ILLITERATES IN INDONESIA
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This document discusses illiteracy in Indonesia. It defines illiteracy as the inability to read and write a simple statement. The main causes of illiteracy in Indonesia are identified as poverty, geographic conditions, the cost of education, and poor infrastructure. Statistics are provided showing the percentage and number of illiterates in Indonesia, with the lowest rates found in Jakarta and the highest in Papua. The document outlines several efforts by the Indonesian government to eradicate illiteracy, including allocating funds, collaborating with local organizations and universities, issuing a presidential instruction, and implementing UNESCO strategies.
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Adult learners dropout from literacy programmes in gombe state, nigeria
The document discusses adult learner dropout from literacy programs in Gombe State, Nigeria. It notes that while literacy programs see high initial enrollment, completion rates are often disappointing due to dropout. The study examines causes of dropout in Gombe State's literacy programs in 2011. Through a survey of 542 past learners, it finds that gender roles and instructor incompetence were key reasons for dropout. It also identifies inadequate instructional materials and quality as additional factors. The document recommends building more literacy centers, equipping them properly, and establishing more female-centered programs to address dropout issues.
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This document discusses the importance of education, with a focus on women's education in Pakistan. It notes that while women make up 51% of Pakistan's population, their literacy rates are significantly lower than men's, especially in rural areas. Several reasons for low female literacy are presented, including parents not allowing girls to attend school, the cost of education being too high, schools being too far away, and girls needing to help at home or work. The document then outlines a policy program to increase female education rates through upgrading schools, allocating funds from taxes and zakat, public-private partnerships, and community outreach efforts.
Illiteracy in india
The ppt contains information about,
What is Illiteracy?
Causes of Illiteracy
Effects of illiteracy
Solutions/Initiatives taken by government to reduce illiteracy
statistics of at global level as well as in India
Conclusion
FRIENDSCOOPERATION
Primary education is shaping India's future, but many challenges remain. Over 1 billion people worldwide lack basic literacy skills. The government has made progress through initiatives like Sarva Shiksha Abhiyan, but more work is needed to reduce dropout rates, close the gender gap in education, and ensure quality schooling for all children. Stakeholders must work together to overcome hurdles like poverty, lack of infrastructure and awareness, and provide every child with the tools to become empowered and productive members of society.
Low Literacy and Transition Rate
Literacy is the ability of a person who can read a newspaper and write a simple letter in any language.
STRATEGIES TO IMPROVE YOUTH CHARACTER IN MAINTAINING RELATIONSHIP BETWEEN CHI...
Strengthening character is one of the priority programs of President Joko Widodo and Vice President Jusuf Kalla. In his mind, it was stated that the government would revolutionize the nation's character. The Ministry of Education and Culture implements strengthening the nation's character in succession through the Movement to Strengthen Character Education which has been launched since 2016. The purpose of this study is to be able to determine strategies that can be used to improve the character of young people in maintaining the relationship between Chinese-Indonesian culture. This study uses a decision support system that is used to select strategies that can be used to improve the character of young people in maintaining the relationship between Chinese-Indonesian culture. The research approach uses hierarchical analytical processes and multi-criteria decision making using expert choice applications. Both of these approaches are used because both approaches are often used in decision support systems, so it is expected to be used to determine strategies that can be used to improve the character of young people in maintaining relations between Chinese-Indonesian culture. In this study, the results obtained were to choose Honesty by 58.2%, as a strategy that can be used to improve the character of young people in maintaining the relationship between Chinese-Indonesian culture. The rest chose Residence and Education each at 20.9%. The data inconsistency ratio is considered good because 0.01, is smaller than 0.1 as the maximum inconsistency ratio. It is hoped that this research can be a row model in the right strategy.
