Backgroundpaper

InternationalLiteracyDayandPrizes2022

Transformingliteracylearningspaces.

ThisbackgroundpaperwascommissionedbyUNESCOandispartoftheUNESCOInternationalLiteracyPrizesandInternationalLiteracyDayactivities.Theviewsandopinionsexpressedin

thispaperarethoseoftheauthorandshouldnotbeattributedtoUNESCO.

Thispapercanbecitedwiththefollowingreference:UlrikeHanemann,2022,Transformingliteracylearningspaces.PapercommissionedforUNESCOInternationalLiteracyPrizesandInternationalLiteracyDayactivities.

?UNESCO2022

ThisworkisavailableundertheCreativeCommonsAttribution-ShareAlike3.0IGOlicence(CCBY-SA3.0IGO;

/licenses/by-sa/3.0/igo)

.

Forfurtherinformation,pleasecontact:

literacy@

UlrikeHanemann

Transformingliteracylearningspaces

2

Tableofcontents

Abbreviationsandacronyms 4

ExecutiveSummary 5

Introduction 12

Part1:TransformingLiteracyLearningSpaces 14

1.Settingthescene 14

1.1Strengtheningcommitmenttothe2030visionofliteracy 16

1.2Expandingthevisionofliteracy:UNESCO’sStrategy 18

1.3Applyingthelifelonglearningprincipletotapthefulltransformativepotentialof

literacy 20

1.4Puttinglearnerengagementinfocus 21

1.5Creatingandsustainingdynamicandstimulatingliterateenvironments 22

1.6Bringingliteracyclosetopeople’severydaylives:themultiplicityanddiversityof

learningspaces 23

1.7Payingattentiontospecialneeds:removingbarrierstoparticipation 24

1.8Strengtheningenablingliteracylearningenvironmentsandspaces:ademandingtask25

2.Leveraging,adaptingandtransformingliteracylearningspaces:someglobaltrends 26

2.1Recognizingliteracypracticesininformallearningspaces 27

2.2Promotingcommunity-basedlearningcentresascornerstonestolocalinfrastructure27

2.3Harnessingthepotentialofdigitalenvironments 28

2.4Activatingthetransformativepotentialoftechnology-richenvironmentstoensurethe

continuityoflearning 29

2.5TriggeringchangeinliteracylearningspacesinthecontextoftheCOVID-19crisis 31

2.6Transformingliteracylearningspaces:Howdidnominatedprogrammesaddressthe

2022theme? 33

Part2:LearningfromtheUNESCOInternationalLiteracyPrizes2022 35

1.Generalinformation 35

2.Keyfeaturesoftheprogrammes 35

a)Programmeobjectives 36

b)Teachingandlearningprocessandsupportingstructures 37

3

c)Assessmentoflearningoutcomes,impact,externalevaluation 39

d)Financing,partnershipsandsustainability 41

e)Literacylearningspacesandlinksbetweenthespaces 42

f)Alignmentoftheprogrammeswithnationalpoliciesandeducationsystems 43

3.Innovativefeaturesofthefinalistprogrammes 45

4.Commontrendsidentifiedinall73nominatedprogrammes 46

Part3:Keyareasofpolicyactiontotransformliteracylearningspacesfortheadvancement

ofliteracyforall 49

References 52

4

Abbreviationsandacronyms

ALE

AdultLearningandEducation

CLCs

CommunityLearningCentres

CONFINTEA

InternationalConferencesonAdultEducation

GAL

GlobalAllianceforLiteracy

GEMR

GlobalEducationMonitoringReport

GRALE

GlobalReportonAdultLearningandEducation

ICTs

InformationandCommunicationTechnologies

ILD

InternationalLiteracyDay

MFA

MarrakechFrameworkforAction

NFE

Non-formalEducation

NGO

Non-governmentalOrganization

NQF

NationalQualificationsFramework

OECD

OrganizationforEconomicCo-operationandDevelopment

RVA

Recognition,ValidationandAccreditationoftheoutcomesofnon-formalandinformallearning

