By Leon Bataille

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Institutional Factors 9. The description and analysis of the institutional framework in which ehe experimental projects took place and of the environmental factors which influenced their execution were an important aspect of the overall evaluation. They made it possible, in the light of past experience, to better identify and define, for the future, the political, administrative and structural preconditions — even if they differ from one country to another - needed if functional literacy work is to be effective.

THE EXPERIMENTAL WORLD LITERACY PROGRAMME1 The launching in 1966 of the World Programme represented one of the major responses of the international community - and particularly Unesco and UNDP to the problem of illiteracy in the Third World. e. Algeria, Afghanistan, Ecuador, Ethiopia, Guinea, India, Iran, Madagascar, Mali, Sudan, Syria, Tanzania and Venezuela. The main pilot projects of the programme fell into two categories: (a) projects implemented by national governments and Unesco (although Unesco was the sole executing agency, these sometimes received technical assistance from one or more of the other United Nations Specialized Agencies, such as FAO, ILO and WHO); and (b) agricultural development programmes implemented by FAO with a Unesco literacy component.

General Hypothesis of EWLP and the Functional Literacy Method 4. The global evaluation was based on the theoretical schema that was established by combining, as is apparent from the chart shown in Table I, all the significant factors on which data was actually available, and linking them together by a system of interrelations. This evaluation would have made it possible, since it was an experimental programme, to verify the correctness and determine the conditions of validity of the central principles around which EWLP was implicitly built and which may be expressed, a posteriori, in the following terms: 5 All of the documentation analysed for the purpose of global evaluation, and consisting of over 65,000 pages of studies, reports, monographs and specimens of teaching materials, has been gathered at Unesco House.

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