Educational Status of Differently Abled Persons and Developed Policies in India
A powerful instrument of social change is Education and often initiates upward movement in the social structure. Most important vehicle for Children with Disabilities CWDs is Education. A considerable segment of CWDs excluded from educational system in India. According to 2011 Census in India, the percentage of disabled persons who are Illiterate is about 45.48. The disabled male percentage with Illiteracy is about 37.63 and for disabled females is about 55.44 that means disabled females are more Illiterate than disabled males. The percentage of disabled persons who are Literate is about 54.52. The disabled persons who are Literate but below Primary level is about 10.59 , have primary level of education but below Middle is about 13.26 ., have middle but below Matric Secondary is about 9.13 , have Secondary level of Education but below Graduate is about 12.86, have graduate and above is about 4.65 . However, Indian Government stated to take some important steps for CWDs. Various report, commission, policy, committee and programme is responsible to improve the educational status of special persons. Such report, commission, policy, committee and programme are Sergeant report, Kothari commission, National Education Policy, National Policy on Education and Programme of Action, Integrated Education for the Disabled Children, Bahrul Islam Committee, Programme of Action, District Primary Education Programme, Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan. The objective of maximum of this is to take disabled children into general education system and to improve the quality of education. Chiranjit Majumder ""Educational Status of Differently Abled Persons and Developed Policies in India"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21762.pdf
Paper URL: https://www.ijtsrd.com/home-science/food-and-nutrition/21762/educational-status-of-differently-abled-persons-and-developed-policies-in-india/chiranjit-majumder
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Poverty of the mind is regarded as poor self-concept or image, a feeling of inadequacy and lack of will to achieve the object of one’s desires. Students who are poor at the mind tend to lack resolute determination and the will to succeed. They are not motivated, they lack unwavering faith in achieving anything worth-while, they are contented in their misery – “little world” and are wishful thinkers.
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This document discusses the importance of education, with a focus on women's education in Pakistan. It notes that while women make up 51% of Pakistan's population, their literacy rates are significantly lower than men's, especially in rural areas. Several reasons for low female literacy are presented, including parents not allowing girls to attend school, the cost of education being too high, schools being too far away, and girls needing to help at home or work. The document then outlines a policy program to increase female education rates through upgrading schools, allocating funds from taxes and zakat, public-private partnerships, and community outreach efforts.
Illiteracy in india
The ppt contains information about,
What is Illiteracy?
Causes of Illiteracy
Effects of illiteracy
Solutions/Initiatives taken by government to reduce illiteracy
statistics of at global level as well as in India
Conclusion
FRIENDSCOOPERATION
Primary education is shaping India's future, but many challenges remain. Over 1 billion people worldwide lack basic literacy skills. The government has made progress through initiatives like Sarva Shiksha Abhiyan, but more work is needed to reduce dropout rates, close the gender gap in education, and ensure quality schooling for all children. Stakeholders must work together to overcome hurdles like poverty, lack of infrastructure and awareness, and provide every child with the tools to become empowered and productive members of society.
Low Literacy and Transition Rate
Literacy is the ability of a person who can read a newspaper and write a simple letter in any language.
STRATEGIES TO IMPROVE YOUTH CHARACTER IN MAINTAINING RELATIONSHIP BETWEEN CHI...
Strengthening character is one of the priority programs of President Joko Widodo and Vice President Jusuf Kalla. In his mind, it was stated that the government would revolutionize the nation's character. The Ministry of Education and Culture implements strengthening the nation's character in succession through the Movement to Strengthen Character Education which has been launched since 2016. The purpose of this study is to be able to determine strategies that can be used to improve the character of young people in maintaining the relationship between Chinese-Indonesian culture. This study uses a decision support system that is used to select strategies that can be used to improve the character of young people in maintaining the relationship between Chinese-Indonesian culture. The research approach uses hierarchical analytical processes and multi-criteria decision making using expert choice applications. Both of these approaches are used because both approaches are often used in decision support systems, so it is expected to be used to determine strategies that can be used to improve the character of young people in maintaining relations between Chinese-Indonesian culture. In this study, the results obtained were to choose Honesty by 58.2%, as a strategy that can be used to improve the character of young people in maintaining the relationship between Chinese-Indonesian culture. The rest chose Residence and Education each at 20.9%. The data inconsistency ratio is considered good because 0.01, is smaller than 0.1 as the maximum inconsistency ratio. It is hoped that this research can be a row model in the right strategy.
