UNESCO - United Nations Educational, Scientific and Cultural Organization

07/29/2024 | News release | Distributed by Public on 07/29/2024 10:14

UNESCO jury members gather to select 2024 International Literacy Prize laureates

This year's theme, entitled "Promoting multilingual education: Literacy for mutual understanding and peace", will unpack issues related to literacy in multilingual contexts for achieving lasting peace and will explore possible solutions for enhancing policies, lifelong learning systems, governance, programmes, and practices.

Among the nominations submitted to UNESCO, six awards will be presented to individuals or organizations with exceptional projects that significantly advance literacy. The ceremony will honour recipients of the UNESCO King Sejong Literacy Prize, established in 1989 with support from the Government of the Republic of Korea, and the UNESCO Confucius Prize for Literacy, founded in 2005 with support from the Government of the People's Republic of China.

Ms Stefania Giannini, UNESCO Assistant Director-General for Education, opened the meeting stating: "Literacy is at the core of learning, enabling us to think, reason, and drive change in our communities, societies, and countries. It is an essential skill for further education, upskilling, and meaningful engagement with one another." She notes that at least 765 million young people and adults remain illiterate, with two-thirds being women, and highlights the ongoing challenges in Sub-Saharan Africa and Asia-Pacific regarding minority languages. Additionally, Ms Giannini stressed the significance of promoting cultural and linguistic diversity and the role of the International Literacy Prizes in recognizing and scaling up good practices in literacy education globally.

Advancing youth and adult literacy

Mr Borhene Chakroun, Director of the Division of Policies and Lifelong Learning Systems at UNESCO, outlined UNESCO's Strategy for Youth and Adult Literacy (2020-2025). This strategy focuses on four key areas: strengthening national literacy policies, supporting disadvantaged groups (especially women and girls), utilizing digital technologies to enhance learning, and monitoring literacy progress. The strategy also highlights the work of the Global Alliance for Literacy, a coalition of 30 nations dedicated to improving literacy for youth and adults.

Ms Cecilia Barbieri, Chief, Section for Global Citizenship and Peace Education, emphasized that this year's Literacy Prizes theme aligns with UNESCO's mission to promote peace and sustainable development. She referenced Paulo Freire's view of literacy as a tool for social change and noted a new UNESCO recommendation linking education with peace and human rights. This updated recommendation highlights education's role in fostering peace, cultural diversity, and multilingualism, and supports SDG 4 on quality education. She also highlighted the importance of lifelong learning and multilingual education in bridging cultural divides and promoting inclusivity. The recommendation advocates for integrating diverse experiences into curricula and emphasizes teaching languages and intercultural competencies.

During the meeting, Jury members also outlined key points to consider when evaluating applications including local context and innovation, collaboration planning, relevance to the theme, impact evidence, teaching approaches, promotion of multilingualism, dissemination of winning programmes, and quality control.

UNESCO's commitment to universal literacy since 1946 underscores its vital role in education, empowerment, and sustainable development. As we navigate an increasingly digitalized world, our approach to literacy must evolve to address new definitions and needs. Emphasizing a multilingual, first-language-based approach offers profound cognitive, pedagogical, and socio-economic advantages, fostering mutual understanding, social cohesion, and peace. By continuing to innovate and support effective literacy practices, we strive to build a more inclusive and equitable future for all.

About the UNESCO Literacy Prizes

Since 1967, the UNESCO International Literacy Prizes have recognized excellence and innovation in the field of literacy, aiming to support effective and groundbreaking literacy practices and foster dynamic literate societies.

The two prestigious International Literacy Prizes include the UNESCO King Sejong Literacy Prize and the UNESCO Confucius Prize for Literacy, which respectively place particular emphasis on mother language-based literacy development and functional literacy, leveraging technological environments, in support of adults in rural areas and out-of-school youth.