International Review of Education

, Volume 54, Issue 5–6, pp 605–626 | Cite as

Literacy and Communication Technologies: Distance Education Strategies for Literacy Delivery



This article examines the promotion of literacy through information and communication technologies (ICTs) and through various modes of distance learning. After a general discussion of these approaches, the article focuses on efforts towards reducing illiteracy in Nigeria through integrated strategies for literacy delivery and especially through distance learning. After highlighting the strengths and weaknesses of these measures, the author makes some suggestions on how to maximize their effectiveness in helping Nigeria to achieve the targets of the Education for All agenda and the Millennium Development Goals.


Basic Education Adult Literacy Literacy Programme Capacity Building Programme UNESCO Institute 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


ALPHABÉTISATION ET TECHNOLOGIE DE COMMUNICATIONS: STRATÉGIES DE L’ÉDUCATION À DISTANCE POUR LA DÉLIVRANCE DE L’ALPHABÉTISATION – Cet article examine la promotion de l’alphabÉtisation À travers les technologies d’information et de communication (TIC) et À travers des mÉthodes variÉes d’enseignement À distance. Après une discussion gÉnÉrale de ces approches, l’article se concentre sur les efforts en vue de rÉduire l’analphabÉtisme au NigÉria À travers des stratÉgies intÉgrÉes pour la dÉlivrance de l’alphabÉtisation et plus spÉcialement À travers l’enseignement À distance. Après avoir mis en avant les points forts et les points faibles de ces mesures, l’auteur fait des suggestions quant À la maximisation de leur effectivitÉ pour aider le NigÉria À accomplir les buts de l’Agenda de l’Éducation Pour Tous et les Objectifs du MillÉnaire pour le DÉveloppement.


ALPHABETISIERUNG UND KOMMUNIKATIONSTECHNOLOGIE: STRATEGIEN FÜR DEN FERNUNTERRICHT IN ALPHABETISIERUNGSKAMPAGNEN – Dieser Artikel beschäftigt sich mit der Verwendung von Informations- und Kommunikationstechnologien (ICTs) und verschiedener Arten von Fernunterricht in der Alphabetisierungsförderung. Der Artikel diskutiert zunächst diese Ansätze im allgemeinen und konzentriert sich dann auf Maßnahmen zur Reduktion des Analphabetismus in Nigeria durch integrative Alphabetisierungsstrategien und besonders durch Fernunterricht. Der Autor wirft ein Schlaglicht auf die Stärken und Schwächen dieser Maßnahmen und gibt Empfehlungen zur Maximierung ihrer Effektivität, damit Nigeria auf diese Weise in die Lage versetzt wird, die Ziele der Agenda ‹Bildung fÜr alle’ sowie die Millenniumsentwicklungsziele erreichen zu können.


LECTOESCRITURA Y TECNOLOGÍAS DE LA COMMUNICACIÓN: ESTRATEGIAS DE EDUCACIÓN A DISTANCIA PARA PROVEER LA ALFABETIZACIÓN – Este artÍculo examina la promociÓn de la lectoescritura a través de las tecnologÍas de la informaciÓn y la comunicaciÓn (ICT) y a través de diferentes modos de aprendizaje a distancia. Luego de un comentario general sobre estos enfoques, el artÍculo se concentra en los esfuerzos realizados para reducir el analfabetismo en Nigeria a través de estrategias integradas destinadas a proveer alfabetizaciÓn, particularmente a través del aprendizaje a distancia. Una vez contemplados los puntos fuertes y débiles de estas medidas, aporta algunas sugerencias para maximizar su eficacia y ayudar asÍ a Nigeria a alcanzar las metas de la agenda de EducaciÓn para Todos y los Objetivos de Desarrollo del Milenio.  


