Piauí Literacy Program (PPAIC): “literacy at the right age, no matter the cost”,,,

The aim of the Campus Teaching 4 program at SD 145 Pampangan is, of course, to improve students' literacy and numeracy skills through several students from different tertiary institutions. In practice there are several literacy and numeracy programs related to literacy and numeracy collaboration programs implemented with teachers, literacy and numeracy programs with campus teaching groups, literacy and numeracy programs with students inside and outside the classroom, interesting learning during social interaction at school and in implementing literacy and numeracy programs. The measurement results of students are based on the worksheets that have been given. In the literacy program, 3 students got repetition questions and the other students managed to get scores above 70. Furthermore, in the numeration program, the average value obtained was above 70, so there were no repetition questions given to students. Changes and cognitive development experienced by students are increasing, especially in terms of literacy and numeracy, so that it can be said that the programs implemented are successful and also show significant changes for students.

This research attempts to describe several things including, (1) design of literacy and numeracy programs in elementary schools, (2) implementation of literacy and numeracy programs, (3) supporting factors for literacy and numeracy programs and (4) obstacles in implementing numeracy literacy programs. This study used descriptive qualitative method. The research results obtained include; (1) the design of the literacy and numeracy program at SD Negeri 17 Pontianak Kota District is generally carried out by adapting to the content related to literacy and numeracy contained in the independent curriculum and the 2013 curriculum which is currently being implemented in schools; (2) the results of the implementation of the literacy program have been implemented in 3 ways, namely habituation, learning and development; (3) supporting factors come from program targets and the government which helps facilitate literacy and numeracy programs, and (4) obstacles found in the form of low interest in reading and writing among literacy and numeracy program targets in schools. Thus, literacy and numeracy programs need to be implemented with various preparations and considerations so that they can run optimally for students and are of course in line with the applicable curriculum.

The focus of this research lies in strengthening students' interest in learning through the Al-Qur'an literacy program at MAN 1 Tapin. As a school intracurricular activity, the Al-Qur'an literacy program has contributed to strengthening students' interest in learning. Based on Hellmut W. Krapp's cognitive theory, this research relies on a qualitative approach with the type of case study research. Data collection was carried out by observation, interview and documentation techniques. The results of the study concluded that MAN 1 Tapin has a Qur'an literacy program that is capable of being an alternative solution in increasing students' interest in learning, based on two things. First, the form of Qur'an literacy activities that are easy and relevant for students, and second, the presence of consistent supporting activities for the Qur'an literacy program, namely "Jum’at Taqwa" and "Tajwid training". The two activities work together to support the Qur'an literacy program which takes place at MAN 1 Tapin.

This study aims to describe the results of the evaluation of the implementation of the Qur'an literacy program at SMAN 6 Bulukumba based on the CIPP (Context, Input, Process, and Product) model. This study uses a qualitative descriptive method with subject data sources from the principal, vice principal of student affairs, the Alqur'an literacy team, PAI teachers, and Alqur'an literacy program assistants, using interview, documentation and observation instruments. Data were analyzed using qualitative data analysis techniques. Research results: 1) Context Evaluation; The purpose of implementing the Qur'an literacy program is in accordance with the needs of students and schools, and for the development of the Qur'an literacy program, SMAN 6 Bulukumba has collaborated with related institutions and agencies. 2) Input Evaluation; the implementation of the literacy program in the form of activity planning stages, understanding of teachers and students in program management, availability of infrastructure, was carried out well although it had to be improved in human resources such as the competence of accompanying teachers, utilization of facilities, program preparation, financing of training and program development. 3) Process Evaluation; In the implementation of the Alqur'an literacy program, the time and place have changed due to the Covid-19 Pandemic, the principal has been very good at monitoring although it has not touched funding in the context of program development. 4) Product Evaluation; the implementation of the Alqur'an literacy program shows the suitability of targets and results, changes in students' interest in reading the Qur'an intensively, increases in learning outcomes to read the Qur'an and student achievement in the religious field.

