruction, used more often in butun til reading instruction, in which novice readers learn about the individual letters in words on a just-in-time, just-in-place basis that is tailored to meet each student’s reading and writing learning needs. [102] That is, teachers provide phonics instruction opportunistically, within the context of stories or student writing that feature many instances of a particular letter or group of letters. Embedded instruction combines letter-sound knowledge with the use of meaningful context to read new and difficult words. [105] Kabi usullar directed listening and thinking activities can be used to aid children in learning how to read and o’qishni tushunish.

In a 2012 proposal, it has been claimed that reading can be acquired naturally if print is constantly available at an early age in the same manner as spoken language. [106] If an appropriate form of written text is made available before formal schooling begins, reading should be learned inductively, emerge naturally, and with no significant negative consequences. This proposal challenges the commonly held belief that written language requires formal instruction and schooling. Its success would change current views of literacy and schooling. Using developments in behavioral science and technology, an interactive system (Technology Assisted Reading Acquisition, TARA) would enable young pre-literate children to accurately perceive and learn properties of written language by simple exposure to the written form.

In Australia a number of State governments have introduced Reading Challenges to improve literacy. The Premier’s Reading Challenge in South Australia, launched by Premier Mike Rann has one of the highest participation rates in the world for reading challenges. Bu davlat, xususiy va diniy maktablarning 95% dan ortig’i tomonidan qabul qilingan. [107]

Post-conflict settings

Programs have been implemented in regions that have an ongoing conflict or in a post-conflict stage. The Norwegian Refugee Council Pack program has been used in 13 post-conflict countries since 2003. The program organizers believe that daily routines and other wise predictable activities help the transition from war to peace. Learners can select one area in vocational training for a year-long period. They complete required courses in qishloq xo’jaligi, life skills, literacy and numeracy. Results have shown that active participation and management of the members of the program are important to the success of the program. These programs share the use of integrated basic education, e.g. literacy, numeracy, scientific knowledge, local history and culture, native and mainstream language skills, and apprenticeships. [108]

Teaching non-native users

Although there is considerable awareness that language deficiencies (lacking proficiency) are disadvantageous to immigrants settling in a new country, there appears to be a lack of pedagogical approaches that address the instruction of literacy to migrant English language learners (ELLs). Harvard scholar Catherine Snow (2001) called for a gap to be addresses: “The TESOL field needs a concerted research effort to inform literacy instruction for such children . to determine when to start literacy instruction and how to adapt it to the LS reader’s needs”. [109] The scenario becomes more complex when there is no choice in such decisions as in the case of the current migration trends with citizens from the Middle East and Africa being relocated to English majority nations due to various political or social reasons. Recent developments to address the gap in teaching literacy to second or foreign language learners has been ongoing and promising results have been shown by Pearson and Pellerine (2010) [110] which integrates Teaching for Understanding, a curricular framework from the Harvard Graduate School of Education. A series of pilot projects had been carried out in the Middle East and Africa (see Patil, 2016). [111] In this work significant interest from the learners perspective have been noticed through the integration of visual arts as springboards for literacy oriented instruction. In one case migrant women had been provided with cameras and a walking tour of their local village was provided to the instructor as the women photographed their tour focusing on places and activities that would later be used for writings about their daily life. In essence a narrative of life. Other primers for writing activities include: painting, sketching, and other craft projects (e.g. gluing activities).

Sample milestone sketch

A series of pilot studies were carried out to investigate alternatives to instructing literacy to migrant ELLs, [112] starting from simple trials aiming to test the teaching of photography to participants with no prior photography background, to isolating painting and sketching activities that could later be integrated into a larger pedagogical initiative. In efforts to develop alternative approaches for literacy instruction utilising visual arts, work was carried out with Afghan labourers, Bangladeshi tailors, Emirati media students, internal Ethiopian migrants (both labourers and university students), and a street child. [111] [112] [113]

Reviewing photos after photowalk

It should be pointed out that in such challenging contexts sometimes the teaching of literacy may have unforeseen barriers. The EL Gazette reported that in the trials carried out in Ethiopia, for example, it was found that all ten of the participants had problems with vision. [113] In order to overcome this, or to avoid such challenges, preliminary health checks can help inform pre-teaching in order to better assist in the teaching/learning of literacy.

In a visual arts approach to literacy instruction a benefit can be the inclusion of both a traditional literacy approach (reading and writing) while at the same time addressing 21st Century digital literacy instruction through the inclusion of digital cameras and posting images onto the web. Ko’plab olimlar [114] feel that the inclusion of digital literacy is necessary to include under the traditional umbrella of literacy instruction specifically when engaging second language learners. (Shuningdek qarang: Raqamli savodxonlik.) [115]

Other ways in which visual arts have been integrated into literacy instruction for migrant populations include integrating aspects of visual art with the blending of core curricular goals.

Integrating Common Core content into language training with MELL

Teaching migrant/immigrant language users

A more pressing challenge in education is the instruction of literacy to Migrant English Language Learners (MELLs), a term coined by Pellerine. It is not just limited to English. “Due to the growing share of immigrants in many Western societies, there has been increasing concern for the degree to which immigrants acquire language that is spoken in the destination country” (Tubergen 2006). [116] Remembering that teaching literacy to a native in their L1 can be challenging, and the challenge becomes more cognitively demanding when in a second language (L2), the task can become considerably more difficult when confronted with a migrant who has made a sudden change (migrated) and requires the second language upon arrival in the country of destination. In many instances a migrant will not have the opportunity, for many obvious reasons, to start school again at grade one and acquire the language naturally. In these situations alternative interventions need to take place.

In working with illiterate people (and individuals with low-proficiency in an L2) following the composition of some artifact like in taking a photo, sketching an event, or painting an image, a stage of orality has been seen as an effective way to understand the intention of the learner.

Including orality

In the accompanying image from left to right a) an image taken during a phototour of the participant’s village. This image is of the individual at her shop, and this is one of her products that she sells, dung for cooking fuel. The image helps the interlocutor understand the realities of the participants daily life and most importantly it allows the participant the opportunity to select what they feel is important to them. b) This is an image of a student explaining and elaborating the series of milestones in her life to a group. In this image the student had a very basic ability and with some help was able to write brief captions under the images. While she speaks a recording of her story takes place to understand her story and to help develop it in the L2. The third image is of a painting that had been used with a composite in Photoshop. With further training participants can learn how to blend images they would like to therefore introducing elements of digital literacies, beneficial in many spheres of life in the 21st century. [117]

In the following image (see right) you can see two samples 1) One in Ethiopia from stencil to more developed composition based on a village tour, photography, and paintings. 2) In the Middle East at a tailor’s shop focusing English for Specific Purposes (ESP) and in this example the writing has evolved from photography, sketching, and in situ exposure for the instructor (much like the village tour in sample one).

