Literacy And Empowerment

Sixth meeting
Working Group on Education for All (EFA)
UNESCO Headquarters, Paris
19-21 July 2005
Session on Literacy and Empowerment
Background and issues paper∗
Purpose of the session:
• Critical review of the state of literacy: disparities, quality, sustainability
• Potential of literacy learning opportunities to contribute to poverty reduction
and reaching the EFA/MDG goals
• Make recommendations for coordinated partnerships that include integrated
literacy programmes which enhance individual and social well-being
Geography of literacy, poverty and exclusion
In general, maps of poverty and exclusion in rural areas as well as the periphery of large
urban centres mirror disparities in educational provision, as well as youth and adult literacy
needs worldwide. Analysis of the most recent available data (UIS, May 2005) shows that
while the absolute number of youth and adults with basic literacy needs is stabilizing or even
declining, this is not the case in all regions, or uniformly within individual countries.
Disparities are greatest for women and girls. Three regions, Sub-Saharan Africa, South and
West Asia, and the Arab States, have the greatest challenges to meet the EFA and MDG
goals with respect to primary education and adult literacy. They are further challenged by
demographic considerations. The school-age population is growing at a greater pace than the
capacity of education systems to respond either in quantitative or qualitative terms. Young
people readily leave school, without acquiring sustainable reading and writing skills and
other competencies, either because of the poor quality of the teaching/learning environment,
poverty, conflict or crisis conditions not to mention violence within or surrounding schools
(which are no longer 'safe havens' for children.) HIV/AIDs have taken a toll as well, in these
same contexts. Forced migration or economic migration from rural to urban areas or
internationally makes life more...