| National Literacy Goals |
| YEAR |
2005 |
2010 |
2015 |
| Total adult literacy
rate (%) |
96 |
100 |
100 |
| Female adult literacy
rate (%) |
... |
100 |
100 |
| Male adult literacy
rate (%) |
... |
100 |
100 |
|
|
| Definition of a Literate Person |
|
|
|
One who has reading ability or can read, |
|
|
One who has formal education and at least some form
of informal education. |
|
| Name of National Literacy Agency |
|
| Specific organizations among the main
Government agencies involved are: |
|
|
Ministry of Education, |
|
|
| Ministry of Rural Development, |
 |
|
|
|
Ministry of Human Resources, |
|
|
Ministry of Youth and Sports, and |
|
|
Ministry of Entrepreneurship. |
| "Literacy Facts and Figures" of Malaysia |
|
|
| Structure of National Literacy Agency |
|
According to the Ministry concerned. |
| Number of NGOs working in the field of literacy |
314 functional literacy groups/classes in
year 1999. |
| Number of literacy classes in most recent
year |
279 classes with 6,334 participants in the
year 2000. |
| Number of classroom hours designated to achieve
basic literacy |
Varies. According to the Ministry concerned.
No ready data available. |
|
| National Policies and Strategies |
| |
| National Policies on Literacy /
Non-formal Education in Latest Policy Document on Education |
| 1. |
Since 1961, the Community Development Division
(KEMAS) of the Ministry of Rural Development (MORD) was entrusted
to eradicate illiteracy among adults in Peninsular Malaysia.
In 1963, this function was extended to Sabah and Sarawak.
|
| 2. |
Today more than 93% of Malaysia's people are
literate. Even though the illiteracy rate is low, there is
still a need to formulate and implement life long education
programmes. Amongst the initiatives undertaken by MORD in
addressing illiteracy are: |
|
|
|
-
|
the Harmonious Family Education Program,
|
|
-
|
Religious Education Program, Skill Training
Program, |
|
-
|
Community Resource Center and Reading
Program, |
|
-
|
Functional Literacy Program, |
|
-
|
Preschool Program, |
|
-
|
Community Work Program and Community
Activity Center. |
|
|
|
Through these programs, adult learners are
able to gain knowledge and skills to enable them to be a literate
productive citizen. |
|
|
| |
| Current Literacy / Non-formal Education
Objectives /Strategies |
| 1. |
The objectives of the programmes for adults
and youths aged 15 years and above, school-dropouts and squatter
communities are: |
| |
|
|
to eradicate illiteracy among adults
and youths aged 15 years and above. |
|
|
to provide participants with knowledge
and skills useful in their daily life. |
|
|
to help participants overcome social
problems that hinder the development of the community. |
|
|
to inculcate the spirit of unity and
love for the nation, people and religion. |
|
|
to provide guidance and encouragement
to enable participants to develop the concept of self-advancement. |
|
| 2. |
The literacy and non-formal education programmes undertaken
by MORD focuses on teaching and learning in groups and classes
held in places and times convenient to the participants.
Participants in a class or group may not be fewer than fifteen.
The curriculum of this activity covers reading, writing
and arithmetic, and aspects of family life, health, economy,
civic duty and religion. All teaching, learning and training
activities are carried out in a manner suitable to the particular
location.
|
| 3. |
Income-Generating and Vocational Activities:
The purpose of this project is to improve the income of the
rural community through skills upgrading, so that rural communities
will be involved actively in income-generating programmes
that could improve their quality of life. Projects undertaken
include farming, crop cultivation, handicraft, metalwork and
pandan and mengkuang weaving. In 1999 and 2000, the participants
undertook a total of 115 projects. |
| 4. |
Learning materials: In order to ensure that
literates do not relapse into illiteracy, the MORD provides,
on a loan basis, reading and learning materials such as books,
audio tapes, posters and educational games for the rural communities. |
|
|
| |
| Lessons Learned from
Past Literacy Programmes and Activities |
| - |
|
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