From the work based in Ethiopia, participants were asked to rate preference of activity, on a scale of 1-10. The survey prompt was: On a scale of 1 – 10 how would you rate photography as an activity that helped you get inspiration for your writing activities (think of enjoyment and usefulness). The following activities were rated, in order of preference – activities used as primers for writing:

• Photography 97%
• Oral presentations sharing your art 92%
• Process painting 84%
• Painting 82%
• Sketching 78%
• Gluing activities 72%
• Stencil/tracing activities 60%

More research would need to be conducted to confirm such trends.

In bringing work together from students in culminating projects, authorship programs have been successful in bringing student work together in book format. Such artifacts can be used to both document learning, but more importantly reinforce language and content goals.

Sample covers of completed authorship created books

The culmination of such writings, into books can evoke both intrinsic and extrinsic motivation. Form feedback by students involved in such initiatives the responses have indicated that the healthy pressures of collective and collaborative work was beneficial.

Ahamiyati

Teaching people to read and write, in a traditional sense of the meaning (literacy) is a very complex task in a native language. To do this in a second language becomes increasingly more complex, and in the case of migrants relocating to another country there can be legal and policy driven boundaries that prohibit the naturalization and acquisition of citizen ship based on language proficiency. Kanadada [118] for example despite a debate, language tests are required years after settling into Canada. Similar exists globally, see:, [119] [120] va [121] masalan.

The EL Gazette reviewed Pellerine’s work with migrant English language learners [122] and commented: “Handing English language learners a sponge and some paint and asking them to ‘paint what comes’ might not appear like a promising teaching method for a foreign language. But Canadian EL instructor and photographer Steve Pellerine has found that the technique, along with others based around the visual arts, has helped some of his most challenging groups to learn”. Visual arts have been viewed as an effective way to approach literacy instruction – the art being primers for subsequent literacy tasks within a scaffolded curricular design, such at Teaching for Understanding (TfU) or Understanding by Design (UbD).

Qit’a bo’yicha

Most illiterate persons now live in Southern Asia or sub-Saharan Africa.

Evropa

Birlashgan Qirollik

Nearly one in ten young adult women have poor reading and writing skills in the UK in the 21st century. This seriously damages their employment prospects and many are trapped in poverty. Lack of reading skill is a social stigma and women tend to hide their difficulty rather than seeking help. Girls on average do better than boys at English in school. [123]

Angliya

Literacy is first documented in the area of modern England on 24 September 54 BCE, on which day Yuliy Tsezar va Kvintus Tsitseron yozgan Tsitseron “from the nearest shores of Britain”. [124] Literacy was widespread under Roman rule, but became very rare, limited almost entirely to churchmen, after the G’arbiy Rim imperiyasining qulashi. In 12th and 13th century England, the ability to recite a particular passage from the Bible in Lotin entitled a umumiy Qonun defendant to the so-called ruhoniylarning foydasi: i.e. trial before an cherkov sudi, where sentences were more lenient, instead of a secular one, where hanging was a likely sentence. Thus literate lay defendants often claimed benefit of clergy, while an illiterate person who had memorized the psalm used as the literacy test, Zabur 51 (“O God, have mercy upon me. “), could also claim benefit of clergy. [125] Despite lacking a system of free and compulsory primary schooling, England reached near universal literacy in the 19th century as a result of shared, informal learning provided by family members, fellow workers, and/or benevolent employers. Even with near universal literacy rates, the gap between male and female literacy rates persisted until the early 20th century. Many women in the West during the 19th century were able to read, but unable to write. [126]

Uels

Formal higher education in the arts and sciences in Uels, from the Middle Ages to the 18th century, was the preserve of the wealthy and the ruhoniylar. As in England, Welsh history and archaeological finds dating back to the Bronza davri reveal not only reading and writing, but also alkimyo, botanika, advanced maths and science. Following the Roman occupation and the conquest by the English, education in Wales was at a very low ebb in the early modern period; in particular, formal education was only available in English while the majority of the population spoke only Uelscha. The first modern grammar schools were established in Welsh towns such as Rutin, Brecon va Kovrij. One of the first modern national education methods to use the native Welsh language was started by Griffit Jons 1731 yilda. [127] Jones was the rector of Llanddowror from 1716 and remained there for the rest of his life. He organized and introduced a Welsh medium circulating school system, which was attractive and effective for Welsh speakers, while also teaching them English, which gave them access to broader educational sources. The circulating schools may have taught half the country’s population to read. Literacy rates in Wales by the mid-18th century were one of the highest.

Dutch schoolmaster and children, 1662

Qit’a Evropa

The ability to read did not necessarily imply the ability to write. The 1686 church law (kyrkolagen) ning Qirolligi Shvetsiya (which at the time included all of modern Sweden, Finlyandiya, Latviya va Estoniya ) enforced literacy on the people, and by 1800 the ability to read was close to 100%. This was directly dependent on the need to read religious texts in the Lyuteran e’tiqodi yilda Shvetsiya va Finlyandiya. As a result, literacy in these countries was inclined towards reading, specifically. [128] But as late as the 19th century, many Swedes, especially women, could not write. The exception to this rule were the men and women of Islandiya who achieved widespread literacy without formal schooling, libraries, or printed books via informal tuition by religious leaders and peasant teachers. [128] That said, the situation in England was far worse than in Skandinaviya, Frantsiya va Prussiya: as late as 1841, 33% of all Englishmen and 44% of Englishwomen signed marriage certificates with their belgi as they were unable to write (government-financed public education was not available in England until 1870 and, even then, on a limited basis) [ iqtibos kerak ] .

Tarixchi Ernest Gellner buni ta’kidlaydi Qit’a Evropa countries were far more successful in implementing educational reform precisely because their governments were more willing to invest in the population as a whole. [129] Government oversight allowed countries to standardize curriculum and secure funding through legislation thus enabling educational programs to have a broader reach. [130]

Although the present-day concepts of literacy have much to do with the 15th-century invention of the harakatlanuvchi turi bosmaxona, bu qadar emas edi Sanoat inqilobi of the mid-19th century that paper and books became affordable to all classes of industrialized society. Until then, only a small percentage of the population were literate as only wealthy individuals and institutions could afford the materials. Hatto bugun ham [yangilash] , the cost of paper and books is a barrier to universal literacy in some less-industrialized nations.

