By Leon Bataille
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Additional info for A Turning Point for Literacy. Adult Education for Development the Spirit and Declaration of Persepolis
Thence stems the gap between declarations of intention and the scope of concrete action. VIII. Unesco Action: Past and Future 24. THE EXPERIMENTAL WORLD LITERACY PROGRAMME1 The launching in 1966 of the World Programme represented one of the major responses of the international community - and particularly Unesco and UNDP to the problem of illiteracy in the Third World. e. Algeria, Afghanistan, Ecuador, Ethiopia, Guinea, India, Iran, Madagascar, Mali, Sudan, Syria, Tanzania and Venezuela. The main pilot projects of the programme fell into two categories: (a) projects implemented by national governments and Unesco (although Unesco was the sole executing agency, these sometimes received technical assistance from one or more of the other United Nations Specialized Agencies, such as FAO, ILO and WHO); and (b) agricultural development programmes implemented by FAO with a Unesco literacy component.
The thirteenth: the functional literacy pilot project in Venezuela was conducted exclusively with national resources and where only the evaluation component was financed by the United Nations system. e. literacy's preinvestment role with regard to development - and (in the words of the 13th Session of Unesco's General Conference in 1964) "to pave the way for the eventual execution of a world campaign . ". The testing and demonstration function of the Programme, although encountering greater obstacles than originally expected, has yielded a harvest of interesting information about how - and how not - to undertake literacy work.
4 Being guided by these decisions and recommendations, yet without ceasing to give support, within the limits of its resources and in response to requests from Member States, to activities undertaken as part of conventional literacy campaigns, Unesco has been engaged for the last 10 years in conducting a series of pilot projects and micro-experiments in a score of countries within the framework of the Experimental World Literacy Programme (hereinafter referred to as EWLP). The most important projects are those which were undertaken in eleven countries (Algeria, Ecuador, Ethiopia, Guinea, India, Iran, Madagascar, Mali, Sudan, Syria and Tanzania) with financial assistance from UNDP, which had stated that it was ready: To support a limited number of experimental projects that integrate literacy training with occupational training to determine to what extent occupational training and literacy reinforce each other and result in increased productivity and improve levels of living for new literates.