SDGs

SustainableDevelopmentGoals

STEM

Science,Technology,EngineeringandMathematics

TES

TransformingEducationSummit

TVET

TechnicalandVocationalEducationandTraining

UNESCO

UnitedNationsEducational,ScientificandCulturalOrganization

UIL

UNESCOInstituteforLifelongLearning

UIS

UNESCOInstituteforStatistics

WEF

WorldEducationForum

5

Executivesummary

ThisbackgroundpaperwaspreparedintheframeworkoftheInternationalLiteracyDayactivitiesandtheUNESCOInternationalLiteracyPrizes2022.Itexploresthetheme

‘TransformingLiteracyLearningSpaces’andoffersananalyticalreviewoftheapplicationsreceivedforthe2022editiontoidentifytrendsofhowthenominatedprogrammesare

leveraging,adaptingand/ortransformingliteracylearningspaces.Itconcludesbyproposingfivekeyareasofpolicyactiontotransformliteracylearningspacesfortheadvancementofliteracyforall.

ThecentralityofliteracyinachievingtheSustainableDevelopmentGoals

Literacyisakeycomponentofthefundamentalrighttoeducationandacriticalfoundationforindependentlearning.Asamajordriverofsocioeconomictransformation,itisalsocriticaltoachievingtheSustainableDevelopmentGoals(SDGs).Literacyandnumeracyhavetoplayanessentialroleinbuildingmorepeaceful,just,inclusiveandsustainablesocietiesandin

addressingglobalchallenges.Theseincludeclimatechangeandnaturaldisasters,crisessuchasthecurrentCOVID-19pandemic,thechangingnatureofworkduetodigitalizationandthe

adventofnewtechnologies,rapiddemographicchange,aswellasconflictandwar.

TheEducation2030Agenda(SDG4),whichsetsoutanewvisionforeducationandlifelong

learning,dedicatesaspecifictarget(4.6)toyouthandadultliteracy,namelyto‘ensurethatallyouthandasubstantialproportionofadults,bothmenandwomen,achieveliteracyand

numeracy’.Whileliteracyandnumeracyplayimportantrolesacrossallagegroups,thereisanurgentneedfortransformativeactiontoeffectivelyaddressglobalsustainabilitychallenges

specificallyrelatedtoyouthandadultliteracyandlearning.

Challengesandopportunities

Indeed,accordingtothemostrecentestimates(2020),therearestill771millionadultsaged15andabovewholackbasicliteracyskills,two-thirdsofthemwomen.Inaddition,an

estimated260millionchildrenandadolescentsofprimaryandsecondaryschool-ageareout-of-school.TheCOVID-19crisishashad—andcontinuedtohave—asignificantnegative

impactonlearnersofallages.Ithasmagnifiedalreadyexistingdisparitiesfromsuchfactorsasextremepoverty,disability,gender,age,ethnicity,languageandgeography,andisabarriertoachievingeducationgoals.

Thecrisishasnotonlyintensifiedpersistentchallenges,ithasalsobroughtaboutnew

opportunitieswhichhaveledtoorrequirecontinuouschange,adaptationandtransformation.Whileeducationsystemsaroundtheworldareadaptingtovaryingdegreesanddemonstratingresilienceincopingwiththecrisis,thepandemicisalsoshowingthatcurrentlearning

infrastructuresareinsufficient,inadequateandhighlyvulnerable.Thisisparticularlytruefor

youthandadultliteracyandnon-formalbasiceducation,whichalthoughcriticaltoeducationaltransformation,remainseriouslyunder-fundedaccordingtorecentstudies.