Boshqa tomondan, tarixchi Harvey Graff argues that the introduction of mass schooling was in part an effort to control the type of literacy that the ishchilar sinfi had access to. According to Graff, literacy learning was increasing outside of formal settings (such as schools) and this uncontrolled, potentially critical reading could lead to increased radicalization of the populace. In his view, mass schooling was meant to temper and control literacy, not spread it. [131] Graff also points out, using the example of Sweden, that mass literacy can be achieved without formal schooling or instruction in writing.

Shimoliy Amerika

Kanada

Colonialism (1600s–1762)

Research on the literacy rates of Canadians in the colonial days rested largely on examinations of the proportion of signatures to marks on parish acts (birth, baptismal, and marriage registrations). Although some researchers have concluded that signature counts drawn from marriage registers in nineteenth century Frantsiya corresponded closely with literacy tests given to military conscripts, [132] others regard this methodology as a “relatively unimaginative treatment of the complex practices and events that might be described as literacy” (Curtis, 2007, p. 1-2). [133] But censuses (dating back to 1666) and official records of Yangi Frantsiya offer few clues of their own on the population’s levels of literacy, therefore leaving few options in terms of materials from which to draw literary rate estimates.

In his research of literacy rates of males and females in New France, Trudel found that in 1663, of 1,224 persons in New France who were of marriageable age, 59% of grooms and 46% of brides wrote their name; however, of the 3,000-plus colony inhabitants, less than 40% were native born. [134] Signature rates were therefore likely more reflective of rates of literacy among French immigrants. Magnuson’s (1985) research revealed a trend: signature rates for the period of 1680–1699 were 42% for males, 30% for females; in 1657-1715, they were 45% for males and 43% for females; in 1745-1754, they were higher for females than for males. He believed that this upward trend in rates of females’ ability to sign documents was largely attributed to the larger number of female religious orders, and to the proportionately more active role of women in health and education, while the roles of male religious orders were largely to serve as parish priests, missionerlar, military chaplains and explorers. 1752 marked the date that Canada’s first newspaper—the Galifaks gazetasi —began publication. [135]

From the British Conquest (1763) to Confederation (1867)

Oxiri Etti yillik urush in 1763 allowed two Filadelfiya printers to come to Kvebek shahri and to begin printing a bilingual Kvebek gazetasi in 1764, while in 1785 Fleury Mesplet started publication of the Monreal gazetasi, which is now the oldest continuing newspaper in the country. [135]

In the 19th century, everything about print changed, and literature in its many forms became much more available. [136] But educating the Canadian population in reading and writing was nevertheless a huge challenge. Concerned about the strong Frantsuz kanadalik presence in the colony, the British authorities repeatedly tried to help establish schools that were outside the control of religious authorities, but these efforts were largely undermined by the Katolik cherkovi and later the Anglican clergy. [137]

From the early 1820s in Quyi Kanada, classical college curriculum, which was monopolized by the Church, was also subject to growing liberal and lay criticism, arguing it was fit first and foremost to produce priests, when Lower Canadians needed to be able to compete effectively with foreign industry and commerce and with the immigrants who were monopolizing trade (Curtis, 1985). [133] Liberal and lay attempts to promote parish schools generated a reaction from the Catholic and later the Anglican clergy in which the dangers of popular literacy figured centrally. [137] Both churches shared an opposition to any educational plan that encouraged lay reading of the Bible, and spokesmen for both warned of the evil and demoralizing tendencies of unregulated reading in general. Granted the power to organize parish schooling through the Vestry School Act of 1824, the Catholic clergy did nothing effective. [133]

Despite this, the invention of the printing press had laid the foundation for the modern era and universal social literacy, and so it is that with time, “technologically, literacy had passed from the hands of an elite to the populace at large. Historical factors and sociopolitical conditions, however, have determined the extent to which universal social literacy has come to pass”. [138]

1868–1986

In 1871 only about half of French Canadian men in Kanada self-reported that they were literate, whereas 90 percent of other Canadian men said they could read and write, but information from the Canadian Families Project sample of the 1901 Kanada aholini ro’yxatga olish indicated that literacy rates for French Canadians and other Canadians increased, as measured by the ability of men between the ages of 16 and 65 to answer literacy questions. [139] Compulsory attendance in schools was legislated in the late 19th century in all provinces but Kvebek, but by then, a change in parental attitudes towards educating the new generation meant that many children were already attending regularly. [137] Unlike the emphasis of school promoters on character formation, the shaping of values, the inculcation of political and social attitudes, and proper behaviour, many parents supported schooling because they wanted their children to learn to read, write, and do arifmetik. [137] Efforts were made to exert power and religious, moral, economic/professional, and social/cultural influence over children who were learning to read by dictating the contents of their school readers accordingly. But educators broke from these spheres of influence and also taught literature from a more child-centred perspective: for the pleasure of it. [140]

Educational change in Québec began as a result of a major commission of inquiry at the start of what came to be called the “Jim inqilob ” in the early 1960s. In response to the resulting recommendations, the Québec government revamped the school system in an attempt to enhance the francophone population’s general educational level and to produce a better-qualified labour force. Catholic Church leadership was rejected in favour of government administration and vastly increased budgets were given to school boards across the province. [137]

With time, and with continuing inquiry into the literacy achievement levels of Canadians, the definition of literacy moved from a ikkilamchi one (either a person could, or couldn’t write his or her name, or was literate or illiterate), to ones that considered its multidimensionality, along with the qualitative and quantitative aspects of literacy. In the 1970s, organizations like the Canadian Association for Adult Education (CAAE) believed that one had to complete the 8th grade to achieve functional literacy. Examination of 1976 census data, for example, found that 4,376,655, or 28.4% of Canadians 15 years of age and over reported a level of schooling of less than grade 9 and were thus deemed not functionally literate. [138] But in 1991, UNESCO formally acknowledged Canada’s findings that assessment of educational attainment as proxy measure of literacy was not as reliable as was direct assessment. [141] This dissatisfaction manifested itself in the development of actual proficiency tests that measure reading literacy more directly. [142]

Direct systematic measures of literacy in Canada, 1987 to present

Canada conducted its first literacy survey in 1987 which discovered that there were more than five million funktsional jihatdan savodsiz adults in Canada, or 24 per cent of the adult population. [142] Kanada statistikasi then conducted three national and international literacy surveys of the adult population — the first one in 1989 commissioned by the Kadrlar va ko’nikmalarni rivojlantirish Kanada (HRSDC) department. [142]

This first survey was called the “Literacy Skills Used in Daily Activities” (LSUDA) survey, and was modeled on the 1985 U.S. survey of young adults (YALS). [143] It represented a first attempt in Canada to produce skill measures deemed comparable across languages. Literacy, for the first time, was measured on a continuum of skills. [143] The survey found that 16% of Canadians had literacy skills too limited to deal with most of the printed material encountered in daily life whereas 22% were considered “narrow” readers.

