FUTURE

SUBMITTED BY:

ALIAH GWYNETH B. ESCAÑO

11- STEM JAPAN

SUBMITTED TO:

MS. CHINA

PROJECT
PROPOSAL
 Globally, literacy provision has progressed during the last five decades

Promoting Literacy,
as a result of significant improvements in school enrolment levels; a
reflection of the political and financial commitment demonstrated

Youth and Adult

by national governments and the international community. In many
countries, this commitment was also reflected in the expansion of
access to literacy program. However, there are now more adults

Education without literacy compared with 50 years ago, meaning that our efforts
have not kept pace with population growth. An estimated 750 million

Promoting Literacy,
people worldwide cannot read and write at the basic level of
proficiency. Counting also the number of people who lack the
literacy and numeracy skills needed to function as active
Youth and Adult members of society would probably increase this estimated figure
substantially.4. Literacy is an essential component of the right to

Education education and a prerequisite for accessing other human rights. Hence,
ensuring access to youth and adult literacy provision constitutes a
major undertaking for changing the lives of millions of people
who have received little to no formal education. For them, the
inability to read and write at basic levels of proficiency and to
actively participate in an increasingly literate and digitized world is
potentially a source of exclusion and a major barrier to their engaging
The international community has set an ambitious 2030
more actively in political, social, cultural and economic activities.
Agenda for Sustainable Development with education and
learning central to its achievement. The vision of the Incheon
Declaration2, Education 2030, is fully captured by Sustainable
Development Goal 4 (SDG4) “ensure inclusive and equitable
quality education and promote lifelong learning opportunities
for all”. Education 2030 devotes considerable attention to literacy
and adult learning including through Target 4.6 and related
indicative strategies

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Overview
During the past two decades, armed conflict in Afghanistan has killed
hundreds of thousands of people. The conflict has its roots in cultural,
ethnic and religious clashes underpinned by sovereignty, political and
economic issues. In the post-war Afghanistan of today, “learning to live
together” in diversity is one of the greatest challenges facing Afghanistan.
The available empirical evidence clearly suggests that Afghanistan faces
a situation of widespread illiteracy, especially in the rural areas, among
women and marginalized groups. The illiteracy rate is estimated to be
close to 80 percent or even more, one of the highest in Asia. It has been
found that there is a latent demand for education among the poor,
especially women and girls, who not only realize the value of education,
but want to attend schools and literacy classes in order to lead a better
life. They acknowledge the empowering role of education. Ability to read
and write is seen as a necessity to access information, and above all, to
walk with one’s head high and participate at local level, in the national
effort of construction.
In this context, literacy and non-formal education should serve socially
constructive purposes to prepare Afghan citizens to actively participate
in the process of social, cultural and economic development. It should
contribute positively towards building a culture of solidarity and
tolerance within a framework of multi-ethnicity and cultural and
linguistic diversity. Policy makers and international organizations need
to rethink the role of literacy and non-formal adult education so that they
impart not only knowledge and skills, but more importantly, social
inclusion. The unification and development of the country will require a
major effort to raise the levels of literacy and to convey important
messages through a wide range of information channels.
Getting Started
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