In the context of achieving EFA goals, Nepal has made considerable efforts to increase the literacy rate through formal and non-formal education. Use of literacy skills in daily life is as important as increasing literacy rate. An appropriate literate environment is one of the conditions for promoting the use of literacy skills. At the same time, languages spoken by the people also affect the acquisition and use of literacy skills. For making appropriate decisions in these regards, need for relevant literacy-related information to the policy planners is strongly realized. However, comprehensive and disaggregated information about the ground realities related to literacy is usually lacking, particularly in the developing countries like Nepal, and consequently, there have been problems in setting the realistic targets of literacy. In this connection, Household-Based Literacy Survey 2011 has made an attempt to provide the essential information on literacy in detail, which would help to cope with the existing problems related to literacy and help develop realistic literacy policies and programmes.
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Publisher:
UNSECO
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(2011
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Type / Script:
Progress Report
in English
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Keywords:
EDUCATION, NON-FORMAL EDUCATION, FORMAL EDUCATION, EDUCATION FOR PEACE, BASIC EDUCATION, EDUCATIONAL SYSTEMS, MORAL EDUCATION, EDUCATIONAL DEVELOPMENT, EDUCATIONAL ASSISTANCE, EDUCATIONAL ASPECTS, LITERACY, ILLITERACY, PRIMARY EDUCATION, EDUCATIONAL MANAGEMENT, EDUCATIONAL PLANNING, EDUCATIONAL POLICY, EDUCATIONAL INFORMATION, POVERTY, CASTE, ETHNICITY, ETHNIC GROUPS, RELIGION, GENDER, LANGUAGES, CULTURE, SECONDARY EDUCATION, HIGHER EDUCATION, LITERACY PROGRAMMES
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Thematic Group:
UNESCO
:
Educational, Scientific and Cultural
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Thesaurus:
11.04.00
- Non-Formal Education
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Reference Link:
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