In 1994-95, Canada participated in the first multi-country, multi-language assessment of adult literacy, the International Adult Literacy Survey (IALS). A stratified multi-stage probability sample design was used to select the sample from the Census Frame. The sample was designed to yield separate samples for the two Canadian official languages, Ingliz tili va Frantsuz, and participants were measured on the dimensions of prose literacy, document literacy and quantitative literacy. The survey found that 42.2%, 43% and 42.2% of Canadians between the ages of 16 and 65 scored at the lowest two levels of Prose Literacy, Document Literacy and Quantitative Literacy, respectively. [143] The survey presented many important correlations, among which was a strong plausible link between literacy and a country’s economic potential.

In 2003, Canada participated in the Adult Literacy and Life Skills Survey (ALL). This survey contained identical measures for assessing the prose and document literacy proficiencies, allowing for comparisons between survey results on these two measures and found that 41.9% and 42.6% of Canadians between the ages of 16 and 65 scored at the lowest two levels of Prose Literacy and document literacy respectively. [143] Further, Canadians’ mean scores also improved on both the prose and the document literacy scales. Energy production:36%, transportation: 24%, homes and businesses: 12%, industry: 11%, agriculture: 10%, and waste: 7%.

The OECD “s Kattalar vakolatlarini xalqaro baholash dasturi (PIAAC) is expected to produce new comparative skill profiles in late 2013. [144]

Meksika

In the last 40 years, the rate of illiteracy in Meksika has been steadily decreasing. In the 1960s, because the majority of the residents of the federal capital were illiterate, the planners of the Mexiko shahri metrosi designed a system of unique icons to identify each station in the system in addition to its formal name. However, the INEGI’s census data of 1970 showed a national average illiteracy rate of 25.8%; the last census data puts the national average at 6.9%. Mexico still has a gender educational bias. The illiteracy rate for women in the last census was 8.1% compared with 5.6% for men. Rates differ across regions and states. Chiapas, Gerrero va Oaxaka, the states with the highest qashshoqlik darajasi, had greater than 15% illiteracy in 2010 (17.8%, 16.7% and 16.3 respectively). In contrast, the illiteracy rates in the Federal District (D.F. / Mexico City) and in some northern states like Nuevo-Leon, Quyi Kaliforniya va Coahuila were below 3% in the 2010 census (2.1%, 2.2%, 2.6% and 2.6% respectively). [145]

Qo’shma Shtatlar

Asosiy maqola: Qo’shma Shtatlardagi savodxonlik
One-room school in Alabama v. 1935 yil

Before the 20th century white illiteracy was not uncommon and many of the slave states made it illegal to teach slaves to read. [146] By 1900 the situation had improved somewhat, but 44% of black people remained illiterate. There were significant improvements for African American and other races in the early 20th century as the descendants of former slaves, who had had no educational opportunities, grew up in the post Civil War period and often had some chance to obtain a basic education. The gap in illiteracy between white and black adults continued to narrow through the 20th century, and in 1979 the rates were about the same. [147]

Full prose proficiency, [148] as measured by the ability to process complex and challenging material such as would be encountered in everyday life, is achieved by about 13% of the general, 17% of the white, and 2% of the African American population. [149] [150] However 86% of the general population had basic or higher prose proficiency as of 2003, with a decrease distributed across all groups in the full proficiency group vs. 1992 of more than 10% consistent with trends, observed results in the SAT reading score to the present (2015). [151] [152] . According the website of the museum Planet Word in Washington DC some 32 million adults in the U.S can’t read. [153]

Cultural and westernized literacy for Native Americans in the United States

Native youth in front of Carlisle hind sanoat maktabi in Pennsylvania c. 1900 yil

Before colonization, oral storytelling and communication composed most if not all Tug’ma amerikalik savodxonlik. Native people communicated and retained their histories verbally—it was not until the beginning of Amerikalik hind maktab-internatlari that reading and writing forms of literacy were forced onto Native Americans. While literacy rates of English increased, majburiy assimilyatsiya exposed Native children to jismoniy va jinsiy zo’ravonlik, unsanitary living conditions, and even death. [ tushuntirish kerak ] Many students ran away in an attempt to hold on to their madaniy o’ziga xoslik and literary traditions that were relevant to their community. While these formalized forms of literacy prepared Native youth to exist in the changing society, they destroyed all traces of their cultural literacy. Native children would return to their families unable to communicate with them due to the loss of their mahalliy til. In the 20th and 21st century, there is still a struggle to learn and maintain cultural language. But education initiatives and programs have increased overall—according to the 2010 census, 86 percent of the overall population of Native Americans and Alaska Natives have high school diplomas, and 28 percent have a bakalavr diplomi yoki undan yuqori. [154]

Janubiy Amerika

In 1964 in Brazil, Paulo Freire was arrested and exiled for teaching peasants to read. [155] Since democracy returned to Braziliya, however, there has been a steady increase in the percentage of literate people. [156] Educators with the Axé project within the city of Salvador, Bahía attempt to improve literacy rates among urban youth, especially youth living on the streets, through the use of music and dances of the local culture. They are encouraged to continue their education and become professionals. [108]

Afrika

The literacy rates in Africa vary significantly between countries. The registered literacy rate in Libya was 86.1% in 2004 [157] and UNESCO says that literacy rate in the region of Ekvatorial Gvineya is approximately 95%, [158] [159] while the literacy rate is in Janubiy Sudan is approximately (27%). [160] Poorer youth in sub-Saharan Africa have fewer educational opportunities to become literate compared with wealthier families. They often must leave school because of being needed at home to farm or care for siblings. [108]

In sub-Saharan Africa, the rate of literacy has not improved enough to compensate for the effects of demographic growth. As a result, the number of illiterate adults has risen by 27% over the last 20 years, reaching 169 million in 2010. [161] Thus, out of the 775 million illiterate adults in the world in 2010, more than one fifth were in sub- Saharan Africa – in other words, 20% of the adult population. The countries with the lowest levels of literacy in the world are also concentrated in this region. These include Niger (28.7%), Burkina Faso (28.7%), Mali (33.4%), Chad (35.4%) and Ethiopia (39%), where adult literacy rates are well below 50%. There are, however, certain exceptions, like Equatorial Guinea, with a literacy rate of 94%. [162]

Jazoir

The literacy rate of Algeria is around 70%: education is compulsory and free in Jazoir up to age of 17.