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Aderinoye, Rashid A. 1984. Literacy by Television: A Case Study of the Television Service of Oyo State. M.Ed. project, University of IbadanGoogle Scholar
  2. Aderinoye, Rashid A. 1992. Retention and Failure: The Experience of the National Teachers Institute. PhD Thesis, Kaduna, Nigeria: University of IbadanGoogle Scholar
  3. Aderinoye, Rashid A. 1997. Literacy Education in Nigeria. Ibadan: University of Ibadan Publishing House, p. 27Google Scholar
  4. Aderinoye, Rashid A. 2004. Literacy by Radio, Lessons from other Countries. International Journal of Literacy: 21–28Google Scholar
  5. Aderinoye, Rashid A. 2006. Integration of ICT into Adult literacy Programme: the University Village Association’s Experience. Journal of Adult Education in Nigeria 11Google Scholar
  6. Aderinoye, Rashid A., and K. Ojokheta. 2004. Open Distance Education as a Mechanism for Sustainable Development: Reflections on the Nigerian Experience. International Review of Research in Open and Distance Learning, Vol. 5. Athabasca University, CanadaGoogle Scholar
  7. Adeya C. N., B. O. Oyeyinka 2005. The Internet in African Universities: Case Studies from Kenya and Nigeria. Maastricht, Netherlands: United Nations University, Institute for New TechnologiesGoogle Scholar
  8. Annan Kofi 2000. We the People of the 21st Century: The Role of the United Nations. New York: United NationsGoogle Scholar
  9. Annan, Kofi. 2003. The Secretary-General’s Remarks to Mark the Launching of the United Nations Literacy Decade. UN Press Release, New York: United Nations, 13 FebruaryGoogle Scholar
  10. Ansere N. 1982. The Inevitability of Distance Education in Africa. In J. S. Daniel (ed), Learning at a Distance; A world Perspective. Alberta, Canada: Commonwealth of LearningGoogle Scholar
  11. Archer, David. 2005. Writing the Wrongs: International Benchmarks on Adult Literacy. London: Action Aid International/Johannesburg: Global Campaign for EducationGoogle Scholar
  12. Babyegeya, E. 2002. Teacher Education Reform Initiatives in Tanzania: Responding to Strategic Priorities of Primary Education Development Plan. Huria – Journal of the Open University of Tanzania IV(1): 1–16Google Scholar
  13. Bhola, Harbans S. 2006. Access to Education: a Global Perspective. In Widening Access to Education as Social Justice: Essays in Honour of Michael Omolewa, ed. by Akpovire Oduaran and Harbans S. Bhola. Hamburg: UIL/Dordrecht: SpringerGoogle Scholar
  14. Chinien, Chris. 2007. Adult Learning: Situation, Trends and Prospects. In: Madhu Singh and L. M. Castro Mussot (eds.), Literacy, Knowledge and Development: South–South Policy Dialogue on Quality Education for Adults and Young People. Hamburg: UIL/Mexico City: Mexican National Institute for Adult EducationGoogle Scholar
  15. Department of Adult Education, University of Ibadan. 2000. UNESCO Chair, Annual Report. Ibadan, Nigeria: University of IbadanGoogle Scholar
  16. Dodds, Tony. 2001. Universities, Adult Basic Education, Open and Lifelong Learning and New Technology: Resources for Change in Developing Countries? Some Thoughts from Namibia. Inaugural Lecture,
  17. Dodds, Tony, and Frank Youngman. 1994. Distance Education in Botswana: Programmes and Prospects.
  18. Easton, Peter B. 2006. Investing in Literacy: Where, Why and How. Paper Delivered at the 2006 Biennial Conference of the Association for the Development of Education in Africa (ADEA), Libreville, Gabon.
  19. Fafunwa, A. B. 2008. The Importance of Mother-Tongue in Education Sector Reconstruction. Lagos: The Guardian, 3 January 2008: 40Google Scholar
  20. FGN/UNESCO 2003. Instructional Radio Programmes for Community Literacy and Education. Abuja: NMEC/UNESCOGoogle Scholar
  21. FRCN 2005. Broadcasting Stations in Nigeria. Abuja: FRCNGoogle Scholar
  22. Gulatis. 2008. Technology-Enhanced Learning in Developing Nations. Review in International Review of Research in Open and Distance Learning 9(1)Google Scholar
  23. Gunadasa, G. M. N. 2007. ICT in Education Policies in Sri Lanka: Challenges and Opportunities. Paper Presented at the e-Global Leaders Conference, 19–20 September, Seoul, KoreaGoogle Scholar
  24. Haddad, Wadi, D. 2007. ICTs for Education: A Reference Hand Book., http://mw/hpic.NECTEC/th/PNC, Accessed 27 June 2005
