BrainsActive 2020

Brains for Europe

Globally it is predicted that by 2030 over three-quarters of a billion young people in low- and middle-income countries will not be on track to acquire basic secondary-level skills If we do not see a rapid improvement in the quality of education. In low-income countries, only one out of 10 will be on track.  Without urgent change, more than 1.5 billion adults will have no education beyond primary school in 2030.  The main reason governments and major institutions should take note of this are that illiteracy is one of the leading causes of delinquency, poverty, frustration and depression which lead to a loss in productivity and a general decline in lifestyles and wellness amongst people in all global communities. The current economic situation has made this phenomenon even worse.

To develop concepts for measurebale impact in global improvement of visual intelligence, reading and comprehension Lectorsa is sponsored to implement projects of significance that can add value to achieving the goals in line with SDG 4 indicators: reading proficiency, children on track, access further education, qualified teachers, education for sustained development. 

Bahamas

Lectorsa introduced LAB-on-line to the Bahamas at the 19th Commonwealth Education Conference in Nassau. A successful project was initiated on the island of Bimini thereafter. Now Lectorsa with the main sponsor M3line is preparing to support students who missed out on schooldays because of typhoon Dorian. We look forward to develop a Support and Development Hub in the Bahamas and assist schools and training institutions to develop visual literacy, reading and comprehension skills for communities in this beautiful nation.

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Namibia

Thirty (30) students from one of the University of Namibia campuses successfully completed the pilot of the Lab-On-Line program. A pre-test was conducted in which the 3rd year education students were required to complete an English Placement Test. Thereafter a paper-based Standardized Reading Evaluation was performed to determine their language proficiency and reading speed per minute with comprehension ability. Subsequently, the selected sample commenced with the Lab-On-line program. This program consists of 20 lessons that are carried out twice a week over a period of five months. Results show that the majority of participating students had improved their perceptual development and reading speed (VPF), cognitive development and comprehension skills (CDF) and relative reading efficiency (AIUF). Students reported that the program helped them to study more effectively in all of their modules. Lectorsa team collaborated with UNAM in the publication of a Chapter in a Premier Reference Handbook for igi-gobal.

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