Botsvana

Botsvana has among the highest literacy rates in the rivojlanayotgan dunyo with around 85% of its population being literate.

Burkina-Faso

Burkina-Faso has a very low literacy rate of 28.7%. The government defines literacy as anyone at least 15 years of age and up who can read and write. [163] To improve the literacy rate, the government has received at least 80 volunteer teachers. A severe lack of primary school teachers causes problems for any attempt to improve the literacy rate and school enrollment. [164]

Jibuti

Jibuti has an estimated literacy rate of 70%. [165]

Misr

Misr has a relatively high literacy rate. The adult literacy rate in 2010 was estimated at 72%. [166] Ta’lim is compulsory from ages 6 to 15 and free for all children to attend. 93% of children enter primary school today, compared with 87% in 1994.

Eritreya

According to the Ministry of Information of Eritreya, the nation has an estimated literacy rate of 80%. [167]

Efiopiya

The Ethiopians are among the first literate people in the world, having written, read, and created manuscripts in their ancient language of Geez (Amharcha ) since the second century CE. [168] All boys learned to read the Psalms around the age of 7. National literacy campaign introduced in 1978 increased literacy rates to between 37% (unofficial) and 63% (official) by 1984. [169]

Gvineya

Gvineya has a literacy rate of 41%. The Guinea government defines literacy as anyone who can read or write who is at least 15 years old. [163] Guinea was the first to use the Literacy, Conflict Resolution, and Peacebuilding project. This project was developed to increase agriculture production, develop key skills, resolve conflict, improve literacy, and numeracy skills. The LCRP worked within refugee camps near the border of Sierra Leone, however this project only lasted from 1999 to 2001. There are several other international projects working within the country that have similar goals. [170]

Keniya

Savodxonlik darajasi Keniya among people below 20 years of age is over 70%, as the first 8 years of primary school are provided tuition-free by the government. In January 2008, the government began offering a restricted program of free secondary education. Literacy is much higher among the young than the old population, with the total being about 53% for the country. Most of this literacy, however, is elementary—not secondary or advanced.

Mali

Asosiy maqola: Malida ta’lim

Mali has one of the lowest literacy rates in the world, at 33.4%, with males having a 43.1% literacy rate and females having a 24.6% literacy rate. 2015 yilda kattalar savodxonligi 33% ni tashkil etdi. [171] The government defines literacy as anyone who is at least 15 and over who can read or write. [163] The government of Mali and international organizations in recent years has taken steps to improve the literacy rate. The government recognized the slow progress in literacy rates and began created ministries for basic education and literacy for their national languages in 2007. To also improve literacy the government planned to increase its education budget by 3%, when this was purposed it was at 35% in 2007. The lack of literate adults causes the programs to be slowed. Dasturlarga malakali ayol murabbiylar kerak, bu katta muammo, chunki ko’pchilik erkaklar ayol oila a’zolarini erkak o’qituvchilar ostida o’qitish uchun yuborishdan bosh tortishadi. [172]

Mavrikiy

In bepul ta’lim Mavrikiy 1976 yilgacha boshlang’ich bosqichdan tashqariga chiqmagan, shuning uchun hozirda 50 yoshdan oshgan va 12 yoshdan oshgan ko’plab ayollar 12 yoshida maktabni tark etishdi. Yosh avlod (50 yoshgacha) juda yaxshi o’qitilgan va o’quvchilarga juda yuqori talablar qo’yilgan. Ta’lim bugungi kunda boshlang’ich maktabdan yuqori darajaga qadar bepul (faqat kirish to’lovlari Universitet darajasida qoladi). Ko’pgina professional odamlar kamida bakalavr darajasiga ega. Mavritaniyalik talabalar har yili Kembrij Xalqaro reytingida doimiy ravishda dunyoda birinchi o’rinni egallab kelmoqdalar O darajasi, Xalqaro A va AS darajadagi imtihonlar. Mavritaniyalik bolalarning aksariyati, hatto boshlang’ich bosqichda ham, maktabdan keyin va dam olish kunlarida nufuzli davlat kollejlariga (o’rta) va eng ko’p talab qilinadigan universitet kurslariga o’qishga kirishga qodir bo’lgan raqobatbardosh davlat maktablari tizimiga qarshi kurashish uchun qatnashadi.

Voyaga etgan savodxonlik darajasi 2011 yilda 89,8% ga baholandi. [173] Erkaklarning savodxonligi 92,3% va ayollarning savodxonligi 87,3% ni tashkil etdi. [173]

Niger

Niger savodxonlik darajasi juda past – 28,7%. Shu bilan birga, erkaklar va ayollar o’rtasidagi gender farqi mamlakat uchun asosiy muammo bo’lib, erkaklar savodxonlik darajasi 42,9% ni, ayollar esa 15,1% ni tashkil etadi. The Nigeriya hukumati savodxonlikni 15 yoshdan katta o’qish yoki yozishni biladigan har bir kishi sifatida belgilaydi. [163] Niass Tijaniya, bularning asosiy guruhi So’fiy birodarlar, qashshoqlikka qarshi kurash, vakolatlarini kengaytirish va savodxonlik kampaniyalarini boshladi. Ayollar Kiota o’zlarining ma’lumotlarini yoki iqtisodiy ahvollarini yaxshilashga harakat qilmaganlar. Saida Oumul Xadiri Niyass, Maman nomi bilan tanilgan bo’lib, u butun jamoat bo’ylab erkaklar va ayollar bilan suhbatlashish orqali jamiyatning ayollarga mos xulq-atvorga bo’lgan e’tiqodini o’zgartirdi, chunki jamiyat uning Niass Tijaniya etakchisiga uylanganligini tan oldi. Mamanning sa’y-harakatlari Kiotadagi ayollarga kichik biznesga egalik qilish, bozorda sotish, savodxonlik darslarida qatnashish va mikrokreditlar bera oladigan kichik uyushmalar tashkil etish imkonini berdi. Maman shaxsan qizlarga alohida e’tibor berib, Kiota va uning atrofidagi bolalarni o’qitadi. Mamanning talabalaridan qizlarning ota-onalariga qizlariga erta turmush qurishlariga ruxsat berish uchun o’qituvchidan ruxsat talab qilinadi. Bu esa, ushbu qizlarning ta’lim olish hajmini oshiradi, shuningdek kechiktiradi nikoh, homiladorlik va ega bo’lish bolalar. [174]

