- Author:
Aldona Domańska
- E-mail:
adomanska@wpia.uni.lodz.pl
- Institution:
The Departament of Constitutional Law of Faculty of Law and Administration of University of Łódź
- ORCID:
https://orcid.org/0000-0002-9343-6932
- Year of publication:
2018
- Source:
Show
- Pages:
283-291
- DOI Address:
https://doi.org/10.15804/ppk.2018.06.24
- PDF:
ppk/46/ppk4624.pdf
After regaining independence, different legal systems remaining after the partitioners were in force in the lands of the forming Polish state. Reconstruction of statehood began with a disastrous state of education. The issue of education and the fight against widespread illiteracy was a very important issue both for society and the emerging authorities during the partitions. After regaining independence, the first task of educational authorities was to unify the school system, i.e. to define its organization, tasks, ideological foundations and programs. This process began in 1914, and the implementation of a general obligation to learn began intensively from 1917. However, due to the multitude of problems of the reviving state, including primarily financial, but also due to the lack of staff, buildings or school equipment, they resulted in the fact that general obligation to educate was not fulfilled. This meant that despite the efforts of authorities, the fundamental problem of illiteracy in the Polish society in indicated period was not eliminated.
- Author:
Ewa Przybylska
- Year of publication:
2017
- Source:
Show
- Pages:
144-155
- DOI Address:
https://doi.org/10.15804/kie.2017.02.10
- PDF:
kie/116/kie11610.pdf
The article attempts to explore the problem of functional illiteracy in the rich countries of the West. The author presents situations of adult illiterate people living in the world of Western culture who-deprived of the ability to read and write -surpass social and symbolic barriers in everyday life, struggling for survival and human dignity. The idiomatic phrase “the torture of Tantalus” symbolizes a person’s pain resulting from the desire of owning things which are close but remain unobtainable. Through their complex biographies, the author indicates crucial moments in their lives: the decision to acquire reading and writing skills, and the pivotal point directly after the accomplished literacy course. If one deprives these people of professional assistance, it reduces their chances to materialise the expectations connected with reading and writing skills. The aim of the article is to draw attention to the phenomenon of adult illiteracy, which became a major task in educational policy and adult education also in many highly developed countries.
- Author:
Errol Sundelowitz
- E-mail:
chief@bigpauwau.com
- Institution:
University of Johannesburg, Republic of South Africa
- Author:
Carol Macdonald
- E-mail:
carolmacdon@gmail.com
- Institution:
University of the Witwatersrand, Republic of South Africa
- Year of publication:
2006
- Source:
Show
- Pages:
131-144
- DOI Address:
https://doi.org/10.15804/tner.06.10.3.10
- PDF:
tner/200603/tner1010.pdf
Historically there have been inequities in access to school in South Africa. Differences in languages have also contributed to difficulties. In the present study a Grade One class was observed for a term as they entered formal schooling. Cultural psychology was used as the method, developing a description of the context and narrowing the observations to ten and then five children. Five school homes visits were done and one of these case studies is described here. Given the socio-economic literacy context, the child did extremely well, being self-motivated and supported by an aware single parent. The usefulness of the Cultural Psychological method is described.