Dictionaries traditionally define literacy as the ability to read and write. In the modern world, this is one way of interpreting literacy. One more broad interpretation sees literacy as knowledge and competence in a specific area. The concept of literacy has evolved in meaning. The modern term's meaning has been expanded to include the ability to use language, numbers, images, computers, and other basic means to understand, communicate, gain useful knowledge, solve mathematical problems and use the dominant symbol systems of a culture. The concept of literacy is expanding across OECD countries to include skills to access knowledge through technology and ability to assess complex contexts. A person who travels and resides in a foreign country but is unable to read or write in the language of the host country would be regarded by the locals as illiterate.
Media literacy encompasses the practices that allow people to access, critically evaluate, and create media. Media literacy is not restricted to one medium. The US-based National Association for Media Literacy Education defines it as the ability to access, analyze, evaluate, create, and act using all forms of communication.
The United States National Forum on Information Literacy defines information literacy as "... the hyper ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand." The American Library Association defines "information literacy" as a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. Other definitions incorporate aspects of "skepticism, judgement, free thinking, questioning, and understanding..." or incorporate competencies that an informed citizen of an information society ought to possess to participate intelligently and actively in that society.
The National Science Education Standards (NSES) represent guidelines for the science education in primary and secondary schools in the United States, as established by the National Research Council in 1996. These provide a set of goals for teachers to set for their students and for administrators to provide professional development. The NSES influence various states' own science learning standards, and statewide standardized testing.
Computer literacy is defined as the knowledge and ability to utilize computers and related technology efficiently, with a range of skills covering levels from elementary use to computer programming and advanced problem solving. Computer literacy can also refer to the comfort level someone has with using computer programs and other applications that are associated with computers. Another valuable component is understanding how computers work and operate. Computer literacy may be distinguished from computer programming which is design and coding of computer programs rather than familiarity and skill in their use.
The European Research Area (ERA) is a system of scientific research programs integrating the scientific resources of the European Union (EU). Since its inception in 2000, the structure has been concentrated on European cooperation in the fields of medical, environmental, industrial, and socioeconomic research. The ERA can be likened to a research and innovation equivalent of the European "common market" for goods and services. Its purpose is to increase the competitiveness of European research institutions by bringing them together and encouraging a more inclusive way of work, similar to what already exists among institutions in North America and Japan. Increased mobility of knowledge workers and deepened multilateral cooperation among research institutions among the member states of the European Union are central goals of the ERA.
Guided reading is 'small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency'. The small group model allows students to be taught in a way that is intended to be more focused on their specific needs, accelerating their progress.
The National Numeracy Strategy arose out of the National Numeracy Project in 1996, led by a Numeracy Task Force in England. The strategy included an outline of expected teaching in mathematics for all pupils from Reception to Year 6.
Education in Ghana was mainly informal, and based on apprenticeship before the arrival of European settlers, who introduced a formal education system addressed to the elites. Pre-Independent Ghana was known as the Gold Coast. The economy of Pre-Colonial Gold Coast was mainly dependent on subsistence farming where farm produces were shared within households and members of each household specialized in providing their household with other necessities such as cooking utilities, shelter, home, clothing and furnitures. Trade with other households was therefore practiced in a very small scale. This has made economic activities in pre-colonial Gold Coast a family institution/customs; family owned and family controlled. As such, there was no need for employment outside the household which would have otherwise called for discipline(s), value(s) and skill(s) through a formal education system. Pre-Colonial Gold Cost therefore practiced an informal education(apprenticeship) until it was colonized and its economy became a hybrid of subsistence and formal economy.
Literacy in India is a key for socio-economic progress, and the Indian literacy rate has grown to 74.04%. Despite government programmes, India's literacy rate increased only "sluggishly". The 2011 census, indicated a 2001–2011 decadal literacy growth of 9.2%, which is slower than the growth seen during the previous decade. An old 1990 study estimated that it would take until 2060 for India to achieve universal literacy at then-current rate of progress.
Foundation Stage is the British government label for education of pupils aged 2 to 5 in England. In Northern Ireland, it is also used to refer to the first two years of compulsory education for pupils aged 4 to 6.
Homi Bhabha Centre for Science Education (HBCSE) is a National Centre of the Tata Institute of Fundamental Research (TIFR), Mumbai, India. The broad goals of the institute are to promote equity and excellence in science and mathematics education from primary school to undergraduate college level, and encourage the growth of scientific literacy in the country. To these ends it carries out a wide spectrum of inter-related activities, which may be viewed under three broad categories:
Education For All (EFA) is a global movement led by UNESCO, aiming to meet the learning needs of all children, youth and adults by 2015.
The education system in Morocco comprises pre-school, primary, secondary and tertiary levels. School education is supervised by the Ministry of National Education, with considerable devolution to the regional level. Higher education falls under the Ministry of Higher Education and Executive Training.
Kurunjang Secondary College is a secondary school located in Kurunjang, Victoria, Australia.
The United States National Strategy for Homeland Security is a formal government response to the events of September 11, 2001 at the Pentagon and World Trade Center. The document issued by President George W. Bush outlines the overall strategic considerations for cooperation between the federal government, states, private enterprises, and ordinary citizens in anticipating future terrorism attacks as well as natural disasters and other incidents of national significance. The National Response Framework is the part of the homeland security national strategy that is a Comprehensive Emergency Management guideline for implementing scalable responses to disasters and other incidents of national significance.
The Ghana Health Service (GHS) is a Ghanaian government body established in 1996 as part of the Health Sector Reform of Ghana. The Health Service is under the Ministry of Health. The Health service primarily administrates the health services provided by the government and in implementing government policies on healthcare.
The Guidelines for Assessment and Instruction in Statistics Education (GAISE) are a framework for statistics education in grades Pre-K–12 published by the American Statistical Association (ASA) in 2007. The foundations for this framework are the Principles and Standards for School Mathematics published by the National Council of Teachers of Mathematics (NCTM) in 2000. A second report focused on statistics education at the collegiate level, the GAISE College Report, was published in 2005. Both reports were endorsed by the ASA. Several grants awarded by the National Science Foundation explicitly reference the GAISE documents as influencing or guiding the projects, and several popular introductory statistics textbooks have cited the GAISE documents as informing their approach.
Nord Anglia International School Rotterdam (NAISR) is an International school in Hillegersberg, Netherlands, an area of Rotterdam. The school educates students from Pre-K1 through to Grade 12 and has four academic areas: Early Learning, Elementary School, Middle School and High School.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) (translation: National