6

However,newevidencegatheredsincetheoutbreakoftheCOVID-19pandemicdemonstratestheresilienceofyouthandadultliteracystakeholdersandtheircontinuedabilitytopavethe

waytoeducationaltransformation.ArecentUNESCOsurveyontheCOVID-19impactonyouthandadultliteracy(2022)foundthat80percentofrespondinggovernmentshavetakenspecificmeasuresand/orprovidedfinancialsupporttorespondtothecrisis.Theanalyticalreviewof

theapplicationsforthe2022UNESCOliteracyprizesprovidesadditionalinsightsintopromisinginitiativesforthecreation,developmentandtransformationofenablingliteracylearning

environments.

Thetransformativepotentialofliteracy

Theanalysisofglobaltrendsonhowliteracystakeholdersandnominatedprogrammesare

leveraging,adaptingand/ortransformingliteracylearningspacestoensure(re-)engagementinandcontinuityoflearningofdisadvantagedpopulationsinthecontextofcrisesisunderpinnedbyanexpandedvisionofliteracy.Thisvisioninvolvesapplyingthelifelonglearningprincipletoliteracytotapitsfulltransformativepotentialasalifelongandlife-widelearningprocessand

aspartofholisticlifelonglearningsystems.Thisfurtherinvolvesputtingthe(special)needs,aspirationsandlifecircumstancesoflearnersintothecentreandbringingliteracyclosetopeople’severydaylivestoengagetheminlearning.Thisalsorequiresremovingpotential

hurdlestoparticipationinorganizedlearningactivities.

Thiseffortfurtherrequiresthatliteracybeembeddedintopeople’seconomic,socialand

culturalactivities,therebycreatingrequirementsandopportunitiesfortheuse,improvementandretentionofliteracyskillstomakethemsustainable.Thisrequiresbothalearner-centredanddemand-orientedapproachandawhole-systemapproachthattakesintoconsideration

teachingandlearningprocesses,thesupportingstructuresandthecontextualdimensionsthatshapethebroaderenabling(political,socioeconomicandcultural)environment.Assuch,anytransformationeffortinthefieldofliteracyhastoconsiderthediverseelementsoftheentiresystemwhich,ofcourse,needtoworkforthespecificlearner(s).

Evidenceonglobaltrends

Altogether,wecanobserveagrowingrecognitionofliteracyandnumeracy—togetherwithotheressentialskillsandtransferablecompetences—asintegralelementsofotherlearning,educationandtraining.Thereisagrowingawarenessthattheliteracychallengemustbemetwithanapproachthatincludesallsubsectorsandallagegroups.Thisrequiresthe

developmentofinstitutionalizedlearningsystemswhichneedtoofferflexiblelearning

opportunitiesthatsupportlearningatallstagesofaperson’slifeandinarangeofdiverse

settings,modalitiesandspaces.Nationalqualificationsframeworks(NQFs)andoperational

systemsfortherecognition,validationandaccreditation(RVA)ofnon-formallyorinformallyacquiredlearningoutcomescanhelptoovercomethestill-prevalentcompartmentalizationofeducationsubsystemsandenableout-of-schoolpopulationstoobtainrecognizedcertificatesandqualifications.

Availableevidencesuggestsawidevarietyofvenuesandplaceswherepeoplecanlearnand

developtheirliteracy,numeracy,language,digitalandothercompetences.Ingeneral,thereislimitedrecognitionofout-of-schoolliteracyandnumeracypracticesandalackofawarenessof

7

literacypractices,languagesandlocalknowledgesusedininformallearningspaces.The

diverselearningspacesinwhichindigenousand/or(inter)generationallearningactivitiestakeplacerangefromneighbourhoodspacestoworkplaces,marketplaces,religiousspacesand

aboveall,thehome.Whilesomeofthesespacesarefallingoutofuse,otherinformalintergenerationalspacesaregrowinginpopularityandnewspacesarebeingcreated.

