| National Literacy Goals |
| YEAR |
2005 |
2010 |
2015 |
| Total adult literacy
rate (%) |
94 |
97 |
99 |
| Female adult literacy
rate (%) |
91 |
95 |
97 |
| Male adult literacy
rate (%) |
97 |
99 |
99 |
|
|
| Definition of a Literate Person |
|
One who can recognize more than 1500 Chinese characters (for a farmer)
and 2000 characters (for an office worker or urban resident).
|
| Name of National Literacy Agency |
|
Department of Basic Education, Department of Vocational and Adult Education,
Ministry of Education;
National Commission for UNESCO of the People's Republic of China.
| "Literacy Facts and Figures" of China |
|
|
| Structure of National Literacy Agency |
|
National level: Department of Basic Education, Department of
Vocational and Adult Education, Ministry of Education.
Provincial level: Division of Basic Education, Division of Vocational
and Adult Education of the Provinces.
County level: Section of Basic Education, Section of Vocational
and Adult Education of Bureau of Education;
Township level: Education group, Primary school, School for
Peasants.
|
| Number of NGOs working in the field of literacy |
Women's federations,
Youth organizations,
Association for Science and Technology. |
| Number of literacy classes in most recent
year |
... |
| Number of classroom hours designated to achieve
basic literacy |
... |
|
| National Policies and Strategies |
| |
| National Policies on Literacy /
Non-formal Education in Latest Policy Document on Education |
|
Decision of the State Council on the Reform and Development of
Basic Education Promulgated on 10 July 2001.
|
|
| |
| Current Literacy / Non-formal Education
Objectives /Strategies |
| a. |
to strengthen the leadership and guidance provided
by governments at all levels to literacy and post-literacy
education. The Chinese government promulgated the "Decision
of the State Council on the Reform and Development of Basic
Education". It is provided by local governments at all
levels and it should persist in making the "two basics"
their "top priorities" in educational development.
In order to further expand 9-year compulsory schooling, and
to keep the literacy rates among young and middle-aged adults
above 95%, a basic education programmes with literacy classes
as its integral part should be incorporated into the plan
for economic and social development. Specific steps should
be taken to increase the level of financing so as to create
good conditions for the development of basic education. |
| b. |
to improve the mechanism of government leadership,
which relates to literacy and post-literacy education characterized
by a proper division of labour and cooperation among various
governmental departments. |
| c. |
to focus on literacy work among priority areas
and groups. Efforts should be redoubled amongst in the literacy
work conducted in poor areas, especially minority people and
women. |
| d. |
to strengthen in domains related to teaching
and learning in literacy work. Literacy education should strive
to combine general education with the learning of productive
techniques and life skills. |
| e. |
to strengthen the scientific management of
literacy work, including periodic reports on the progress
of work and inspection. |
| f. |
The policy of "Preventing first, eradicating
second, and upgrading third" should be adhered to. An
integrated approach to the planning and coordinated development
of basic, vocational, and adult education in the countryside
should be adopted,
*by pooling the resources of the sectors of education, science
and technology, and agriculture and improving the effective
utilization of available resources, and
*by making necessary adjustments in the geographical distribution
of educational institutions and programs. Attention should
be paid to neo-literates in disseminating scientific and technical
knowledge. |
| g. |
to strengthen research and training related
to rural adult education. |
| h. |
International cooperation should be developed
more. |
|
|
| |
| Lessons Learned from
Past Literacy Programmes and Activities |
-
|
|
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