The focus of this research lies in strengthening students' interest in learning through the Al-Qur'an literacy program at MAN 1 Tapin. As a school intracurricular activity, the Al-Qur'an literacy program has contributed to strengthening students' interest in learning. Based on Hellmut W. Krapp's cognitive theory, this research relies on a qualitative approach with the type of case study research. Data collection was carried out by observation, interview and documentation techniques. The results of the study concluded that MAN 1 Tapin has a Qur'an literacy program that is capable of being an alternative solution in increasing students' interest in learning, based on two things. First, the form of Qur'an literacy activities that are easy and relevant for students, and second, the presence of consistent supporting activities for the Qur'an literacy program, namely "Jum’at Taqwa" and "Tajwid training". The two activities work together to support the Qur'an literacy program which takes place at MAN 1 Tapin.

The literacy program at Madrasa Aliyah Darut Taqwa is the flagship program of the madrasa. The school or madrasah literacy program is one of the important programs that must be formulated using strategic management concepts. Strategic management helps organizations formulate better strategies. In this case strategic management is very important in the literacy program, therefore the author wants to know more about the strategic management literacy program at MA Darut Taqwa through, formulation literacy program strategies, strategic implementation literacy programs, and evaluation of literacy program strategies madrasa aliyah Darut Taqwa. The type of research used is descriptive qualitative research. The data and data sources used are secondary data and primary data. Data collection techniques used are (a). Observation, (b). Interview, (c). Documentation. The results of the study show that, 1) The strategic formulation of the literacy program implemented in Madrasah Aliyah Darut Taqwa is carried out through the formulation of program objectives, vision and mission, swot analysis, program implementation plans, short-medium-long term goals, identifying internal and external factors that can influence program; 2) The strategic implementation of the literacy program at Madrasa Aliyah Darut Taqwa is currently carried out through determining policies, providing motivation, and carrying out useful habits to develop the culture of the literacy program; 3) Strategic evaluation of the literacy program at Madrasah Aliyah Darut Taqwa is carried out with activity evaluation meetings carried out by the entire literacy driving team, then carrying out evaluation standards on planned targets, and standard results or product feasibility.

This paper is focussed on literacy and the literacy experiences of people who are experiencing homelessness or are at risk of homelessness. Drawing on 23 in‐depth interviews with people who have lived experience of homelessness in Sydney, Australia, the paper examines literacy, literacy needs and interest in literacy programmes from a social practice perspective of literacy. Amartya Sen's (1999) capability approach is drawn on to examine the multidimensional barriers that impede access to literacy. Our findings show literacy needs and how literacy is understood and valued in the lives of people with lived experience of homelessness. We show the ways that spatial and temporal conditions enable and create (im)possibilities for the realisation of literacy as a capability. We also discuss how the capability is imagined to fit into existing worlds, as both an instrumental tool, as well as for personal satisfaction and broader participation in social life. Our interviewees also point to the possibilities of literacy learning and programmes supporting the realisation of other capabilities, emphasising the prospects of achieving multiple capability realisations through program design. We show how the findings bear out the principles of a social practices pedagogy in adult literacy programmes.

Distinction, integration and identity: Motivations for local language literacy in Senegalese communities

Changing discourses: Literacy and development in Nepal

This research article describes the Qur'an literacy program in schools, where this research was conducted at SD Al-Amjad Medan. This study uses a qualitative method with a descriptive type, namely describing the object of research using data collection techniques using observation, interviews and document-tation, data analysis techniques using data reduction, data presentation and drawing conclusions. The results showed: 1) The implementation of the Al-Qur'an literacy program at SD Al-Amjad Medan was carried out based on Permendikbud Number 23 of 2015 concerning the growth of character which was later developed into the school's vision and mission by prioritizing Islamic values. The implementation of the program is carried out systematically through stages and the wafa method with regular student evaluations. 2) The obstacles to imple-menting the Al-Qur'an literacy program are the first, the low quality of teachers. Second, students who are not disciplined and do not get parental support. Third, time constraints. 3) Efforts to overcome obstacles in the implementation of the Qur'an literacy program, namely by conducting training to improve the quality of teachers, cooperating with parents of students and increasing the duration of implementation in the hope that the implementation of Qur'an literacy can run optimally.Keywords: Al Qur’an Literacy, Quality of Teachers