Educational Status of Differently Abled Persons and Developed Policies in India
A powerful instrument of social change is Education and often initiates upward movement in the social structure. Most important vehicle for Children with Disabilities CWDs is Education. A considerable segment of CWDs excluded from educational system in India. According to 2011 Census in India, the percentage of disabled persons who are Illiterate is about 45.48. The disabled male percentage with Illiteracy is about 37.63 and for disabled females is about 55.44 that means disabled females are more Illiterate than disabled males. The percentage of disabled persons who are Literate is about 54.52. The disabled persons who are Literate but below Primary level is about 10.59 , have primary level of education but below Middle is about 13.26 ., have middle but below Matric Secondary is about 9.13 , have Secondary level of Education but below Graduate is about 12.86, have graduate and above is about 4.65 . However, Indian Government stated to take some important steps for CWDs. Various report, commission, policy, committee and programme is responsible to improve the educational status of special persons. Such report, commission, policy, committee and programme are Sergeant report, Kothari commission, National Education Policy, National Policy on Education and Programme of Action, Integrated Education for the Disabled Children, Bahrul Islam Committee, Programme of Action, District Primary Education Programme, Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan. The objective of maximum of this is to take disabled children into general education system and to improve the quality of education. Chiranjit Majumder ""Educational Status of Differently Abled Persons and Developed Policies in India"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21762.pdf
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The document discusses social problems and illiteracy. It defines social problems as undesirable conditions that require collective action to remedy. Illiteracy is defined as the inability to read or write. The document outlines several key statistics regarding literacy rates in India, such as the overall rate of 74% in 2011 and disparities between states. It also discusses causes of illiteracy like poverty, gender inequality, and lack of educational infrastructure. Functional illiteracy refers to skills that are inadequate for daily tasks requiring reading. The national policy on education in India has aimed to promote universal education access and quality over time through successive modifications.
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2. Leonard Cheshire Disability's inclusive education projects typically last 5 years and work to identify children's needs, involve parents and families, engage the local community, and influence education policy and practice at the national, regional and local government levels to establish a sustainable inclusive education system.
3. The projects conduct baseline studies to identify barriers to inclusion and then support children with disabilities to attend local mainstream schools through teacher training, making schools physically accessible, providing assistive devices, and establishing
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It is designed to guide the formulation and implementation of inclusive education laws,
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The document discusses the history and evolution of India's education system, from traditional village schools to the modern system introduced by the British. It outlines key education programs in India like Sarva Shiksha Abhiyan, which aims to provide universal elementary education. Challenges include high illiteracy rates, the expense of modern schools, and lack of access for marginalized groups. Education during emergencies is also discussed, noting the importance of continuing learning opportunities during crises. Issues arise like increased dropout rates post-disaster due to factors like displacement, child labor, and safety concerns for girls. The document calls for coordinated assessments and policies to better support education access during and after humanitarian crises.
Transition Planning for Independent Living of Learners with Deafblindness in ...
This document summarizes a research study about transition planning for independent living of learners with deafblindness in India. The study aims to review activities undertaken during transition by special educators in schools to help students with deafblindness develop independent living skills. Data will be collected through a survey of 30 special educators using a rating scale to understand the types of daily living and independent living activities taught and students' performance levels. The results will provide insight into transition planning and support for helping students with deafblindness attain independence.
Global Initiative on Out-of-school children: Central and Eastern Europe/ CIS
Despite high enrollment rates, many children in the region of Central and Eastern Europe and the Commonwealth of Independent States (CEE/CIS), drop out of school early and many graduate without learning basic literacy and numeracy skills. According to the latest study published by the Out of School Children Initiative, 2.5 million children of basic school age and 1.6 million children of pre-primary school age are out of school in the region. Additionally, many more children from the most marginalized communities are excluded from national data collection procedures and thus are invisible.