Formalornon-formalliteracyprogrammescantakeplaceinphysicaland/orvirtual

environmentsandbefoundindiversecontexts(i.e.,urbanorrural)andsettingssuchasathome,atschool,attheworkplace,inpublic,privateandreligiousplaces,inadultand

communitylearningcentres,(mobile)libraries,museums,prisons,and,ofcourse,indigital

environments.Manyliteracyprogrammesusevariouslearningspacesincomplementaryways,orencouragetheirlearnerstoexpandtheirliteracydevelopmentactivitiesbeyondscheduledclassesandclassroomspaces.Thewayhowdifferentliteracyprogrammeshavecreativelyandproductivelyusedthepotentialofliterateenvironmentsoutsideofclassroomshasbeen

studiedincontextsofhomeenvironments,libraries,prisonsanddigitalenvironments.

AnotherrecentresearchexaminedtherolesthatCommunityLearningCentres(CLCs)and

othercommunity-basedlearninginstitutionscanplayaslearningspacestoenable

participationofvulnerableandexcludedgroupsstrugglingtoovercomevariousbarriersto

learning.Suchinstitutionalizedformsofteachingandlearningofferopportunitiesforliteracyandlivelihoodskillstraining,healthandcitizenshippromotion,basiceducation,andvocationaltraining,inlinewiththeprincipleoflifelonglearning,andinthecontextoflocalcommunities.

TheanalysisconcludesthatCLCsandothercommunity-basedinstitutionscanbedevelopedascornerstonestolocalinfrastructurebecausetheyofferaone-stopshopforavarietyofservicestoalltargetgroupsonthelifelonglearningcontinuumandacrosssectors.Therefore,theycanimproveaccesstoliteracyandincreaselevelsofinclusionandparticipation,inparticular

amongthe(most)difficulttoreach.

ImportanceofdigitaltechnologyinfacingtheCOVID-19crisis

Availableresearchevidencefurtherrevealsthatthecreationofenablingliteracylearning

spaceshasbeenshapedbyarangeofdevelopmentsindifferentsocietiesandeconomies,

includingtheintegrationofdigitalinformationandcommunicationtechnologies(ICT)—suchascomputers,tablets,e-booksandmobiletechnology—intoallkindofteachingandlearningspacesofliteracyandnumeracy.Suchdevelopmentshavefurtheracceleratedduringthe

COVID-19crisis.Whiletechnology-basedenvironmentshavethepotentialtoenhanceaccessandoutreach,motivatelearnerstoengageorre-engageinlearning,improvethequalityof

teachingandlearning,andboostthepossibilitiesforlifelonglearning,theyarenotaself-

containedsolution.Inaddition,manydifficultieshavetobeovercomeandsomeprerequisitesmustbemettoharnessthepotentialofdigitalenvironmentsincludingrelatedpoliciesand

strategies;physical,hardwareandsoftwareinfrastructures;humanandfinancialresources;implementationmodalities;andrelevantteachingandlearningcontentsandmethodologies.

Keepinglearnersengagedamidcompetingprioritieshasbeenamajorchallengesincethe

beginningoftheCOVID-19crisis.Casestudy-basedresearchsuggeststhatwell-established

programmes,withsustainablefundingandpartnershipmodels,stronglearninginfrastructures

8

andlongexperiencewithmultimodalandblendedwaysofteachingandlearning,werebetterpositionedtoensurecontinuityoflearning.Inaddition,openness,creativity,flexibilityand

commitmenttocontinuousimprovementandservicetotheirlearnershavealsocontributedtocreatingandsustainingenablinglearningenvironmentsduringthepandemic.

TherecentlyconductedUNESCOsurveyontheCOVID-19impactonyouthandadultliteracyrevealsthatthoseliteracyproviderswhomanagedtotransitiontodistancelearningfacednumerouschallenges,too,aboveallalackoffunds,limitedcapacitytoequipandsupport

learnersandteacherswithrelateddevices,materialsandskillsandpoororunavailable

Internetconnections.Onthepositiveside,surveyfindingspointtomoreawarenessoftheimportanceofsocial,emotionalandmentalwell-beingofallstakeholdersforliteracy

programmestobesuccessfulandresilient.Thereisalsoarenewedinvestmentinteacherstobetterpreparethemforflexibleteachingandlearningapproaches.And,anexpandedvisionofliteracyisincreasinglyobservable.

