Digital technology is key to improve literacy learning for girls and women

The global literacy challenge is still gendered. Globally, 763 million adults and young people, two-thirds of whom are women, still cannot read and write. The literacy gender gap is the result of unequal access to basic education, which then becomes the root cause of gender inequality in participation in education and other socio-economic activities. Literacy is the foundation of learning and is the lever of socio-economic participation and empowerment, particularly for women and girls.

The 2023 International Women’s Day on 8 March will be celebrated under the theme of “Innovation and technology for gender equality”, exploring the impact of the digital gender gap and promoting more creative digital innovations that meet women’s needs and advance gender equality. In the spirit of this year’s International Women’s Day, we want to share how former laureates of UNESCO International Literacy Prizes continue to work toward their goal of women empowerment through literacy and their views on opportunities and challenges presented by digitalization in literacy learning for girls and women. 

The Directorate of Literacy and Adult Education of the Ministry of National Education from Niger awarded the 2012 Honorable Mention of the UNESCO King Sejong Literacy Prize for its ‘Functional Literacy Programme for Women and Girls’, shared that since receiving the prize, the programme has been scaled up year by year. Each year, the Directorate supports the opening of over 100 literacy centers, enabling at least 6 000 women to become literate. 

The 2014 UNESCO King Sejong Literacy Prize laureate from Burkina Faso, the Association for Promoting Non-Formal Education in Burkina Faso (BF-APENF), shared that due to the success of its award-winning programme that combines literacy learning and capacity building in health and finance in a non-formal education setting to promote sustainable development of women, BF-APENF has been recognized as an expert in providing alternative quality education and has capitalized on past experience to support the implementation of several non-formal education programmes at national and international level. 

The Algerian Association for Literacy IQRAA was awarded UNESCO Confucius Prize for Literacy in 2014 for its programme “Literacy, Training and Integration of Women Programme”. The Association has been fighting against the exclusion and marginalization of women who lack the skills required to access education through the “Alphabétisation, Qualification” programme. The programme seeks to help women overcome hardships by developing literacy and other life skills, acquiring professional qualifications, and participating in local development. 

Despite the suspension of its “Learning by Teaching” programme due to the COVID-19 pandemic, the University Center for Social Participation of the Meritorious Autonomous University of Puebla in Mexico, laureate of the 2020 UNESCO Confucius Prize for Literacy, has been continuing its efforts through carrying out small literacy exercises in urban areas. The Center has also sought various strategies to increase girls’ and women’s participation in literacy classes, including accommodating class times according to their needs, raising male community members’ awareness on the importance of women learning to read and write and supporting female learners in their daily chores so they have time to attend classes.

The Laureates noted that the advancement of women’s literacy and empowerment still face numerous challenges, but also opportunities. One major challenge that IQRAA encounters in achieving its goal of lowering the illiteracy rate in Algeria by 2024 is to raise awareness and motivate citizens on the importance of basic literacy skills. In response, a communication plan, involving all the media, associations, and National companies, has been envisaged.

In Mexico, the prevalence of patriarchal ideology and gender-based violence continue to place women in a difficult position, keeping them away from education. “Girls have fewer opportunities to access a literacy environment, from early childhood to adulthood,” said Ms Mirta Isabel Figueroa Fernández, Director of the University Center for Social Participation. She added that, “Customs and traditions still imply that girls and women should spend more time doing housework or caring for others”. However, she enhanced the transformative power of education and how through learning, those women who have access to education can make more conscious decisions about their health, relationships, and their human rights in general.

BF-APENF highlighted that female learners continue to struggle due to limited access to quality education and productive resources. Despite the challenge, Mr Abdoulaye Yonaba, Executive Secretary of the association, shared “opportunities offered to girls and women are the existence of quality educational alternatives which allow them to develop instrumental, social and professional skills”.