Litearcy in Pakistan
Pakistan has a low literacy rate of approximately 57% according to unreliable figures, ranking 113th out of 120 countries. Literacy rates are even lower in rural areas and among women. High illiteracy threatens Pakistan's fragile democracy by allowing corrupt politicians to exploit illiterate voters. Though the government emphasizes education policies, implementation is lacking due to low funding - only 2.1% of GDP goes to education compared to 60% for defense. Poverty is also a major barrier to literacy. Improving public education, expanding access especially for women and rural populations, and addressing corruption could help increase Pakistan's literacy rate.
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This document discusses strategies to enhance primary education quality in India. It notes that India's literacy rate is only 65% despite the global rate being 80%. Several issues are identified including poverty, population growth, poor infrastructure, gender bias, and backward thinking. Solutions proposed include increasing teacher recruitment and training, improving content and infrastructure, focusing on disadvantaged groups, providing mid-day meals, subsidies for families sending children to school, and implementing a school voucher system to give parents more choice. The conclusion emphasizes the importance of quality education for national development and dignity.
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This document discusses various educational policies and commissions in India since independence, including the National Policy on Education (1986, revised in 1992). It also discusses challenges in literacy, school education, and higher education. Key points include high illiteracy rates especially among females and certain social groups, low enrollment and high dropout rates after primary school, and poor learning outcomes. The document critiques the proposed National Education Policy 2016 for its focus on centralization, commercialization, and Hindutva ideology rather than empowering state governments and prioritizing quality and inclusion.
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The document discusses inclusive education practices in India for children with disabilities. It analyzes government policies and programs promoting inclusive education. It documents good practices like community-based rehabilitation programs, teacher training initiatives, and early childhood interventions. These practices show success in creating inclusive school cultures through partnerships, accessible infrastructure, adapted curricula and teaching methods. However, more efforts are needed like improving teacher training, developing teaching materials, establishing support systems, and addressing regional disparities to fully achieve inclusive education for all children in India.
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The document discusses social problems and illiteracy. It defines social problems as undesirable conditions that require collective action to remedy. Illiteracy is defined as the inability to read or write. The document outlines several key statistics regarding literacy rates in India, such as the overall rate of 74% in 2011 and disparities between states. It also discusses causes of illiteracy like poverty, gender inequality, and lack of educational infrastructure. Functional illiteracy refers to skills that are inadequate for daily tasks requiring reading. The national policy on education in India has aimed to promote universal education access and quality over time through successive modifications.
DCE154
India has high illiteracy rates, especially in rural areas where over 40% of the population cannot read or write. Government programs aimed at improving education like Sarva Shiksha Abhiyan have faced challenges in achieving their goals due to poor infrastructure like schools lacking adequate resources, teachers providing low quality education, and students not having sufficient literacy skills. Improving primary education will require innovative solutions like clustering schools to better share resources and provide teacher trainings, as well as addressing issues of poverty, costs, and the gap in literacy rates between males and females.
Inclusive Education
1. The document provides an introduction to inclusive education, which aims to educate children with disabilities alongside their peers in mainstream schools. It discusses Leonard Cheshire Disability's approach to supporting inclusive education projects in countries in Africa and Asia.
2. Leonard Cheshire Disability's inclusive education projects typically last 5 years and work to identify children's needs, involve parents and families, engage the local community, and influence education policy and practice at the national, regional and local government levels to establish a sustainable inclusive education system.
3. The projects conduct baseline studies to identify barriers to inclusion and then support children with disabilities to attend local mainstream schools through teacher training, making schools physically accessible, providing assistive devices, and establishing
World Report on Disability: Education
The document discusses improving educational opportunities for children with disabilities. It notes that children with disabilities are less likely to attend school and have lower educational outcomes. To promote inclusive education for these children, the document recommends that countries 1) formulate clear inclusive education policies and improve data collection, 2) adopt strategies to promote inclusion in mainstream schools, and 3) provide specialized support services where needed. It also stresses the importance of parental and community involvement. The goal is for children with disabilities to be educated as close to their peers as possible.
