Literacy Day 2002

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Presentation

Literacy Day 2002

Hans dOrvilleDirector, Bureau ofStrategic Planning

10 September 2002

Illiteracy : a Female Phenomena ?

Illiteracy : a Female Phenomena ?


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Female illiteracy a wake-up call

FACTSFACTS Two-thirds of the worlds 876 millionilliterates are women

70 % of the poor in the world are women

113 million primary school children are beingdenied their right to education. Almost two-

thirds of them are female Fewer girls than boys finish primary school.By the time they reach 18, girls have an overage

of 4,4 years less education than boys


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Is ILLITERACY thenIs ILLITERACY then

a FEMALE PHENOMENON?a FEMALE PHENOMENON?

******

Does illiteracy have as hasDoes illiteracy have as haspoverty above allpoverty above all

a FEMALE FACE?a FEMALE FACE?


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Illiteracy : a female phenomena ?

Girls in many countries are expected to begin helping out at

an early age with household responsibilities which preventsthem from attending formal schooling

Investing in girls and women education is not considered

profitable by many poor communities

In many patriarchal societies women and girls are denied

their fundamental human rights, among them, the right toeducation

In some countries, empowering women through education is

not considered essential and sometimes contrary to the role

that they are expected to perform

Womens illiteracy is due toWomens illiteracy is due to

many related factorsmany related factors


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Cultural and socialCultural and social factors havefactors have

a major impact on female accessa major impact on female access

to schooling,to schooling,

Compounded by:Compounded by: povertypoverty in in

itself a denial of human rights. Ititself a denial of human rights. It

is THE critical barrier tois THE critical barrier to

education, in particular for girlseducation, in particular for girls



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We must do more andbetter.

How can poverty beeradicated when the roots of

ignorance are left

undisturbed?

Kochiro

Matsuura


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Literacy, particularly theliteracy of women, is the most

important factor for sustainable

and equitable development


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The female literacychain:

Beijing Plan of Action 1995Dakar Plan of Action - 2000

Millennium Development Goals- 2001

UNESCOs Medium-Term

Strategy 2002-2007 ohannesbur Plan of Action -


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The overall framework: Beijing

Platform of Action

Strategic objectives in education:Strategic objectives in education:

Ensure equal access to

education

Eradicate illiteracy amongwomen

Develop non-discriminatoryeducation and training

Promote lifelong education andtraining for girls and women


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World Education Forum, Dakar 2000

Ensuring that by 2015 all children, particularly girls, children in difficult

circumstances and those belonging to ethnic minorities, have access toand complete, free and compulsory primary education of good quality

Ensuring that the learning needs of all young people and adults are metthrough equitable access to appropriate learning and life-skillsprogrammes

Achieving a 50 per cent improvement in levels of adult literacy by 2015,especially for women, and equitable access to basic and continuingeducation for all adults

Eliminating gender disparities in primary and secondary education by2005, and achieving gender equality in education by 2015, with a focus onensuring girls' full and equal access to and achievement in basic

education of good quality

TheTheDakar Framework for Action:Dakar Framework for Action:

4 of 6 commitments address4 of 6 commitments addresswomens literacy needswomens literacy needs


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Millennium Development Goals

Eradicate extreme poverty and hunger. Halve,between 1990 and 2015, the proportion of peoplewhose income is less than $1 a day

Eliminate gender disparity in primary andsecondary education, preferably by 2005, and to alllevels of education no later than 2015


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World Summit on

Sustainable Development

Plan of Implementation

99. Education is critical for promoting sustainable development.

99. (a) Meet the development goal in the Millennium Declaration ofachieving universal primary education, ensuring that, by 2015,children everywhere, boys and girls alike, will be able tocomplete a full course of primary schooling;

99. (b) Provide all children, particularly those living in rural areas andthose living in poverty, especially girls, with the access andopportunity to complete a full course of primary education

103. Eliminate gender disparity in primary and secondary educationas provided in the Dakar Framework for Action on Education forAll, and at all levels of education no later than 2015 to meet thedevelopment goals contained in the Millennium Declaration, withaction to ensure, inter alia, equal access to all levels and forms ofeducation, training and capacity-building be gendermainstreaming, and by creating a gender-sensitive educational

Johannesburg, South Africa, September


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UNESCOS Medium-Term Strategy

for 2002-2007 (31 C/4 Approved)


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Gender mainstreaming is the process of

assessing the implications for women and

men of any planned action includinglegislation, policies, and programmes, in

any area and at all levels.

Gender Mainstreaming

ECOSOC Agreed conclusions 1997/2


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UNESCOs responses

to the needs of women Promote and facilitate the integration of a gender perspective in

policy planning, programming, implementation and evaluation

activities

Address and promote womens priorities and vision of

development goals and approaches through greater participation ofwomen at all levels and in all areas of UNESCOs action;

Establish region-specific programmes and activities that benefitgirls and women of various ages

Set up capacity-building in Member States

Increase the awareness of and respect for women's human rightsas explained in the Convention on the Elimination of All Forms of

Discrimination Against Women (CEDAW)


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Literacy is the first step in education the

chance for women to develop their own

potential

Women are often made to believe they are

second-class citizens

Building self-confidence and initiative

through education


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Literate mothers are likely to send their

girls to school

Literate female relatives set role

models for young girls in the family

Educated women take part moreconfidently, actively and effectively in

family and community decision-making

Womens literacy: positive impact for

successive generations


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Womens literacy fosters

healthier families Literate women have smaller families

and space better their children

Literate women tend to have healthierchildren

Literate women earn and save more

Literate women have a better capacityto learn how to care for and supporttheir families


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Beyond mere literacy:

promoting gender-sensitive literacy

Balanced gender roles in textbooks

Female role models in all learning

materials Literacy learning at suitable times and

in suitable places

Women as facilitators and animators Planning literacy learning in line with

how women want to use literacy


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Adapting to social, cultural and religiouscontexts

Connecting literacy with practical

purposes and uses

Linking literacy with sustainable localdevelopment

Teaching literacy in local languages

Moving from literacytoliteracies


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Increase the awareness of and respect for women's humanrights (inter alia, through world-wide dissemination of the

Convention on the Elimination of All Forms of

Discrimination Against Women(CEDAW))

Promote gender equality in education through, notably, theUnited Nations Initiative for Girls (UNGEI)

Help to eradicate poverty, in particular extreme poverty,

through one of its two cross-cutting themes in the Medium-Term Strategy (2002-2007), which focuses especially onwomen

In organisational terms, this is being done by each Programme Sector and

coordinated by the Women and Gender Equality Section located in the

Bureau of Strategic Planning (BSP)

UNESCO seeks to


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Moving forward:

It offers an opportunity for embracing andimplementing

a renewed vision of literacy which willfoster cultural identity, democratic

participation and citizenship, toleranceand respect for others, social

development, peace and progress

United Nations Literacy Decade

to begin in 2003


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Roosevelts Essential

Human Freedoms

Freedom of speech and expression. Freedom of every person to worship God in his

own way.

Freedom from want.

Freedom from fear.Franklin D. Roosevelt

Annual Message to the Congress

of the United States of America

6th January 1941


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A Fifth Essential Human Freedom?

The Freedom from illiteracy.

Literacy Day 2002

Documents

Transcript of Literacy Day 2002