Suchergebnisse

This report describes the development of a set of recommended outcome indicators that can be used by organizations engaged in financial education. The outcome indicators comprise the first phase of a two-year project led by Prosper Canada and funded by the Canadian Bankers Association to strengthen the evaluation of financial literacy programs in Canada. The project is a collaboration between Prosper Canada, the Government of Canada (led by the Financial Consumer Agency of Canada (FCAC), and the Canadian Bankers Association (CBA).

The literacy skills of elementary school students in Indonesia, according tointernational instructional survey data such as PISA and PIRLS are generally atlow ability level. Starting from this condition, the government then launched theSchool Literacy Program (SLP) which is in sync with the implementation ofCurriculum 2013. This study aims to analyze and calculate the difference ofliteracy ability and students' fourth graders critical thinking in schools thatorganize SLP in three areas of the village, transitions, and cities located inSukabumi Indonesia. The results showed that the students' fourth-grade literacyability at the SLP organizing school was at a low level of 66.89, the middle level55, the high level 54.67, and the advanced level of 55.89. The students' criticalthinking ability is at a low level of 82.94, 55.33 and 55.67. Based on the resultsof this study, it can be concluded that fourth graders students' literacy ability atschool organizer SLP in Sukabumi is at low level / factual literal. While fourthgraders students' critical thinking was able to reach low levels.

Community service was carried out in Setia Budi Village, Bengkayang District, West Kalimantan. The event was held on February 18, 2019 with 97 participants as Pre-Prosperous Family beneficiaries of the Hope Family Program. The purpose of this activity is that the families of the beneficiaries of the family program hope to manage their wealth well so that the assistance in the form of cash received is right on target and managed well. The method used in the form of lectures and question and answer and the practice of directly preparing the family financial budget. The results expected in this activity are to assist the government in managing family finances so that beneficiary families can graduate independently from their participation as beneficiaries of family program expectations because economy has increased.

The current study investigated the influence of the community-based family literacy program on parent's and children's engagement in family reading practices and language/literacy activities at home. Parent's and children's engagement in family reading practices and language/literacy activities based on different family characteristics and the lengths of program attended were compared. Six-week and four-week Family Storyteller Program for Preschoolers series were taught between 2013 and 2015. Three hundred seventy-five parents completed both presurveys and postsurveys. Parents showed promising results in enhancing parents' and child's engagement in family reading practices and language/literacy activities at home after participating in the intervention. It was also found that durations of the program and family characteristics were correlated to different outcomes.

Graduate online information literacy : the ACTS experience : Associated Canadian Theological Schools / William Badke -- The development of a library research methods course for online graduate students in education : Valdosta State University / Julie Chapman, Cliff Landis, and Shilo Smith -- LIB120 : introduction to information literacy : University of Rhode Island / Jim Kinnie -- Integrating information literacy into distance education : the progression of an online course : Washington State University / Elizabeth Blakesley Lindsay, B. Jane Scales, and Lara Ursin Cummings -- Making it available 24/7 : developing an online version of the one-credit class : Indiana University South Bend / Nancy Wootton Colborn and Feng Shan -- An ever-evolving experience : teaching information literacy as a general education requirement : Fontbonne University / Peggy Ridlen and Jane Theissen -- Online information literacy course at UIS : standing the test of time : University of Illinois at Springfield / Pamela M. Salela, Denise D. Green, and Julie Chapman -- A mature information literacy program : which way forward? : University of West Georgia / Mark McManus and Shirley O. Lankford -- Library research instruction for distance learners at Prince George's Community College : Prince George's Community College / Norma Allenbach Schmidt -- From partnership to program development : information literacy in an academic curriculum : Arizona State University / Barbara J. D'Angelo -- Providing online information literacy instruction to nontraditional distance learning engineering students : University of Florida / Kathryn Kennedy -- Smart searching : an easily customizable subject-specific online information literacy tutorial : Miami University / Eric Resnis and Jen-chien Yu -- Giving medical students what they want : online instruction at 11 P.M. : University of Illinois at Chicago / Lisa Wallis ... [et al.] -- From classroom to computer : collaboration, integration, and success : University of Arizona / Leslie Sult and Louise Greenfield -- Introducing information literacy in a WebCT-based composition course using streaming media tutorials : University of Idaho / Diane Prorak, Beth Hill, and Ben Hunter -- Many birds, one stone : benefits, drawbacks, and the process of creating an online tutorial : Austin Community College / Red Wassenich -- NetTrail : the evolution of an interactive, self-guided tutorial for undergraduates : University of California Santa Cruz / Deborah A. Murphy, Christy Hightower, and Ken Lyons -- Planning, building, and assessing an online information literacy tutorial : the LOBO experience : North Carolina State University / Megan Oakleaf -- Redesigning a library research tutorial : a view from the trenches : Appalachian State University / Kelly Rhodes McBride -- Starting a RIOT : information literacy instruction online and in the classroom : University of Colorado at Boulder / Caroline Sinkinson and Jennifer Knievel -- Connecting the dots : an inquiry-based approach to information literacy : University of Calgary / K. Alix Hayden, Shauna Rutherford, and Paul R. Pival -- Sophisticated simplicity in e-learning : online instruction at UNC-Chapel Hill : University of North Carolina at Chapel Hill / Suchi Mohanty, Lisa Norberg, and Kim Vassiliadis -- From B.I. to wi-fi : evolution of an online information literacy program : University of North Carolina at Greensboro / Scott Rice ... [et al.] -- Wartburg College : planful deployment : Watburg College / Gillian Gremmels and Kimberly Babcock Mashek

This article provides a critical analysis of current and past studies that have investigated the impact of financial education interventions on consumer financial behavior and financial literacy. The authors consider how financial literacy is measured and examine how well the existing literature addresses whether financial education improves financial literacy or personal financial outcomes or behaviors. They conclude that, taken together, the literature does not succeed in establishing a causal link between financial interventions and the modification of an individual's spending, saving or investing behavior. The literature does, however, establish a positive correlation between financial interventions and increased financial literacy. Moreover, the existing literature suggests that financial literacy is essential to making optimal financial decisions. Adapted from the source document.

With over 700 million illiterate adults worldwide, governments in many developing countries have implemented adult literacy programs. Typically these programs have low rates of success partly because the quality of teaching is heterogeneous. Standardization of teaching provided by computer-aided instruction might be a solution. However, there is little rigorous evidence of the effectiveness of computer-based adult literacy programs in delivering high-quality literacy and numeracy in the developing world. To fill this void in the literature, we study the impact of a computer-based adult literacy program, Tara Akshar Plus, on the literacy and numeracy skills of previously illiterate adult women in the north Indian state of Uttar Pradesh. Through a randomized control trial, we measure learning outcomes with individual-level literacy and numeracy tests and find statistically significant positive impacts of this computer-aided program on literacy and numeracy outcomes of women who undergo the TARA Akshar Plus program—relative to the control group. The effects are statistically significant but small in magnitude for women who were entirely illiterate prior to the program. The learning impacts are substantially larger for learners who knew at least a handful of letters at the beginning of the program. We compare the improvement in learning to that of another adult literacy and numeracy program. We conclude that TARA Akshar Plus is the more effective of the two, but the literacy and numeracy level achieved are not large enough to make many entirely illiterate learners become functionally literate.