# data[].attributes.headline
International and National Literacy Assessments and Surveys

# data[].attributes.subject
International and National Literacy Assessments and Surveys

# data[].attributes.body
Due to the problems in measuring literacy based on self-declarations or declarations on behalf of others; assessments and surveys began being used. Countries and international agencies have therefore begun to conduct more sophisticated investigations to gauge not only whether adults are ‘literate’ or ‘illiterate’ but also their level of literacy and the consequences for individuals and societies

# data[].attributes.body
Use of the mother tongue has became favorable but has not yet led to major contributions in improved literacy.

# data[].attributes.body
Campaigns became less common as a result of an international shift in focus to universal primary education

# data[].attributes.body
Internet access still remains low in much of sub-Saharan Africa

# data[].attributes.body
The rapid expansion of communication technologies, holds considerable promise.

# data[].attributes.body
Adults in low skill occupations - literacy can atrophy. Skilled occupations also help develop reading proficiency

# data[].attributes.body
Rural areas have lower literacy than urban dwellers

# data[].attributes.body
In Morocco, public offices increasingly display their titles in both Arabic and Amazigh, but there is almost no daily written use of Amazigh (local language)

# data[].attributes.body
In Mexico, stronger government emphasis on marginalized groups, particularly indigenous populations, has led to the use of more languages

# data[].attributes.body
Systems continue to rely on volunteers, like the Brasil Alfabetizado program or the National Literacy Program in Ghana.

# data[].attributes.body
Language of campaigns often portrays illiteracy as a ‘social illness’

# data[].attributes.body
Countries have targeted specific populations, such as prison inmates in Pakistan, people with disabilities in Ecuador, or indigenous communities in Nicaragua

# data[].attributes.body
Interest by regional organisations and governments in launching literacy campaigns has increased since 2000, especially in Latin America

# data[].attributes.body
Assumption was that universal primary education of good quality would eventually lead to adult literacy

# data[].attributes.body
Adult literacy was neglected compared with other EFA goals

# data[].attributes.body
The Belém Framework for Action helped reframe literacy within the UN system

# data[].attributes.body
International community has repeatedly made declarations to promote adult literacy over the past quarter-century

# data[].attributes.body
World literacy increased from  1970 - 2000.

# data[].attributes.attachment_link.entities[].name
Comprehension Development Tips for Adult Literacy Tutors

# data[].attributes.attachment_link.entities[].name
UNESCO Enhancement of Literacy Afghanistan Programme

# data[].attributes.attachment_link.title
The Education for All Crowdsourcing Challenge: Improving levels of Adult Literacy

# data[].attributes.body
In general, wealthier countries saw faster declines in illiteracy while poorer countries were further from achieving the target goal.

# data[].attributes.body
UNESCO’s 1950s definition of literacy was merely an ability to ‘read and write, with understanding, a short, simple statement about everyday life’.

By 1990 literacy was more recognized as a skill that contributes to individual well-being.

More recently, UNESCO (2005a) considered literacy as the ability to ‘identify, understand, interpret, create, communicate and compute using printed and written materials’ associated with varied contexts.

Today, literacy is seen as a continuum of skills that enables individuals to achieve their goals in work and life and participate fully in society.

# data[].attributes.body
There are 781 million illiterate adults in the world, and the adult literacy rate has only fallen by 23% since 2000, far short of the 50% target. Nearly two-thirds of the illiterate population are women. Half of all sub-Saharan African women are illiterate.

# data[].attributes.body
Achieving a 50% improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.