Senegal

Senegal savodxonlik darajasi 49,7%; hukumat savodxonlikni kamida 15 yoshga to’lgan va o’qish va yozishni biladigan har bir kishi sifatida belgilaydi. [163] Biroq, ko’plab o’quvchilar savodli deb hisoblanishi uchun maktabga uzoq vaqt bormaydilar. 1971 yilgacha hukumat savodxonlik darajasini yaxshilash bo’yicha faol harakatlarni boshlamadi, u 1971 yilga qadar Yoshlar va sport kotibiyatining kasb-hunar ta’limi bo’limiga mas’uliyat yukladi. Ushbu bo’lim va undan keyingi bo’limlarda savodxonlik bo’yicha aniq siyosat yo’q edi, 1986 yilda Savodxonlik va asosiy ta’lim bo’limi tashkil etilgunga qadar. Senegal hukumati katta miqdordagi mablag’ga tayanadi. Jahon banki uning maktab tizimini moliyalashtirish. [175]

Somali

Mamlakat bo’ylab savodxonlik darajasi to’g’risida ishonchli ma’lumotlar mavjud emas Somali. 2013 yilgi FSNAU tadqiqotlari shimoliy-sharqiy avtonom bilan bir mintaqada sezilarli farqlarni ko’rsatadi Puntlend eng yuqori savodxonlik darajasi 72 foizni tashkil etgan mintaqa. [176]

Serra-Leone

The Serra-Leone hukumat savodxonlikni 15 yoshdan oshgan, o’qish va yozishni biladigan har bir kishi sifatida belgilaydi Ingliz tili, Mende, Temne, yoki Arabcha. Rasmiy statistik ma’lumotlarga ko’ra, savodxonlik darajasi 43,3% ni tashkil qiladi. [177] Syerra-Leone “Savodxonlik, nizolarni hal qilish va tinchlikni mustahkamlash” loyihasidan foydalangan ikkinchi davlat bo’ldi. Biroq, loyiha markazida bo’lgan shahar yaqinidagi janglar tufayli qurolni amnistiya e’lon qilinmaguncha loyihani kechiktirishga olib keldi. [170]

Uganda

Uganda savodxonlik darajasi 72,2% ni tashkil etadi. [163]

Zimbabve

Zimbabve savodxonlik darajasi 86,5% ni tashkil etadi (2016 y.). [163]

Osiyo

Mamlakat	Voyaga etganlarning savodxonlik darajasi	Yoshlarning savodxonlik darajasi 15-24 yosh
Shri-Lanka	92.63% (2015) [178]	98% (2015) [179]
Hindiston	74.04% (2011) [180]	89.6% (2015) [181]
Bangladesh	72.76 (2016) [182]	92.24% (2016) [182]
Nepal	67.5% (2007)	89.9% (2015) [183]
Pokiston	58% (2017) [184]	75.6% (2015) [185]

Afg’oniston

Yosh maktab qizlari Paktiya viloyati Afg’oniston

Afg’oniston savodxonlik darajasi dunyodagi eng past ko’rsatkichlardan biri – 28,1%, erkaklar – 43,1% va ayollar – 12,6%. Afg’oniston hukumati birovni 15 yoshga to’lgan va o’qish va yozishni biladigan bo’lsa, uni savodli deb biladi. [163] Savodxonlik darajasini oshirish uchun AQSh harbiy murabbiylari Afg’oniston armiyasiga chaqirilganlarga qurol otishni o’rgatishdan oldin o’qishni o’rgatmoqdalar. AQShning mintaqadagi qo’mondonlari taxmin qilishlaricha, yollanganlarning 65 foizigacha savodsiz bo’lishi mumkin. [186]

Xitoy

Asosiy maqola: Xitoy Xalq Respublikasida ta’lim

The XXR malakasini baholash uchun standart testlarni o’tkazadi Standart xitoy, “putonghua” deb nomlanuvchi, lekin bu, birinchi navbatda, chet elliklar yoki ushbu sohada professional malakasini namoyish etishga muhtoj bo’lganlar uchun Pekin lahjasi. Xitoy singari tillardagi savodxonlikni boshqa tillarda bo’lgani singari o’qish uchun ham testlar orqali baholash mumkin, ammo tarixiy jihatdan ko’pincha ma’ruzachining maktab davrida kiritilgan xitoycha belgilar soni bo’yicha baholanib, amaliy savodxonlikning minimal darajasi deb hisoblangan. Xitoyda o’tkazilgan ijtimoiy fanlar bo’yicha o’tkazilgan so’rovlar bir necha bor Xitoy aholisining yarmidan ko’pi putongxua tilida so’zlashuvchi ekanligini aniqladi. [187]

Hindiston

Ushbu bo’lim kengayishga muhtoj. Siz yordam berishingiz mumkin ( 2014 yil fevral )
Asosiy maqola: Hindistonda savodxonlik

Savodxonlik Hindistonning Bosh ro’yxatga oluvchi va aholini ro’yxatga olish bo’yicha komissari, “7 yoshdan katta odamning [qobiliyati] . har qanday tilda ham yozish va o’qish bilan”. [188] Ga ko’ra 2011 yilgi aholini ro’yxatga olish, 74,04 foiz. [188]

Laos

Uch Laos qizlar maktablaridan tashqarida o’tirishadi, ularning har biri qishloq maktabidagi kitoblar bazmida olgan kitoblarini o’qishga berilib ketishadi.

Laos barcha kattalar savodxonligining eng past darajasiga ega Janubi-sharqiy Osiyo dan boshqa Sharqiy Timor. [189]

Savodxonlik uchun to’siqlar mamlakat va madaniyatga qarab farq qiladi, chunki yozuv tizimlari, ta’lim sifati, yozma materiallarning mavjudligi, boshqa manbalardan raqobat (televizor, video o’yinlar, uyali telefonlar va oilaviy mehnat majburiyatlari) va madaniyat savodxonlik darajasiga ta’sir qiladi. A bo’lgan Laosda fonetik alifbosi, o’qishni o’rganish osonroq, ayniqsa, taqqoslaganda Ingliz tili, bu erda imlo va talaffuz qoidalari istisnolar bilan to’ldiriladi va Xitoy, yodlash kerak bo’lgan minglab belgilar bilan. Ammo kitoblar va boshqa yozma materiallarning etishmasligi Laosda funktsional savodxonlikka to’sqinlik qildi, chunki ko’plab bolalar va kattalar shunchalik to’xtovsiz o’qidilarki, mahorat juda foydali.