  25. Irediah, Tony. 2005. Speech Delivered at the FGN/FRCN/UNESCO Training Workshop on Radio Literacy, Lagos, 29 May 2005. Reported in the This Day Newspaper of 30 May 2005Google Scholar
  26. Kalman, Judith. 2005. Discovering Literacy: Access Routes to Written Culture for a Group of Women in Mexico. Hamburg: UNESCO Institute for Education, p. 31Google Scholar
  27. Laoye, A. 2000. A Study of the Impact of UNIVA Rural Literacy Project on the People of Oyo State. PhD thesis, University of IbadanGoogle Scholar
  28. Lind, Agneta. 2007. What Can and Should Donors do to Strengthen Adult Education Systems to Meet the Basic Learning Needs of Youth and Adults in Adult Education and Development? Bonn: DVV InternationalGoogle Scholar
  29. Mackay Ian K. 1964. Broadcasting in Nigeria. Ibadan: Ibadan University PressGoogle Scholar
  30. Mahenge S. T. 2006. ICTs and Teacher Training; A Case study of the Open University of Tanzania in Capacity Building of Teacher Training Institutions in Sub-Saharan Africa. Paris: UNESCOGoogle Scholar
  31. Mda T. 2005. ICTS at the Service of Teacher Training Problems and Opportunities for Distance Learning: The UNISA Experience in Capacity Building of Teacher Training Institutions in Sub-Saharan Africa. Paris: UNESCOGoogle Scholar
  32. Muhammad, Dahiru Nafisatu. 2007. Use of Radio in a Nomadic Education Programme in Nigeria. In Making a Difference: Effective Practices in Literacy in Africa. Hamburg: UNESCO Institute for Lifelong LearningGoogle Scholar
  33. NMEC. 2005. Literacy by Radio: Learner’s Primer. Abuja: NMEC/ UNESCO/ PlacGoogle Scholar
  34. NTI. 2006. Roundtable on Activities of the National Teacher’s Institute. Abuja: NTIGoogle Scholar
  35. Omolewa, Michael. 1981. Adult Education Practice. Ibadan: Evans Brothers (Nigeria), p. 71Google Scholar
  36. Omolewa, Michael. 2006. Cross Over unto the other side: The Mission of Adult Education. Ibadan: Spectrum Books, p. 4Google Scholar
  37. Peraton H. D. 2000. Open and Distance Learning in the Developing World. London: Routledge FalmerGoogle Scholar
  38. Report on Introduction to Basic Radio Programming held at the Nakaseke Community Multimedia Centre, Uganda, 19–20 August 2004,
  39. Rogers, Alan. 1993. Teaching Adults. Milton Keynes, UK: The Open UniversityGoogle Scholar
  40. Rogers, Alan. 2005. Urban Literacy. Hamburg: UNESCO Institute for EducationGoogle Scholar
  41. Siaciwena, Richard. 2000. Case Studies of Non-Formal Education in Distance and Open Learning. Lusaka: University of Zambia, COL and Department of Foreign International DevelopmentGoogle Scholar
  42. Sciwena, Richard, and Lucinda Foster. 2008. The Role of Open and Distance Learning in the Implementation of the Right to Education in Zambia. International Review of Research in Open Distance Learning 9(1)Google Scholar
  43. Singh, Madhu. 2007. Introduction. Literacy, Knowledge and Development: South–South Policy Dialogue on Quality Education for Adults and Young People. Hamburg: UIL / Mexico City: INEAGoogle Scholar
  44. Tahir, Gidado. 2005. Nigerian National Council for Adult Education in the Current Millennium: A Rear View Mirror. In Adult and Non Formal Education in Nigeria: Emerging Issues. Abuja: NNCAE/UNESCO, p. 6Google Scholar
  45. UNESCO. 2000. Education For All: Meeting our Collective Commitments. Text Adopted by the World Education Forum, Dakar. Paris: UNESCOGoogle Scholar
  46. UNESCO. 2003. Sudan: Basic Education Sector Analysis. Paris: UNESCOGoogle Scholar
  47. UNESCO. 2004a. Report on Development of Literacy and Non-Formal Education Through ICT, 20–24 September 2004, Windhoek, Namibia,
  48. UNESCO. 2004b. The Literacy Decade: Getting Started 2003–2004. Paris: UNESCOGoogle Scholar
  49. UNESCO. 2005. Literacy for Life. EFA Global Monitoring Report 2006. Paris: UNESCOGoogle Scholar
  50. UNESCO and Italy Fund in Trust. 2004. The Use of Radio to Promote Literacy and Adult Education – Writing a Radio Script. http://portal.un/ev.php-URL_ID
  51. Varela, F. M. 2007. Distance Learning for Adults: Radio ECCA Project for Socio-Economic Development – Cape Verde. In Making a Difference: Effective Practices in Literacy in Africa. Hamburg: UILGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  1. 1.Department of Adult EducationUniversity of IbadanIbadanNigeria

Personalised recommendations