The research aims to analyze: (1) the Al-Qur'an literacy program (2) the implementation of the Al-Qur'an literacy program (3) the evaluation process for the implementation of Al-Qur'an literacy (4) supporting factors and inhibiting factors for Al-Qur'an literacy 'an. This research was conducted at the Al-Abid Islamic elementary school in Medan Selayang. This research is qualitative analysis research with a descriptive approach. The data source is the wafa Qur'an literacy coordinator and the right brain wafa method book, while the secondary data source is library materials, literature and research first. Data collection instruments are documentation and interviews. Qualitative data analysis techniques include descriptions of material, construction and language aspects, while quantitative analysis of validity, reliability, level of difficulty, distinguishability and distractors. Research findings show: (1) Al-Qur'an literacy program at Al Islamic Private Elementary School -Abid refers to government regulations, in this case Minister of Education and Culture Regulation No. 23 of 2015 as a form of implementing literacy to support the educational process and teaching and learning activities. (2) Implementation of the Al-Qur'an literacy program, using the wafa method, using hijaz tones, using special Wafa books, using a level system, evaluation (3) Evaluation process of the results of implementing Al-Qur'an literacy, carried out every 2 weeks includes daily, weekly and monthly assessments to determine the extent of students' Al-Qur'an literacy results (4) Supporting and inhibiting factors for the Al-Qur'an literacy program, Supporting factors for Al-Qur'an literacy, Continuous method , Good cooperation between teachers and parents of students, Factors inhibiting Al-Qur'an literacy, From teacher factors, lack of time in teaching Al-Qur'an literacy, Students who do not repeat their lessons at home, Short implementation time.

ABSTRACTAchieving sustainable development in the built environment requires the human resource with the right sustainability knowledge and skills to respond to the challenge facing the construction industry. It is argued that educational institutions have a key role to play in educating future generations with the right sustainability knowledge and skills. This research explores the relevance of sustainability literacy to postgraduate students enrolled in a quantity surveying (QS) course at the London South Bank University. The study adopts a mixed-methods approach that examines students’ perspective on the importance of sustainability literacy and how it has been integrated in the program through interview with 15 students followed by a survey with 98 part-time and full-time students enrolled on the course. The results revealed that students value sustainability knowledge and skills. Most students believe that they need to be sustainability literate to be competitive in the job market. More than half of the students (53%) argued that sustainability literacy was delivered sometimes with a satisfaction rate of 45%, which shows that students are not really happy with how sustainability literacy has been embedded in the course and argues that more needs to be done to fully integrate sustainability literacy in the program.

