UNESCO 4th Global Report on Adult Learning and Education
58pc urban, 40pc rural males above 60 literate in Bangladesh
STAFF REPORTER, Dhaka
The disparity in literacy among men and women across the country has been addressed in recent generations, a report by the United Nations Educational, Scientific, and Cultural Organisation (UNESCO) said yesterday. The fourth Global Report on Adult Learning and Education (GRALE 4) of UNESCO revealed that approximately 58 per cent of urban and 40 per cent of rural males above 60 years of age in Bangladesh are literate, while only 24 per cent of urban and 12 per cent of rural females over 60 years are literate. In contrast, literacy is seen among 80 per cent and 74 per cent of urban and rural boys aged 1014 years and among 83 per cent and 81 per cent of urban and rural girls of the same age group. The report highlighted that adult education is central to sustainable development and economic growth, a press release said.
However, in almost one-third of countries, fewer than 5 per cent of adults aged 15 years and above participate in education and learning programmes. Disadvantaged groups, in particular, are often deprived of their right to education. Adults with disabilities, older adults, refugees, migrants, and minority groups are among those losing out, said the report.
The report also found that in Asia, community learning centres (CLCs) have come to play an essential role in providing the rural population with appropriate adult learning and education opportunities.
Bangladesh, Bhutan, Indonesia, Nepal, the Philippines, Thailand, and Vietnam have all significantly increased the number of CLCs. This has dramatically expanded the number of rural learners in literacy, life skills, and various vocational programmes, it said.
Overall, GRALE 4 warns that major change in adult education participation is required to achieve the Sustainable Development Goals (SDGs) by 2030. The report calls for a sea change in approach, backed by adequate investment, to ensure that everyone has the opportunity to access and benefit from adult learning and education and that its full contribution to the 2030 Agenda for Sustainable Development is realised.
The findings of the global report are based on data submitted by 159 countries. To reach SDG-4 and other SDGs by 2030, the GRALE made six recommendations. These include better data, particularly for low-income countries and marginalised or vulnerable groups, such as migrants and refugees, and
increased investment in adult learning and education from governments, employers, and individuals. The recommendations also encourage donor countries to live up to their aid obligations to developing countries and rebalance their funding to support the education of adults as well as children. There is also a need for more research on good practices, particularly for vulnerable and excluded groups.
An integrated inter-sectoral and inter-ministerial approach to governance to enable member states to realise the wider benefits of adult education to the greatest extent possible, with resources allocated accordingly, is also recommended.
