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Illiteracy, Adult in Developing Nations
For more than 60 years the United Nations Educational, Scientific and Cultural Organization (UNESCO) has tracked the progress of nations around the globe in achieving higher rates of adult literacy. Though nations may define literacy somewhat differently, most consider literacy as the ability to read and write simple statements in either a national or an indigenous language. Across the latter half of the 20th century, literacy rates of adults ages 15 years and older increased from 56 percent in 1950 to 70 percent in 1980, 75 percent in 1990, and 82 percent in 2004.
UNESCO's compilation of data obtained from member nations during the years 2000 to 2004 indicate that from 1990, illiteracy among adults fell by some 100 million, from around 870 million to 770 million, or about one fifth of the world's adult population. UNESCO data on the worldwide distribution of adult illiterates are presented next, followed by a brief discussion of some of the lessons learned in the years that UNESCO has worked to stimulate adult literacy education, primarily among developing nations.
Adult Illiteracy Worldwide
The overwhelming majority of the world's illiterate adults live in the less-developed regions of the world, including South and West Asia (41 percent of adults are illiterate), sub-Saharan Africa (40 percent), the Arab States (37 percent), Latin America and the Caribbean (10 percent), and East Asia and the Pacific (9 percent). In 1990, which was celebrated around the world as International Literacy Year, UNESCO and its member nations made a major effort to promote the education of women. At that time women comprised about two thirds of the world's illiterate adults. Unfortunately, over a decade later, women still make up about two thirds of the world's illiterate adults. Women are particularly vulnerable to illiteracy in East Asia and the Pacific, where they constitute almost 72 percent of adult illiterates; the Arab States (64 percent); Southern Asia (62 percent); and sub-Saharan Africa, where women constitute about 60 percent of adult illiterates.
Globally, in terms of the extent to which literacy rates for women are at parity with those for men, 88 women are literate for each 100 men, indicating an 88 percent parity rate of women's literacy to men's literacy for the world. These parity rates are lower (.66 to .76) for the regions cited in the previous paragraph.
Some Lessons Learned
Among the important lessons distilled from the international communities' work to raise the world's literacy rate for adults, two are especially important: (1) Adult literacy programs generally produce multiplier effects, meaning that important outcomes beyond the learning of literacy are frequently forthcoming, and (2) adult literacy programs often have intergenerational consequences, meaning that improving adult literacy, especially that of women, increases the likelihood of children's education.
Multiplier Effects in Adult Literacy Education
In 1984 UNESCO awarded a literacy prize to the National Institute for Adult Education of Mexico. In 3 years the institute enrolled nearly 3 million adults, of which some 1 million became literate in that time. In teaching literacy, the institute's instructional materials integrated the teaching of literacy with the teaching of knowledge important in the day-to-day lives of the adults. This way, in addition to acquiring literacy, the participants also acquired knowledge about health, nutrition, education, and other vital concerns.
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