That women comprise two-thirds of the world’s non-literate population has been a matter of concern for the development sectors for decades. Despite a number of high-profile literacy initiatives and interventions, the gender disparity is persisting in many countries, leading UNESCO to publish this report examining the ways in which literacy is approached with regard to development. The guiding assumption of the report is that only by looking in depth at the processes of literacy learning and development practice can we start to address the challenge of narrowing the gender gap in literacy attainment.

 

Traditionally, educational policy-makers and planners have focused on literacy access and outcome, while researchers have directed attention to measuring social and economic benefits. Meanwhile, there has been a lack of focus on the social processes associated with literacy learning and development. This report sets out to take a wider lens on literacy, to include a more nuanced examination of how and why literacy programmes can contribute to sustainable development, and processes of women’s empowerment.

 

The authors begin by mapping the conceptual field of sustainable development, providing a short history of the concept from its introduction by the World Commission on Environment and Development in its 1987 report. The role of education within sustainable development is discussed, including the Decade of Education for Sustainable Development (DESD, 2005-2014) initiative. The report then discusses women’s empowerment, including in the contexts of formal and informal learning approaches, and raises issues regarding the limitations of planned development interventions.

 

The authors then focus on the implications of taking a sustainable development and women’s empowerment approach to adult literacy and learning, before reviewing trends in policy and programming. The report notes a shift from functional aims regarding literacy, such as teaching women basic literacy to understand specific development goals such as sanitation, maternal/child health, and nutrition, toward a more politicised rights-based approach that directly challenges gender relations and roles. Finally, the report reviews a wide range of adult literacy programmes through a gendered Education for Sustainable Development (ESD) lens that uses what the authors call the ‘three pillars’ of ESD: economic growth, social equality, and environmental sustainability. Programmes are grouped and analysed according to which of the three pillars is the primary objective, though the authors note programmes should, and often do, combine at least two of the three, and are preferably as cross-cutting as possible.

 

The paper concludes with recommendations and action points concerning four key areas that can, if addressed, help to ensure that literacy programmes can respond to sustainable development goals, and that education for sustainability takes a transformative approach to women’s empowerment:

 

  • Literacy policy should build on and strengthen the interconnections between the three pillars of sustainable development by developing a more holistic, cross-sectoral, and empowerment-centred approach. Suggested action points include the planning and evaluating of adult literacy programmes through the framework of ESD by governments and international agencies, and for programme staff and education policy-makers to expand collaboration across sectors.
  • A wider range of research evidence is required to inform policy-making and planning: international development agencies need to build research capacity in partner organisations; policy-makers should promote participatory approaches, at national and local levels, that include poor women and girls; and literacy teachers and programme staff should be trained to conduct research so that they can continuously reflect, learn, and teach.
  • There is an urgent need for education-focused sustainable development to incorporate a gender dimension, and promote a transformative approach to women’s empowerment. Participants in ESD debates must ensure that a gendered analysis of literacy, and a holistic, transformative approach to women’s empowerment, informs future ESD goals and strategies. Such an approach must recognise both formal and informal sectors as agents of change, and be supported through capacity-building in gender awareness and planning.
  • The post-2015 Education for All goals must explicitly recognise the importance of literacy to sustainable development and women’s empowerment. All participants at the conference must advocate for a stronger commitment to adult literacy within the goals. Additionally, governments and international agencies should increase funding for adult literacy, and mobilise the private sector in partnerships with national adult literacy programmes to increase both funding and access.