Early childhood education serves as the foundation for lifelong learning, equipping young learners with essential cognitive and socio-emotional skills. This study explores the effectiveness of the Early Language, Literacy, and Numeracy (ELLN) program of instruction in predicting the development of lifelong learning skills among key stage 1 learners in CALABARZON. Employing a mixed-methods approach, data were gathered from 186 teachers and 1,150 learners across various schools, categorized based on the profiles of the teachers and learners in terms of School profile, including location, size, School-Based Management (SBM) level, and learners’ profile, including grade level, sex, and socioeconomic status. Level of implementation of the Early Language, Literacy and Numeracy program of instruction in terms of assessment and evaluation, curriculum and instruction, learning environment, parental and community involvement, professional development, and teaching strategies. Significant differences in the implementation of Early Language, Literacy and Numeracy program of instruction when grouped according to School profile, Level of competency of the key stage 1 learners who undergone the Early Language, Literacy and Numeracy program of instruction in terms of lifelong learning skills such as: communication skills, creativity skills, critical thinking skills, interpersonal relationship skills, problem solving skills, and self-awareness building skills. Significant differences in the level of competency in lifelong learning skills among key stage 1 learners who have undergone the Early Language, Literacy and Numeracy program of instruction, according to learners' profiles. Does the Early Language, Literacy, and Numeracy program of instruction predict the development of lifelong learning skills among key stage 1 learners? Lastly, the researcher proposed the enhanced program of instruction for the Early Language, Literacy, and Numeracy Program. The study assessed dimensions of the Early Language, Literacy, and Numeracy program of instruction, including assessment and evaluation, curriculum instruction, learning environment, parental and community involvement, professional development, and teaching strategies. Findings revealed that overall implementation of the Early Language, Literacy, and Numeracy program of instruction significantly predicts the development of lifelong learning skills. Specific aspects, such as assessment and evaluation, curriculum instruction, learning environment, parental and community involvement, professional development, and teaching strategies, positively contribute to learners' cognitive growth. Learners who participated in the Early Language, Literacy, and Numeracy program demonstrated moderate competency levels. Additionally, the study found no significant differences in lifelong learning competencies across demographic groups. However, it was evident that female learners and those from middle-income families showed stronger engagement in literacy and numeracy activities. Based on these insights, an Enhanced Program of Instruction is proposed, aiming to refine instructional strategies, enhance teacher training, and strengthen school-community partnerships.

This literacy program and reading corner aims to (1) Implement a literacy program and reading corner at SDN 2 Pamotan (2) Increase students' interest in reading at SDN 2 Pamotan (3) Have a literacy program and reading corner on an ongoing basis which are continued by the school. The method used in implementing the program starts from creating a reading corner in each class, then there is assistance with teachers in schools regarding the literacy schedule to be implemented, making instruments, 15 minutes of reading before class starts, journaling for 5 minutes, reading in front of the class , and there is an achievement book. The output of the program has been achieved, that is, at SDN 2 Pamotan a literacy program and reading angle have been implemented, students' interest in reading has increased after the program was implemented, and the school has agreed to continue the program. In the program implemented, it makes students more fond of reading, this is evidenced by the results of the questionnaire that 36% of students stated that they strongly agreed, and 64% of students stated that they agreed, then 0% of students who fill in less agree and disagree. Then the literacy program and reading corner are feasible to be continued by the school, this can be seen from the results of the questionnaire which shows an average of 100% in the strongly agree category, so that Pamotan 2 Elementary School teachers strongly agree to continue the literacy program and reading corner at school.

This study aims to explain the condition of the extracurricular literacy program at MTSN 2 Medan. In addition, it also explains the effectiveness and constraints that occur in the development of this literacy program at MTSN 2 Medan. This research uses descriptive qualitative research. This study provides an overall picture of the conditions, effectiveness, and obstacles that occur in literacy programs. The results of the research show that the literacy program has not run optimally. Problems with the literacy program in learning Indonesian that occurred at MTSN 2 Medan included irrelevant learning strategies, the availability of inadequate and incomplete facilities and infrastructure, and students' low interest in reading. Sources of data in this study are documents and school implementation processes literacy program. The data in this study were collected using documentation, interviews and observation methods. The results of this study indicate that the governance of extracurricular literacy at MTSN 2 Medan is as follows (1) First, the school planning for the literacy program has been carried out by setting literacy goals for the school movement program. However, this planning has not been based on a needs analysis (2) extracurricular activities about Indonesian that have not been implemented at this school (4) the control that has been carried out is still limited to ensuring that the Thursday reading program is carried out or not. Controls to improve program quality have not been carried out. The management of the school literacy movement program needs to be managed properly, starting from the strategic planning process, organizing by giving job descriptions, implementing programs in accordance with strategic planning, and continuous evaluation