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It is designed to guide the formulation and implementation of inclusive education laws,
policies, programmes and activities, as well as buildings, materials, technologies,
audiovisuals, publications and documents, etc.
An Investigation into the Robustness of the Assessment of Learners with Speci...
Education for learners with special needs remains a challenge for developing countries like Lesotho where development of infrastructure and appropriate training for personnel is still at its infancy. With the number of learners with special needs on the rise, lack of basic necessities has compelled such learners to be absorbed in the main stream education system, leaving educators frustrated. Although having all inclusive education as professed by the government may be an ideal situation for learners with special needs, what remains a barrier is the mode of assessment for such learners. The study sought to establish the depth and breadth of the assessment of learners with special needs in Lesotho. The study was conducted using the qualitative methodology. The in depth interviews were conducted in order to get a thorough and informed insight that reveals how learners with special needs are evaluated. Documents such as Education Act 2010, The National Constitution and Children's Protection and Welfare Act 2011 were analysed to assess whether they respond to the needs of such learners. The informant selection techniques employed were convenience and purposive sampling. respondents were selected based on their availability and willingness to respond. The findings were analysed using thematic method of analysis. The study revealed that the government has not done enough to ensure inclusive education. This is evidenced by lack of clear policies for learners with special needs, as well as facilities and trained personnel for such learners. Tsepiso Mncina | Tawanda Mukurunge, | Takura Bhila "An Investigation into the Robustness of the Assessment of Learners with Special Needs: Case of Leseli Community School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29183.pdf Paper URL: https://www.ijtsrd.com/engineering/agricultural-engineering/29183/an-investigation-into-the-robustness-of-the-assessment-of-learners-with-special-needs-case-of-leseli-community-school/tsepiso-mncina
Illiteracy
Illiteracy is a major problem in India that hampers economic and social development. Approximately 70% of illiterate people live in 8 states, with rural areas and women having much lower literacy rates. Causes of illiteracy include lack of economic means, awareness, schools, and corruption. The government has implemented many programs since independence like the National Adult Education Program to promote literacy, but results have been unsatisfactory with illiteracy still costing the economy billions annually. Increased investment in education is needed to make India fully literate and powerful.
Education in emergencies study august 2010 final
The document discusses the history and evolution of India's education system, from traditional village schools to the modern system introduced by the British. It outlines key education programs in India like Sarva Shiksha Abhiyan, which aims to provide universal elementary education. Challenges include high illiteracy rates, the expense of modern schools, and lack of access for marginalized groups. Education during emergencies is also discussed, noting the importance of continuing learning opportunities during crises. Issues arise like increased dropout rates post-disaster due to factors like displacement, child labor, and safety concerns for girls. The document calls for coordinated assessments and policies to better support education access during and after humanitarian crises.
Transition Planning for Independent Living of Learners with Deafblindness in ...
This document summarizes a research study about transition planning for independent living of learners with deafblindness in India. The study aims to review activities undertaken during transition by special educators in schools to help students with deafblindness develop independent living skills. Data will be collected through a survey of 30 special educators using a rating scale to understand the types of daily living and independent living activities taught and students' performance levels. The results will provide insight into transition planning and support for helping students with deafblindness attain independence.
Global Initiative on Out-of-school children: Central and Eastern Europe/ CIS
Despite high enrollment rates, many children in the region of Central and Eastern Europe and the Commonwealth of Independent States (CEE/CIS), drop out of school early and many graduate without learning basic literacy and numeracy skills. According to the latest study published by the Out of School Children Initiative, 2.5 million children of basic school age and 1.6 million children of pre-primary school age are out of school in the region. Additionally, many more children from the most marginalized communities are excluded from national data collection procedures and thus are invisible.
Litearcy in Pakistan
Pakistan has a low literacy rate of approximately 57% according to unreliable figures, ranking 113th out of 120 countries. Literacy rates are even lower in rural areas and among women. High illiteracy threatens Pakistan's fragile democracy by allowing corrupt politicians to exploit illiterate voters. Though the government emphasizes education policies, implementation is lacking due to low funding - only 2.1% of GDP goes to education compared to 60% for defense. Poverty is also a major barrier to literacy. Improving public education, expanding access especially for women and rural populations, and addressing corruption could help increase Pakistan's literacy rate.