Innovativeexperiencesofprogrammesnominatedforthe2022literacyprizes

Anumberof2022literacyprizecandidatessharetheirexperienceswithusingand

transformingcommunityandotherplacesintoeffectivelearningspacesincludingexisting

libraries,religiousplaces,prisons,workshopsandworkplaces,outdoorsundertreesandaboveall,thehomesoffamilies.Thesespacespresenttheadvantagethattheyare,inprinciple,opentoeverybodyandeasilyaccessible.Assafetyandproximityplayanimportantrole,deliveryoflearningresources(mobilelibrary)orclasses‘a(chǎn)tthedoorstep’incommunityspacesorin

learners’homescanmakeadifferenceintimesoflockdown,aswellasfordisplaced,disabledorelderlypersonsandgirlsandwomen.Parentsandfamiliesareinvitedtoassistchildrenwithlearningathomeandtojoinonlinelearningactivities,strengtheningtherebyschool-home

communicationandrelationsduringthepandemic.Furthermore,candidatesmention

alternativepathways,condensedcurriculaofliteracyprogrammes,anddifferentiated

planning,amongotherinitiatives,aimingattheengagementoflearnersinmotivational,participatoryandneed-basedlearning.

Thein-depthreviewofthe16finalistnominationsforthe2022UNESCOliteracyprizesillustrateshowabroadvarietyofspacescanbeleveraged,adaptedandtransformedto

supportliteracylearningacrossallagegroups.Thoseprogrammestargetingchildrenmainly

useschoolclassrooms,homesandcommunityspaces(e.g.,libraries)fortheiractivities.Very

fewprogrammesexclusivelyusevirtuallearningspacesclaimingthattheygettotransformanyspaceintoaliteracylearningspaceaslongasthelearnerhasatabletwiththeproject’spre-

downloadedcontentorgadgetswithaccesstotheInternet.However,mostofthemapply

hybridteachingandlearningapproaches(in-personanddistancelearning).Thevastmajority(14)offinalistprogrammesusehigh-techsolutions(e.g.,onlineplatform,apps),whilefive

programmesemploylow-techsolutions(e.g.,TV,radio,SMS),andsevenrelyalsoonno-techsolutions(e.g.,printedlearningmaterials).Yet,mostofthecandidatescombinedifferent

solutions.Thelinksbetweenthedifferentspacesareensuredthroughregularmeetings,(online)knowledgeexchange,andpartnershipcollaboration.

Theanalysedprogrammesgiveaccountofabroadrangeoflearningspacestheyuse,insideandoutsideoftheeducationsystem.Thisreflectsanongoingtrendofexpandinglearning

9

spacesbeyondtheclassroomandeducationalinstitutions,particularlyobservableinnon-formaleducation.Inthecontextofschoolclosuresduringthepandemic—inadditiontodistanceandonlinelearning—home-basedlearninghasmovedfamilyliteracyand

intergenerationallearningaswellascommunityinvolvementintofocus.

Advancingthegloballiteracyagenda

Thefindingsofthisstudyconfirmthatlearnerengagementinliteracylearningcanbenefitfromleveragingexistinginnovations,resourcesandopportunities,adaptingthemtotheneeds,

aspirationsandliferealitiesoflearners,andtransformingliteracylearningenvironmentsandspaceswithawhole-systemapproach.Therelationshipbetweenanindividual’smotivationtoengageandremaininliteracylearningandthequalityandvarietyofsuchliteracy-stimulatingenvironments—athome,atwork,inthecommunityandinsocietyasawhole—isreflectedinanincreasingemphasisoncreatingandsustainingsuchenvironmentsandspacesasakeyelementofeffectiveliteracystrategies.Approachingyouthandadultliteracyfromalifelonglearningperspectivetoactivateitstransformativepotential,canempowerpeopletohandlechallengesintoday’sandtomorrow’sworldautonomously,productivelyandcreativelyandtocontributetothedevelopmentofmoresustainable,peacefulandjustsocietiesonahealthyplanet.

