The United Nations Literacy Decade
2003–2012

In 2003, the United Nations General Assembly launched the United Nations Literacy Decade (UNLD), establishing a dynamic international initiative to increase literacy rates worldwide by 2012. The United Nations Educational, Scientific and Cultural Organization (UNESCO) was named coordinator of the Decade’s activities, and Mrs. Laura Bush, First Lady of the United States, was asked to lead the effort as Honorary Ambassador. Together they outlined an ambitious agenda to highlight the role of literacy in improving the lives of millions, many of whom are marginalized and live in extreme poverty.

In September 2006, Mrs. Bush hosted the White House Conference on Global Literacy (WHCGL) to emphasize the need for sustained global and countrylevel leadership to address the issue of illiteracy. First ladies, ministers of education, and literacy practitioners from around the world attended the Conference, which underscored the Decade’s mission to focus attention on the 35 countries with the greatest literacy problems.

Inspired by the WHCGL, UNESCO hosted six regional literacy conferences over two years, resulting in important and innovative policies and initiatives. With support from Mrs. Bush, UNESCO launched the Literacy Initiative for Empowerment (LIFE) as a way to energize and coordinate literacy activities in the 35 targeted countries.

Although much work remains to be done, the UNLD activities have laid the groundwork for achieving the ultimate goal of literacy for all.

Literacy Initiative for Empowerment Countries Report Progress

LIFE was launched in 2006 as part of the UNLD and is overseen by UNESCO’s Institute for Lifelong Learning. LIFE offers resources, technical support and guidance to countries with literacy rates of less than 50 percent or those with more than 10 million people lacking literacy skills. These countries are encouraged to make literacy a priority in their national political agendas, mobilize resources, strengthen capacity to respond to those most in need, and promote collaboration.

Eleven countries targeted in the first phase of LIFE have reported progress in developing and coordinating literacy activities. In Mali, under the leadership of President Amadou Toumani Touré and Madame Touré Lobbo Traoré, the government is developing a national literacy policy using LIFE as a guide. In Bangladesh, Egypt, Pakistan and Senegal, hundreds of experienced literacy educators have been trained to adapt and integrate best practices. Officials and experts in Senegal and Pakistan have developed or improved national curriculum frameworks; and Bangladesh, Haiti, Mali, Morocco, Niger, Nigeria, Pakistan and Senegal have either proposed or developed national action plans. In addition, Afghanistan, Niger, Mauritania and Papua New Guinea are expected to mount major literacy programs within the LIFE framework. All 35 countries are now eligible for LIFE assistance.

Literacy Assessment Monitoring Program

The Literacy Assessment Monitoring Program (LAMP), developed in 2003 by UNESCO’s Institute for Statistics (UIS), is a national data collection tool for countries seeking to profile the level and distribution of literacy proficiency. Through household surveys, LAMP allows countries to build detailed profiles of the reading and math skills of their youth and adult populations.

Field testing in Mongolia

Issues related to illiteracy can be evaluated comprehensively, and the results compared across countries. With these facts, countries can better target their policies and program interventions.

The LAMP framework defines different levels of proficiency to help each country assess a population’s range of literacy skills. The data offered by the LAMP instrument can help countries identify its specific literacy needs. These assessments empower literacy practitioners to design appropriate programs and activities. LAMP also works to build a country’s capacity to conduct similar assessments so its education experts can routinely produce data on literacy trends and progress.

LAMP was piloted in El Salvador, Kenya, Mongolia, Morocco, Niger and the West Bank. In Morocco, information collected during the pilot phase will be used to establish benchmarks for increasing the level of instruction. The data will also serve as a guide for standardizing literacy assessments across the broader Middle East and in North Africa.

By the end of 2008, LAMP’s conceptual and methodological approach, assessment instruments, and guidelines will be ready for implementation in additional countries. Accordingly, the UIS is establishing regional resources to provide the technical assistance countries need to conduct and sustain robust assessments.