International Literacy Day-2020

EDUCATE A GIRL CHANGE THE WORLD - MALALA

    Since 1967, International Literacy Day (ILD) celebrations have taken place annually  around the world to remind the public of the importance of literacy as a matter of dignity and human rights, and to advance the literacy agenda towards a more literate and sustainable society. Despite progress made, literacy challenges persist with at least 773 million adults worldwide lacking basic literacy skills today.

8 September was declared international literacy day by UNESCO on 26 October

1966 at 14th session of UNESCO's General conference. It was celebrated for the

first time in 1967. Its aim is to highlight the importance of literacy to individuals,

communities and societies. Celebrations take place in several countries

CELEBRATIONS OF THE DAY IN 2020

International Literacy Day (ILD) 2020 will focus on Literacy teaching and learning in

the COVID-19 crisis and beyond with a focus on the role of educators and

changing pedagogies. The theme will highlight literacy learning in a lifelong learning

perspective and therefore mainly focus on youth and adults.

The recent Covid-19 crisis has been a stark reminder of the existing gap between

policy discourse and reality: a gap that already existed in the pre-Covid-19 era and is

negatively affecting the learning of youth and adults who have no or low literacy skills

and therefore tend to face multiple disadvantages.

During Covid-19, in many countries, adult literacy programmes were absent in the

initial education response plans, so the majority of adult literacy programmes that did

exist were suspended with just a few courses continuing virtually, through TV and

radio, or in open air spaces. What is the impact of the Covid-19 crisis on youth and

adult literacy educators and teaching and learning? What are the lessons learnt? How

can we effectively position youth and adult literacy learning in global and national

responses and in strategies for the recovery and resilience-building phase?

By exploring these questions, International Literacy Day 2020 will provide an

opportunity to reflect on and discuss how innovative and effective pedagogies and

teaching methodologies can be used in youth and adult literacy programmes to face

the pandemic and beyond.

The Day will also give an opportunity to analyse the role of educators, as well as

effective policies, systems, governance and measures that can support educators and

learning.

Through a virtual conference, UNESCO will initiate a collective global discussion to

reimagine the literacy teaching and learning of youth and adults in the post-Covid-19

era towards the achievement of the SDG4.

Literacy

UNESCO has been at the forefront of global literacy efforts since 1946, advancing

the vision of a literate world for all. It views acquiring and improving literacy skills

throughout life as an intrinsic part of the right to education. The “multiplier effect” of

literacy empowers people, enables them to participate fully in society and contributes

to improve livelihoods.

Literacy is also a driver for sustainable development in that it enables greater

participation in the labour market; improved child and family health and nutrition;

reduces poverty and expands life opportunities,

Beyond its conventional concept as a set of reading, writing and counting skills,

literacy is now understood as a means of identification, understanding, interpretation,

creation, and communication in an increasingly digital, text-mediated, information-

rich and fast-changing world.

Globally, however, at least 750 million youth and adults still cannot read and write

and 250 million children are failing to acquire basic literacy skills. This results in an

exclusion of low-literate and low-skilled youth and adults from full participation in

their communities and societies.

To advance literacy as an integral part of lifelong learning and the 2030 Agenda for

Sustainable Development(link is external), UNESCO takes the following approaches

to promote literacy worldwide, with an emphasis on youth and adults.

 Building strong foundations through early childhood care and education

 Providing quality basic education for all children

 Scaling-up functional literacy levels for youth and adults who lack basic

literacy skills

 Developing literate environments

Five decades of literacy work © UNESCO

Over five decades, the concept of literacy has evolved from basic reading,

writing and numeracy skills to broader notions such as functional literacy

and a foundation for lifelong learning.

2015

 The Incheon Declaration adopted at the World Education Forum held in

Incheon, republic of Korea, encapsulates the commitment to Education 2030 to

provide inclusive and equitable quality education and lifelong learning for all

and recognizes the important role of literacy.

2009-2010

 UNESCO’s sixth conference on adult education in Brazil, CONFINTEA VI,

adopts the Belém Framework for Action.

 The first Global Report on Adult Learning and Education, GRALE I, is launched

by UNESCO Institute for Lifelong Learning (UIL) presenting insights on literacy

from all world regions.

2003-2012

 UNESCO takes the lead of the UN Literacy Decade, which envisions Literacy

for All actions. The Literacy Initiative for Empowerment (LIFE) is the

mechanism to take that action and improve literacy rates all over the world.

2000

 Dakar Framework for Action is adopted at the World Education Forum in Dakar,

Senegal, organized by UNESCO. Literacy is high on the agenda and goals are

adopted: to meet the basic learning needs of youth and adults through the

functional literacy approach, and to reduce adult literacy rates by 50 per cent.

1997

 The importance of adult literacy is highlighted during the fifth International

Conference on Adult Learning, CONFINTEA V, in Hamburg, Germany, with the

outcome document: The Hamburg Declaration on Adult Learning.

1990

 UN announces this year as International Literacy Year and the critical role of

literacy is highlighted at the World Conference on Education for All in Jomtien,

Thailand, and in The Framework for Action to Meet Basic Learning

Needs adopted by the conference.

1975

 UNESCO organizes the International Symposium for Literacy and adopts

the Persepolis Declaration in Persepolis, Iran, in which literacy is described as

a contribution to the liberation of man, instead of being limited to “the process

of learning the skills of reading, writing and arithmetic”.

1966

 General Conference of UNESCO proclaims 8 September as International Literacy Day.

1965

 World Conference of Ministers on the Eradication of Illiteracy in Tehran,Iran. The concept of functional literacy is introduced with literacy as a means for development and not just an end in itself. The idea of International Literacy Day is born.

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