Laosda savodxonlik loyihasi “savodxonlikni qiziqarli qiladigan kitoblar!” Loyiha, Katta birodar Sichqoncha, rang-barang, o’qilishi oson bo’lgan kitoblarni nashr etadi, so’ngra qishloq maktablarida kitob bayramlarini o’tkazib etkazib beradi. Ba’zi kitoblar, masalan, mualliflarning muvaffaqiyatli g’arbiy kitoblari asosida yaratilgan Doktor Seuss; eng mashhur, ammo an’anaviy Laos ertaklari. Ikkita mashhur folklor to’plamlari Siphone Vouthisakdee tomonidan yozilgan, u faqat beshta bola boshlang’ich maktabni tugatgan qishloqdan chiqqan. [190]

Big Brother Sichqonchasi shuningdek qishloq o’qish zallarini yaratdi va kattalar kitobxonlari uchun buddizm, sog’liq va chaqaloqni parvarish qilish kabi mavzularda kitoblar nashr etdi. [191]

Pokiston

Yilda Pokiston, Inson taraqqiyoti bo’yicha milliy komissiya (NCHD) kattalarni, ayniqsa ayollarni savodxonligini oshirishga qaratilgan. ISLOMABAD – YuNESKOning Islomobod bo’yicha direktori Kozue Kay Nagata shunday dedi: “Pokistonda savodsizlik yigirma yil ichida pasayib ketdi. Pokiston hukumati va xalqi ushbu sa’y-harakatlarni qondirish uchun qilgan sa’y-harakatlari tufayli. Mingyillik rivojlanish maqsadlari “.” Bugungi kunda Pokistonlik yoshlarning 70 foizi o’qish va yozishni biladi. 20 yil ichida savodsiz aholi sezilarli darajada kamaydi “, dedi u Xalqaro savodxonlik kuni.

Shu bilan birga, u mamlakatda savodxonlikni oshirish uchun ko’proq harakat qilish zarurligini ta’kidlab, “Pokistondagi oddiy o’qish va yozuvga ega bo’lmagan aholining ulushi juda yuqori. Bu jamiyatni rivojlantirishga individual to’sqinlik qilish uchun jiddiy to’siqdir. va xalqlar o’rtasidagi o’zaro tushunishga. ” YUNESKO ko’magi bilan Ta’lim vazirligi, Oliy ta’lim standartlari va ta’lim standartlari bo’yicha yaqinda o’tkazilgan milliy so’rovga to’xtalib, UNICEF va viloyat va viloyat ta’lim boshqarmalari Nagata ta’kidlaganidek, Pokistonda, boshlang’ich maktablarda omon qolish darajasi 70 foizni tashkil etgan bo’lsa-da, jinslar orasidagi farq hali hamon mavjud bo’lib, qizlarning tirik qolish darajasi o’g’il bolalarnikiga nisbatan 71 foizga teng. Xususan, Panjob shtatida uning so’zlariga ko’ra, bugungi kunda boshlang’ich maktablarda omon qolish darajasi 76 foiz bilan yaxshiroq, ammo 8 foiz punktni tashkil etmasdan, 72 foiz qizlarning tirik qolish darajasi o’g’il bolalarning 80 foiziga teng. U shuningdek, boshlang’ich bosqichda (5-9 yosh) har bir o’quvchiga sarflanadigan mablag ‘Panjabda yaxshiroq bo’lganligini ta’kidladi: respublika o’rtacha ko’rsatkichiga nisbatan 6998 rupiya. Yilda Balujiston, Panjabdagi kabi deyarli har bir bolaga sarflanadigan mablag ‘(6,985 rupiya) bo’lsa-da, boshlang’ich maktabda yashash darajasi atigi 53 foizni tashkil etadi. Qizlarning omon qolish darajasi 54 foiz bilan o’g’il bolalarnikiga qaraganda biroz yaxshiroq, 52 foizni tashkil qiladi. 2003 yilda tashkil etilgan “Literate Pakistan Foundation” notijorat tashkiloti ushbu tahlikani ildizidan olib tashlash uchun echimlarni keltirib chiqaradigan amaliy tadqiqotlar. Bu Pokistondagi savodxonlik darajasini oshirish uchun ishlaydi.

So’rov ma’lumotlari shuni ko’rsatadiki Xayber Paxtunxva, boshlang’ich maktabda omon qolish darajasi 67 foizni tashkil etadi, bu o’rtacha respublikadagi o’rtacha 70 foizdan pastdir. Bundan tashqari, gender farqi ham mavjud bo’lib, qizlarning tirik qolish darajasi 65 foizni tashkil qiladi, bu o’g’il bolalarnikiga nisbatan 68 foizni tashkil qiladi. Xayber-Paxtunxvada boshlang’ich bosqichda (5-9 yosh) bir o’quvchiga ta’lim xarajatlari 8638 rupiyani tashkil etadi. Yilda Sind, boshlang’ich maktabda omon qolish darajasi 63 foizni tashkil etadi, jinsdagi bo’shliq qizlar hayotining atigi 67 foizini tashkil qiladi, o’g’il bolalar uchun esa 60 foiz. Sindda boshlang’ich bosqichda (5-9 yosh) bir o’quvchiga ta’lim xarajatlari 5019 rupiyni tashkil etadi. Nagata so’rovnoma hisobotiga ishora qildi va Pokistonda 10 yoshdan 18 yoshgacha bo’lgan bolalar (ham o’g’il va qiz bolalar) ning boshlang’ich sinfni tugatguncha maktabni tark etishining eng keng tarqalgan sababi “bu bola maktabga borishni istamasligi” bilan bog’liqligini ta’kidladi. sifat va ta’lim natijalari bilan bog’liq bo’lishi. Uning so’zlariga ko’ra, ammo afsuski, qishloq jamoalarida yashovchi qizlar uchun maktabni tashlab ketishning ikkinchi asosiy sababi – bu “ota-onalar ruxsat bermagan”, bu qizlarga nisbatan xurofot va madaniy me’yor bilan bog’liq bo’lishi mumkin.

Filippinlar

Shuningdek qarang: Suyat va Baybayin
Baybayin ssenariysi Brax oilasiga tegishli

Laguna mis plitasi yozuvlari (taxminan 900-yil), o’lchamlari 8×12 dyuymdan kam bo’lgan ingichka mis plitalar hujjati X asrda Filippinda bo’lgan og’ir hindu-malay madaniy ta’sirini ko’rsatadi.

Dastlabki filippinliklar miloddan avvalgi 300 yildan beri o’zlarining yozuvlar tizimini yaratdilar va ishlatdilar Braxmatik ssenariylar oilasi ning Qadimgi Hindiston. Baybayin XI asrga kelib ushbu skriptlarning eng keng tarqalgani bo’ldi.

