Knowing Your ABCs Isn’t All
Slabucho:
2 18 2020 by Anastasia Slabucho
According to the International
Literacy Association, 12% of the world’s population is functionally
illiterate. On this serious note, let me elaborate:
While ‘literacy’ in itself is a concept
fundamental to achieving an educated, developed society, ‘functional literacy’
is perhaps even more so. The distinction between the two can be summarised by
the simple question “You can read the words on the page, but can you process
the ideas within them?”. Functional literacy therefore involves not only the
simple ability to associate spoken language with its written form, but also a
broader definition of skills such as reading comprehension, numerical literacy,
ability to interpret graphs, analyse texts’ implications and outcomes, in
short: it involves a level of literacy at which an individual can effectively
function within society.
The aim of this post is to provide a
by-all-means non-exhaustive overview of functional illiteracy’s:
➧ concept-development;
➧ general and personal implications;
➧ associated issues and practical
improvement initiatives.
The evolution of the term ‘functional
literacy’ began with the need for a better definition of reading proficiency,
beyond that of attained educational level in years-of-schooling as units.
United Nations first posed the question in 1978, and while many adjacent
definitions of functional literacy have been postulated by different
organisations and NGO’s, the key distinction between formal and functional
(il)literacy comes down to ‘reading of written information’ versus
‘understanding, interpretation, expression’ of that same information, as well
as numerical and communication skills. According to the UN, functional literacy
involves a continuum of lifelong learning that empowers people to achieve their
goals, to expand their knowledge and reach their individual, contextualised
potential. Today, quality education is Sustainable
Development Goal 4, and improving functional literacy plays an integral
part in attaining the Goal’s targets.
“A functionally literate person can
engage in all those activities in which literacy is required for effective
function of his or her group and community and also for enabling him or her to
continue to use reading, writing and calculation for his or her own and the
community’s development.”
– ‘functional literacy’ as defined by
UNESCO’s General Conference from 1978 onwards
As per this definition, the consequences
and implications of functional illiteracy are both deeply personal and broadly
societal. As with general illiteracy, those with insufficient reading
comprehension and numeracy levels may experience an inability to achieve their
full personal potential, resulting in subjective feelings of insecurity and an
objective limitation in terms of life opportunities. The rise of technology has
fuelled an emergence of complex jobs demanding a more and more complete FL
skillset, meaning that the future promises a growing employment and inequality
gap between the functionally literate and those below the required skill-levels. READ
MORE ➤➤
Based
on 7 readability formulas:
Grade Level: 20
Reading Level: very difficult to read.
Reader's Age: College graduate
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