Publication de l’IIPE (Institut International de Planification de l’Education) de l’UNESCO, Paris 2008 (Collection: Fundamentals of educational planning, N° 89), 147 pag.

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Education pour tous - Education For All

Literacy is a human and democratic right and a basic learning need; it is critical in achieving the EFA and the Millennium Development Goals. The crucial question is how can we create literate societies in a world where, in some places, education is only accessible to the rich?

This booklet reviews the meanings of literacy and related concepts within the context of lifelong learning. It analyses policies and strategies required to improve national literacy rates and develop adult literacy programmes (including youths aged 15 and above).

The author demonstrates that a combination of factors has contributed to slowing the progress in meeting national and international literacy commitments. Lessons learned over the past decades show that to achieve universal literacy, there is a need for further investment, greater political will, sustainable institutional approaches, and a more creative and holistic methodology.


L’échec annoncé du programme phare de l’UNESCO (EPT- acronyme de Education pour Tous). Comment y faire face? Peut-on éviter la faillite? Pourquoi il est nécessaire de contrecarrer le ralentissement de l’alphabétisation?

This paper focuses on the role of literacy for adults (including youth aged 15 and above) in the context of adult basic learning and education (ABLE). The meaning of literacy and related concepts of lifelong learning, as well as the motivations for and against literacy for all, are reviewed. Literacy policies and different strategies and approaches to adult literacy programmes are critically analyzed, examining what works in differing contexts. No one universal approach or method is considered applicable to all. To be successful, it is argued, adult literacy strategies need to be supported by enabling policies and favourable contexts. Overall, this paper attempts to show that a combination of over-ambitious goals, insufficient and fragmented efforts, and inadequate resources and strategies have contributed to slow progress in meeting national and international literacy commitments. While diversity is recognized as necessary and desirable, the need to address the problem of fragmentation and lack of coordination and consistency is stressed.

About the Unesco programme on EFA (Education for All) click here

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