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ILLITERATES IN INDONESIA
- 2. Group 10 Nabila Wuri Hutaminingsih 16611073 RISMITA WAHYU WIDYASTUTI 16611088 Ria Amelia 16611121 NURIZA KURNIADEWI SAVIRA 16611089 ThisIs ....Our Presentation ! STATISTICS – UII
- 3. What is Illiterates ? IllIlliteracyiteracy is traditionally defined as the non ability to read and write, with understanding, a short, simple statement.
- 4. The result of the reading test is recorded as one of three outcomes: 1) cannot read at all; 2) able to read only parts of the sentence; or 3) able to read the whole sentence. In UIS statistics based on such reading tests, only persons who can read an entire sentence are counted as literate. Respondents who cannot read or who can read only parts of a sentence are considered illiterate.
- 5. Causes ofCauses of IlliteratesIlliterates in Indonesiain Indonesia 1 3322 44 POVERTY cost of education Geographic Condition Poor infrastructure
- 6. POVERTY IN INDONESIAPOVERTY IN INDONESIA ““ TThe spread ofhe spread of illiteracy rateilliteracy rate has strong correlation tohas strong correlation to povertypoverty raterate””
- 7. GEOGRAPHIC CONDITIONGEOGRAPHIC CONDITION ““Access educationAccess education sector is stillsector is still very difficult because ofvery difficult because of geographical condition in somegeographical condition in some placesplaces””
- 8. CostCost of Educationof Education “Parents can no longer afford education for their children because cost for education is too expensive, so they think that their children better go to work”
- 9. Poor InfrastructurePoor Infrastructure ““ Poor infrastructure complicates thePoor infrastructure complicates the government’s effort to improve literacy ingovernment’s effort to improve literacy in Indonesia”Indonesia”
- 10. Number of Illiterates in Indonesia
- 12. Percentageand number of IlliteratesinPercentageand number of Illiteratesin IndonesiaIndonesia ((%%))
- 13. The lowest and The highestThe lowest and The highest Illiterates inIlliterates in IndonesiaIndonesia (2015)(2015)
- 14. Government'sEffortsInGovernment'sEffortsIn Eradicating IlliteracyEradicating Illiteracy Here are some of the government's efforts in eradicating illiteracy :Here are some of the government's efforts in eradicating illiteracy : 1.1.The Government of Indonesia has allocated Rp 600 billion in 2007 for programs toThe Government of Indonesia has allocated Rp 600 billion in 2007 for programs to eradicate illiteracy. And the number of these funds is different each year.eradicate illiteracy. And the number of these funds is different each year. 2.2.The central government in collaboration with local government and other publicThe central government in collaboration with local government and other public organizations for the implementation of the program for the illiterate.organizations for the implementation of the program for the illiterate. 3.3.The Government in collaboration with the education department where illiteracyThe Government in collaboration with the education department where illiteracy eradication efforts carried out by universities, mainly by students. Her purpose aseradication efforts carried out by universities, mainly by students. Her purpose as students can be tutors who have academic goals as well as young age so as to havestudents can be tutors who have academic goals as well as young age so as to have high ideals in the implementation of the program, with the trust of the public abouthigh ideals in the implementation of the program, with the trust of the public about the value of high student is expected to increase the desire for success in thethe value of high student is expected to increase the desire for success in the literacy program.literacy program.
- 15. 4. The government issued Presidential4. The government issued Presidential Instruction No. 5 of 2006 onInstruction No. 5 of 2006 on thethe National Movement Acceleration CompletesNational Movement Acceleration Completes Compulsory Nine-Compulsory Nine- Year Basic Education andYear Basic Education and Eradication of Illiteracy.Eradication of Illiteracy. 5.The Government implement strategies for the5.The Government implement strategies for the eradication oferadication of illiteracy as proposed byilliteracy as proposed by UNESCO.UNESCO.