World Illiteracy Rates by Region and Gender 2000–2004

Graph

By: UNESCO Institute for Statistics

Date: 2004

Source: UNESCO Institute for Statistics. "World Illiteracy Rates by Region and Gender 2000–2004." 〈http://www.uis.unesco.org/ev/〉 (accessed April 1, 2006).

About the Author: Established on November 16, 1945, the main objective of the United Nations Educational, Scientific and Cultural Organization (UNESCO) is to contribute to peace and security in the world through education, science, and culture. The UNESCO Institute for Statistics (UIS)—a statistical branch of the UNESCO—was formed in July 1999 to provide a wider range of policy-relevant, timely, and reliable statistics. The Institute collects and interprets statistical information on topics such as Technology, Communication, Education, and so forth. Such information is then used by member countries to assess their current programs and determine future policies. The UIS is located in Montreal, Canada.

INTRODUCTION

UNESCO has defined literacy as the ability of an individual to read, write, and understand simple statements pertaining to everyday life. However, this definition has broadened over a period of time. It is now commonly accepted that literacy should essentially mean functional skills that can be used in everyday life, such as the ability to read a bus schedule or to calcu-late daily wages. Article 26 of the Universal Declaration of Human Rights, 1948, states that everyone has the right to education and that it shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedom. However, most regions of the world face gender discrimination in education.

A report published by the UNESCO Institute for Statistics (UIS) in 2006 stated that surveys conducted in the previous year indicated that two thirds of an estimated 771 million illiterate adults in the world are women. Over the years, there has been significant disparity between the literacy rates of men and women. According to UNESCO's World Education Report of 1995, the worldwide male literacy rate in 1985 was 72.2 percent as opposed to 61.9 percent for females. Although the literacy rates improved by 1995, the discrepancy between male and female literacy was similar. In 2005, the difference was almost the same with little or no progress made to ensure higher level of female literacy.

Past surveys suggest that a few regions have substantially higher disparity than others. These mainly include Arab and Asian countries. For instance, according the above-mentioned report from UNESCO, in 1985, the male literacy rate in Arab countries was fifty-five percent as compared to a low 26.2 percent for women. In 1995, the literacy rates were 68.4 percent and 44.2 percent for men and women respectively. Similarly, Asian countries such as China and India also have low literacy rates for women—in 1995, the literacy rate for women was 37.7 percent compared to 65.5 percent for men.

Furthermore, half of the entire female population in South and West Asia, sub-Saharan Africa and the Arab States is illiterate. As of 2003, at least nine million more girls than boys are unable to get basic education.

The primary source is a UIS graph, for the years 2000 to 2004, signifying the disparity between the illiteracy rates of men and women. An important factor highlighted in this graph is the obvious gender disparity observed in terms of education in developing countries.

PRIMARY SOURCE

WORLD ILLITERACY RATES BY REGION AND GENDER 2000–2004

See primary source image.

SIGNIFICANCE

International development efforts have not been successful in ensuring basic primary education to girls in many countries. Despite several corrective measures and policies, government and non-governmental organizations the world over have found that gender disparity in education continues to grow at alarming rates, especially in developing countries.

An extensive study conducted by the Education Group of Food and Agricultural Organization (FAO) of the United Nations cites several reasons for the widening gap between male and female illiteracy. The report indicates that standard approach to achieving universal education has backfired because it assumed that common efforts to enroll more children would benefit all children equally. This assumption failed to take into consideration specific barriers faced by girls.

The report alludes to poverty as a primary reason for low literacy among women. In many under-developed or developing countries, children are not sent to school as parents can barely afford to provide them basic food and shelter. Moreover, conservative socioeconomic outlook prevents them from sending girls to school, even if basic education is made affordable through government incentives.

Gender inequality typecasts females to be fit for household work and childcare. A male child is perceived as someone who would eventually provide financial support to the families. Consequently, more emphasis is placed on education of boys. Discriminatory policies by employers result in lower wages for women, further discouraging women to get educated. The report also mentions that organizational hurdles such as lack of female-only schools, or female instructors, prevent conservative parents from allowing their female children to go to school.

Educational inequality affects countries in more than one way. According to UIS, countries with low school enrollment ratio for girls have lower GDP per capita (lower income per person). Studies conducted by the World Bank, UNESCO, and the United Nations Development Program (UNDP) indicate lower fertility rates and higher family planning in families comprising women with at least basic education. With higher female literacy rate, infant mortality rates are also expected to go down as mothers who have even basic education are more likely to have healthy children. Moreover, education gives women greater earning power, which, in turn, translates into better living standards. Education of women in rural areas ensures higher productivity in traditional sectors such as agriculture.

It is for these reasons, female education is critical. Elizabeth Dowdswell, then UN Under-Secretary General (UNEP-HABITAT) stated in 1995 that "Women are vital to our vision of a sustainable future. They are the guardians of natural wisdom in their societies; they are often the principal ecosystem managers of their communities. They are the first educators, and can do the most to change the habits and beliefs of a new generation … That is why the single most important step towards sustainable living that governments can take … is the education of women."

It is important that education is approached as a human right rather than a privilege or an expected outcome of economic progress. Over the years, several steps have been taken by the United Nations and policymakers all over the world to eradicate gender-based illiteracy. Most of the developed countries have invested millions of dollars to develop new educational assessment tools such as the Adult Literacy and Life Skills Survey (ALL). The UIS has developed the Literacy Assessment and Monitoring Program (LAMP) with international agencies and technical experts. By using customized assessment techniques that use local resources, participating countries can formulate an action plan that focuses on improvement of female literacy rates.

Although such programs have yielded some success, female literacy levels are almost stagnant in most countries. Experts say that the outcome could be a serious loss of human capital, and damage to the social and democratic framework, which in turn, would impair the health and education of the next generation. As UNICEF Executive Director, Carol Bellamy, at the time of releasing UNICEF's report—The State of the World's Children—stated, "We stand no chance of substantially reducing poverty, child mortality, HIV/AIDS and other diseases if we do not ensure that all girls can exercise their right to a basic education. In daily life, knowledge makes the crucial difference."

FURTHER RESOURCES

Web sites

Food and Agriculture Organization of the United States. "Higher Agricultural Education and Opportunities in Rural Development for Women—An Overview and Summary of Five Case-studies." 〈http://www.fao.org/documents/show_cdr.asp?url_file=/docrep/W6038E/W6038E00.htm〉 (accessed April 1, 2006).

Social Watch. "Unkept Promises." 〈http://www.globalpolicy.org/socecon/inequal/gender/2005/06unkept-promises.pdf〉 (accessed April 1, 2006).

UNESCO Institute for Statistics. "How Does Gender Inequity Relate to National Income?" 〈http://www.uis.unesco.org/ev./〉 (accessed April 1, 2006).

―――――"Statistics Show Slow Progress Towards Universal Literacy." 〈http://www.uis.unesco.org/ev./〉 (accessed April 1, 2006).

UNICEF. "UNICEF Says Getting More Girls into School is First Step to Reaching Global Development Goals." 〈http://www.unicef.org/sowc04/sowc04_16165.html〉 (accessed April 1, 2006).