Keyareasofpolicyaction

Buildingonthisanalysisofrichexperiencesaswellasavailableevidenceonglobaltrends,andframingthiswithinthebroaderSDG4andEducationTransformationSummitagendas,this

studyproposesthefollowingfivekeyareasofpolicyactiontotransformliteracylearningspacesfortheadvancementofliteracyforall:

1.Developawhole-systemapproachtomapping,usingandtransformingliteracylearningsettingstoadvanceliteracylearningforall

Mostoftheanalysedprogrammesoperateinclosealignmentwiththeirnationaleducationsystemseekingtoleverageexistinginfrastructureandfunding,aswellastomeetnormativeregulationsandprescribedcurriculaallowingtheirlearnerstoobtainrecognizedcertificates

andqualifications.Theyfurtherseektocontributetothedevelopmentofinnovativeapproachestoliteracy.

Whileasuccessfulliteracystrategyrequiresawhole-systemapproach,thereisstillalongwaytogoinmostofthecountriestoachievefullinterconnectionofthevariousongoingpromisingpracticesandeffortstocreate,developandtransformanenablingliteracylearning

environment.Whole-systemapproachestoliteracylearningwillhavetoworkforlearners,

especiallymarginalizedout-of-schoolpopulations,bymapping,usingandtransforminglearner-centredenablingliteracylearningenvironments.

10

2.Focusonlearnerneedsbyengaging,inparticular,themostmarginalized

Severalprogrammeshavestrengthenedtheireffortstobringlearningclosertotheirlearners(‘tothedoorstep’)throughabetterunderstandingoftheirliferealitiesandlinkingprogrammeactivitiestotheirimmediateneedsandinterests.Suchpersonalized,need-basedandlearner-centredapproachespointtotheneedtoseekcontinuouscommunicationandinteractionwithlearners.Duringthepandemic,successfulprogrammesachievedthisthroughwellprepared

andsupportededucators.

Engagingthemostmarginalizedlearnersinliteracylearningrequireshelpingtoremove

potentialhurdlestoparticipationinrelatedlearningactivitiesandexploringwaysofmotivatingthemtoremainlongenoughinorganizedlearningactivitiestoachievesustainableliteracy

proficiencylevels.Itfurtherinvolvesawhole-systemapproachtothecreationofinclusiveand

enablingenvironmentsbyconsideringandgroupingthevariouselements,contexts,circumstances,systems,measuresandresourcesaroundthespecificlearner.

3.Fostertheprofessionaldevelopmentofliteracyprovidersandeducators

Thereisanincreasedattentionofseveralprogrammestotrainingandprofessional

developmentofteachersensuringthatprogrammeactivitiesachievetoengageandretain

learners,butalsoteachersbybuildingcommunitieswheretheymayexchangeandreflect

collectively,formingaprofessionalidentity.Inadditiontocreatingasustainabledemandfor

literacy(andother)learning,thisstrategycontributestotheimprovementofeducational

qualityandrelevance,andtherebytolong-termchangeinthesystem.Strengtheningthe

capacitiesofprogrammestaffconstitutesanessentialtransformativeelementofseveralofthenominations.

Incontextsofcrisisandaccelerateddynamicsofchange,itisindispensablethateveryone

becomesalifelonglearnerincludingteachers,programmeprovidersandtheirpartners.

Training,pedagogicalandsocio-emotionalsupport,andcontinuousprofessionaldevelopmentofliteracyprovidersandeducatorsarecontributingtothedevelopmentofnationalcapacitiesforinnovation.Thisthereforeneedstoberecognizedasacentrepieceofalltransforming

educationefforts.

