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|Title: ||Centre For Non Formal Education Programme|
|Authors: ||Appiah, E. C.|
|Issue Date: ||14-Jul-1996|
|Series/Report no.: ||2373;|
|Abstract: ||Emphasis is placed on the process of learning to read and write as a means of developing critical awareness of social and economic life. It became more generally recognised that literacy by itself does not lead to social improvement, and that a wider definition of Social Literacy was needed.
The Declaration of persepolis in 1975 reflected this view when it defined literacy as a “contribution to the liberation of man and his full development”. The Declaration stated that literacy should make people capable “of acting upon the world, of transforming it”.
LITERACY: A HUMAN RIGHT
By the 1980s the broader definition of literacy as being central to human development itself had become generally accepted. Attention shifted to the continued failure of many literacy programmes and to the mounting levels of illiteracy. Emphasis was put on people’s right to literacy and on the priority of universal literacy as a component of development itself. The Declaration of Paris (1985) takied about the “right to learn, the right to read and write, the right to question and analyse, the right to imagine and create, the right to read one’s world and to write history. By the start of international year (ILY) in 1990 such pressures had been summarised in the call for “Literacy for all by the year 2000’.|
|Description: ||A thesis submitted to the Board of Postgraduate Studies, Kwame Nkrumah University of Science and Technology, Kumasi, in partial fulfilment of the requirement for the award of Postgraduate Diploma in Architecture, 1996|
|Appears in Collections:||College of Architecture and Planning|
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