Ispaniyaning orollarga birinchi ekspeditsiyalari paytida kelgan dastlabki xronikachilar ba’zi mahalliy aholini, ayniqsa boshliq va mahalliy podshohlarning mahoratini qayd etdilar. Sanskritcha, Eski yava, Eski malay tili va boshqa bir nechta tillar. [192] [193] Ispaniyalik orollarni mustamlaka qilish paytida, o’qish materiallari Amerikaning Ispaniyadagi mustamlakasi bilan taqqoslaganda juda kam darajada yo’q qilindi. Ta’lim va savodxonlik faqat Yarim orollar va amerikaliklar kelguniga qadar imtiyoz bo’lib qoldi. Amerikaliklar davlatga maktablar tizimini joriy etishdi, bu esa savodxonlik darajasini oshirdi. Ingliz tili lingua franca Filippinda. Bu faqat qisqa vaqt ichida edi Yaponiyaning Filippinlarni bosib olishi yaponlar o’zlarini o’rgata olishgan til Filippinda va bolalarga yozma tillarini o’rgating.

Keyin Ikkinchi jahon urushi, Filippin savodxonlik darajasi bo’yicha Osiyoda eng yuqori ko’rsatkichga ega edi. U 1980-1990 yillarda yana bir bor umuminsoniy savodxonlikka erishdi. O’shandan beri savodxonlik darajasi bir necha foiz orqaga qaytishni boshlash uchun keskin pasayib ketdi. [ qachon? ] The DepEd, CHED va boshqa ilmiy muassasalar bolalarni savodxonlik mahoratini va bilimlarini oshirishga undaydi. Hukumat tomonidan bolalar bog’chasidan boshlab savodxonlikni o’qitish dasturi mavjud. Maktabning 1-sinfidan boshlab mamlakatning ikki rasmiy tili bo’lgan ingliz va filippin tillarini o’rgatadigan o’n yillik asosiy ta’lim dasturidan farqli o’laroq, bolalarga mintaqaviy tillarini ingliz tilidan oldin o’rgatadigan K-12 tizimiga o’tish bo’yicha yangi islohotlar olib borilmoqda.

Shri-Lanka

Asosiy maqola: Shri-Lankada ta’lim

Bilan savodxonlik darajasi 92,5% dan, [178] Shri-Lanka eng savodli kishilardan biriga ega populyatsiyalar orasida rivojlanayotgan xalqlar. [194] Uning yoshlar savodxonligi darajasi 98% ni tashkil etadi, [179] kompyuter savodxonligi darajasi 35%, [195] va boshlang’ich maktabga qamrab olish darajasi 99% dan yuqori. [196] 9 yilni belgilaydigan ta’lim tizimi majburiy maktabda o’qitish chunki har bir bola o’z o’rnida. The bepul ta’lim tizimi 1945 yilda tashkil etilgan, [197] ning tashabbusi natijasidir Kannangara va A. Ratnayake. [198] [199] Bu dunyodagi boshlang’ich bosqichdan uchinchi darajagacha universal bepul ta’lim beradigan kam sonli davlatlardan biridir. [200]

Okeaniya

Avstraliya

15 yoshdan 74 yoshgacha bo’lgan avstraliyaliklarning taxminan 56 foizi 2011-2012 yillarda Avstraliyaning statistika byurosining 3-darajasida yoki undan yuqori savodxonlikka erishmoqdalar va besh yoshli bolalarning 83 foizi yaxshi til va kognitiv ko’nikmalarni rivojlantirish yo’lida. Australian Early Development Census 2012 xulosasi. 2012–2013 yillarda Avstraliyada 1515 ta ommaviy kutubxona xizmat ko’rsatish punktlari mavjud bo’lib, ular Avstraliyaning jamoat kutubxonasi xizmatining 10 million a’zosiga 174 million dona qarz berdilar, bu o’rtacha jon boshiga to’g’ri keladigan xarajat o’rtacha 45 AQSh dollaridan kam bo’lgan Avstraliya ommaviy kutubxonasi statistikasi 2012-2013 yillar.

Shuningdek qarang

• Savodxonlik darajasi bo’yicha mamlakatlar ro’yxati
• Xalqaro savodxonlik kuni
• Xalqaro savodxonlik fondi
• Funktsional savodsizlik
• Huquqiy savodxonlik
• Raqam
• Postliteratsiya qilingan jamiyat
• Kitob cho’l

Manbalar

• Ushbu maqola a dan matnni o’z ichiga oladi bepul tarkib ish. CC-BY-SA IGO 3.0 bo’yicha litsenziyalangan Wikimedia Commons-da litsenziya bayonoti / ruxsatnomasi. Matn olingan O’tmishni o’qish, kelajakni yozish: Ellik yil savodxonlikni targ’ib qilish, 21-23, 26, YuNESKO, YuNESKO. YuNESKO. Qanday qo’shishni o’rganish ochiq litsenziya Vikipediya maqolalariga matn, iltimos ko’ring bu qanday qilib sahifa. Haqida ma’lumot olish uchun Vikipediyadan matnni qayta ishlatish, iltimos, ko’ring foydalanish shartlari.
• Ushbu maqola a dan matnni o’z ichiga oladi bepul tarkib ish. CC-BY-SA IGO 3.0 bo’yicha litsenziyalangan Wikimedia Commons-da litsenziya bayonoti / ruxsatnomasi. Matn olingan Uyali telefonlar va savodxonlik: Ayollar qo’lida imkoniyatlarni kengaytirish; To’qqiz tajribani o’zaro bog’liq holda tahlil qilish, 22-23, YuNESKO, YuNESKO. YuNESKO.
• Ushbu maqola a dan matnni o’z ichiga oladi bepul tarkib ish. CC-BY-SA IGO 3.0 bo’yicha litsenziyalangan Wikimedia Commons-da litsenziya bayonoti / ruxsatnomasi. Matn olingan Afrikada ta’lim uchun raqamli xizmatlar, 17, YuNESKO, YuNESKO. YuNESKO.

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Tashqi havolalar

• UNESCO Literacy Portal
• YuNESKOning samarali savodxonlik amaliyoti ma’lumotlar bazasi
• Ma’lumotlar bo’yicha bizning dunyomiz – Visualizations of how literacy around the world has changed historically (by Maks Rozer and Esteban Ortiz-Ospina). Includes literacy rates for different age groups. Charts for all countries, world maps, and links to more data sources.
• Savodxonlik da Curlie
• Literacy Assessment
• The National Strategies for Primary Literacy
• Savodxonlik haqida rivoyatlarning raqamli arxivi
• Milliy savodxonlik ishonchi

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