4.Continuetoleveragethepotentialofdigitaltechnologyforliteracyteachingandlearning

Availableinformationonanalysedprogrammesreflectsatrendoftransformationoftraditionalclassroomsettingsbywaysofincorporatingdigitaltechnologiesandresourcesintoteaching

andlearning.Inconsiderationofavailableinfrastructures,thisoftenincludesbothonlineandoffline(no-,low-andhigh-tech)solutions,massmedia(radio,TV)andindividualdevices

(smartphones,computers,tablets).Themajorityofthemusehybridorblendedteachingand

learningapproaches,oftenindifferentcombinations.Inmostcasesdigitalspaceshavebecomepartofthe‘normal’,thoughtovariedextents,allowingprogrammeproviderstoincreasetheirattractivenesstospecificgroupsoflearners,toexpandtheiroutreach,and,aboveall,tokeeppeopleinlearningduringthepandemic.

11

However,inmanycontexts,includinginhigh-incomecountries,therearestillchallengeswithconnectivityordigitalinfrastructure,inparticularinremoteareasandamongmarginalized

populationgroups.Thisisinthewayofleveragingthebenefitsofdigitaltechnologyforliteracy

teachingandlearning.Hence,withoutsignificantandsustainedinvestment,harnessingthetransformativepotentialofdigitallearningecosystemsforallwillprovedifficultifnot

impossible.

5.Establishsustainablefundingmodelsforliteracybasedonpoliticalcommitmentandmulti-stakeholderpartnerships

InthecontextoftheCOVID-19crisis,casestudy-basedevidencesuggeststhatprogrammes

withsustainablefundingandpartnershipmodelswerebetterpositionedtoensurecontinuityoflearning.Theanalysedprogrammeshaveappliedarangeofstrategiestoensurethe

sustainabilityoftheirresults.Manyofthemhavedevelopedmulti-stakeholderpartnership

modelsthathelpthemtosecuretheirannualbudgetsandstrengthentheircapacitytodelivertheirservices.

Akeychallengestandinginthewayofthedifferentlearningsettingstobecometruly

transformationalforliteracylearningconcernsfinancing.Adoptingawhole-systemapproachtocreateinclusiveandequitableliteracylearningenvironmentsrequiressustainablefundingmodelsbasedonlong-termpoliticalcommitment,multi-stakeholderpartnershipdevelopmentandfinancialstability.Thiswillbeindispensabletoadvancethegloballiteracyagenda.

12

Introduction

The2022InternationalLiteracyDayandUNESCOInternationalLiteracyPrizesthemeis

‘TransformingLiteracyLearningSpaces’.WhilethisfullyreflectsUNESCO’svisionoflifelong

learningasaguidingprincipleofeducationandliteracyasexpressedintheFaure(1972)1andDelors(1996)2reports,inthepresentcontextitisframedbythereportoftheInternational

CommissionontheFuturesofEducation(2021),3theMarrakechFrameworkforAction(2022)4andtheUNTransformingEducationSummit(2022).

The2022InternationalLiteracyDaythemealsobuildsonUNESCO’slongstandingactionto

advancethegloballiteracyprofilethroughsucheventsastheWorldConferenceofMinistersofEducationontheEradicationofIlliteracy,whichmetinTeheran,Iran,inSeptember1965.ThisConference,whichurgedincreasedsupportforliteracywork,recommendedthat8

SeptemberbeproclaimedInternationalLiteracyDayandbeobservedbyallcountries.In

supportoftherecommendation,theGovernmentofIranproposedthatUNESCOshould

establishandawardanInternationalLiteracyPrizefor‘meritoriousworkinthefightagainstilliteracy’.TheMohammadRezaPahlaviPrize5waslaunchedin1967,andsincethattime,

UNESCOhasawardedmorethan506InternationalLiteracyPrizestooutstandingand

innovativeprojectsa