UN-SG calls for literacy for empowerment and transformation in new report

The UN Secretary-General calls upon Member States to accelerate progress in literacy to empower people, transform society and foster inclusive and sustainable development.

The UN’s Summit of the Future resulted in the adoption of the Pact of the Future outlining a commitment to universal literacy. © UN / Loey Felipe

• A new report by the UN Secretary-General stresses the importance of literacy to empower people and transform societies.

• There are still 250 million children around the world who do not have access to school and in low- and middle-income countries, even children who are in school aren’t learning how to read.

• The report calls for advancing the literacy agenda through collaborative and sustained efforts at global, regional and national levels.

Prepared in cooperation with UNESCO in pursuance of General Assembly Resolution 77/192, the new report on “Literacy for empowerment and transformation” by the UN Secretary-General provides an overview of the global literacy landscape.

The report highlights progress, key challenges and recommendations for further promotion of literacy as part of the 2030 Agenda for Sustainable Development, the follow-up to the Transforming Education Summit, and beyond.

It arrives at an important moment after the UN’s Summit of the Future, held in New York from 22nd to 23rd September, which resulted in the adoption of the Pact of the Future.

Progress and challenges in literacy

The report states that, since the adoption of SDG 4 in 2015, increased access to and completion of basic education has contributed to literacy progress in some contexts and regions. 

However, literacy rates also indicate that progress has been slow and uneven across regions, countries and populations, closely linked with socioeconomic inequalities and levels of development.

In 2023, nearly one in ten young people and adults (754 million) lacked basic literacy skills, two-third of whom were women. 

Today, four in ten students do not meet minimum proficiency levels in reading by the end of primary education, while 244 million children, adolescents and young people are out of school.

Statistics show issues in both equity and quality of education, which has resulted in millions of children failing to acquire basic literacy skills.

The report calls for more efforts to enhance literacy skills equitably and to enhance the evidence base. Globally, 4 out of every 5 countries have no data on learning outcomes in grades 2 and 3.

With no data, it is impossible to take evidence-informed action to address learning poverty. 

Emerging issues and concerns

Of major concern is the insufficient recognition of the transformative aspects of literacy education.

In literacy development efforts, the report cites the importance of applying a holistic approach that takes into account the learner’s motivation, prior knowledge, needs, and socio-emotional skills. 

This approach helps to ensure that literacy learning is not limited to mastering technical skills, but is also a process of meaning-making and fostering a joy for learning.

There has also been renewed focus on literacy educators, integrated and intergenerational approaches to literacy, and the role of the learner’s first language in literacy development. 

Another emerging concern is the opportunities and potential risks associated with digitalisation, emphasising literacy’s critical role to enable people to better navigate in an increasingly digitalised world.

In 2023, nearly one in ten young people and adults (754 million) lacked basic literacy skills, two-third of whom were women. © UNICEF Mali/2020/Keita

Transformative potential

Calling for universal literacy means that no one gets left behind. 

Describing the transformative potential of literacy, the report says literacy should involve centring learners’ needs, aspirations and life circumstances, and be brought close to people’s lives through inclusive and high-quality provision.

Adaptations to learning environments are key actions required to improve literacy levels amongst different learners, especially those from marginalised backgrounds.

Digital technologies also promise to advance levels of literacy, though many people in greater need of literacy provision face multiple challenges, including lack of connectivity. 

Advancing the literacy agenda through collaborative and sustained efforts

The report stresses that the vision of Goal 4 is to transform lives through education as a driver of development and achievement of all SDGs.

The Secretary-General advocates for the transformation of curricula, pedagogy and assessments by prioritising the delivery of foundational learning, including socio-emotional skills. 

He further calls for a shift towards an integrated and comprehensive system of lifelong learning, which requires not only investing in children’s basic education.

This also involves stepping up action for youth and adult literacy supported by increasing global efforts in coordination and partnerships, advocacy, monitoring, and financing.

The UNESCO-coordinated Global Education Cooperation Mechanism for the Education 2030 Agenda and its apex body, the SDG 4-Education 2030 High-level Steering Committee, remain core global education mechanisms, linking literacy efforts with the broader education 2030 agenda.

It is critical that these collaborative efforts ensure coordinated and sustained support through advocacy and knowledge management forums and events in order to shape ideas for the post-2030 literacy agenda.