This is the 25th post in a blog series to be published in 2023 by the APET Secretariat on behalf of the AU High-Level Panel on Emerging Technologies (APET)

Adult literacy is a fundamental skill in Africa that enables older individuals to access information, make informed decisions, and participate in various social, economic, and political endeavours. A literate individual possesses the ability to compose a brief, uncomplicated statement about their life.[1] While substantial advancements have been made in enhancing literacy rates worldwide, the issue of adult literacy remains a pressing concern in Africa.[2] The significance of elevating literacy rates is underscored in the African Union’s Agenda 2063, the continent’s development roadmap, which prioritises inclusive and high-quality education and advocating lifelong opportunities for all, regardless of age.[3]

Adult education holds immense importance for African countries as it equips adults with knowledge and insights crucial for fostering their social and economic development. Literacy catalyses economic empowerment for citizens, enabling adults especially to access stable employment opportunities, thereby, bolstering the financial stability of their families. Additionally, literacy in Africa is intricately linked with improved health outcomes, as literate individuals are more inclined to seek and comprehend healthcare information, thereby, enabling them to make informed decisions concerning their well-being.[4] Furthermore, a well-educated and literate populace allows the upholding of democratic principles and ensures effective governance. Literate citizens actively engage in political processes, hold leaders accountable, and contribute to the growth and development of their communities and nations.[5]

Recent data reveals significant global progress, with over 86% of the world's population now possessing the ability to read and write, a notable increase from the 68% reported in 1979.[6]  However, despite these global advancements, it remains concerning that at least 763 million adults, with women constituting two-thirds of this demographic, continue to lack basic reading and writing skills.[7]  The low adult literacy rates in Africa have far-reaching consequences. For instance, low adult literacy rates result in reduced economic productivity as illiterate adults struggle to find employment requiring reading and writing skills, often leading to lower wages. This, in turn, perpetuates increased poverty, as limited literacy opportunities hinder skill enhancement and economic growth, leaving illiterate individuals vulnerable to exploitation.[8]

Moreover, poor health and well-being are prevalent among illiterate adults, who face challenges accessing and comprehending healthcare information, potentially engaging in risky behaviours due to a lack of knowledge.[9] Furthermore, limited civic engagement is a concern, as illiterate adults may struggle to participate in democratic processes, impacting their voting and leadership potential.[10] In 2023, Africa's adult literacy rate stands at an estimated 67%, though significant variations across regions.[11]

To significantly improve adult literacy rates in Africa, a multifaceted approach is imperative. In addressing challenges concerning adult illiteracy, the African Union High-Level Panel on Emerging Technologies (APET) identifies the potential of emerging technologies such as AI in development of personalised learning tools, translation aids, literacy assessments, and adaptable literacy programmes tailored to individual needs, ultimately advancing a more prosperous and equitable continent. APET acknowledges that adult literacy holds a profound significance for both individuals and societies, thereby contributing to the socio-economic development of each country. The panel, therefore, advocates for African governments and relevant stakeholders to consider the adoption of innovative and effective tools and resources to enhance reading and writing skills of adults.

The assertion of APET is evidenced by recent technological advancements, which have enabled access to a vast reservoir of knowledge and educational resources, thereby granting adults unprecedented access to learning opportunities. Through the adoption of appropriate technologies, adults are able to enhance their reading comprehension and expand their knowledge base by delving into a treasure trove of e-books, articles, tutorials, and educational websites. The advent of online learning platforms and applications has revolutionised adult literacy programmes, offering interactive and captivating experiences that cater to diverse learning needs.[12] These platforms often deliver tailored learning experiences, allowing individuals to progress at their own pace. Moreover, individuals facing literacy challenges, such as dyslexia, are able to benefit from a range of assistive technologies. Text-to-speech software, screen readers, and speech recognition technology tools have proven invaluable for adults facing reading and writing difficulties.

In addressing adult illiteracy in the East African Community for example, the Sahamiye Foundation based in Hargeisa, Somaliland’s capital, has created an innovative application known as Daariz. This free language application is designed to assist individuals in the Horn of Africa in acquiring crucial reading, writing, and comprehension skills. Remarkably, Daariz has garnered a user base of 350,000 individuals and has substantially reduced the time required to achieve a functional level of literacy in one's native language, cutting it down from 450 hours to just 50 hours.[13] As such, Daariz is designed to enable adults to attain functional literacy in Somali quickly and offers a blend of interactive games, tailored feedback, and a rewards system to create an engaging and enjoyable learning experience. The application’s offline accessibility is a critical feature, making it possible for a more extensive audience, including those facing significant educational challenges, to acquire literacy skills remotely.[14]

Other noteworthy examples illustrate how technology is enhancing adult literacy in Africa. In Ghana, the Ghana Library Authority collaborates with the Worldreader organisation, delivering e-readers and access to e-books to adults in rural communities.[15] Furthermore, the Worldreader organisation in Ghana employs data analytics to predict the likelihood of success among participants in its e-reader programme, enabling precise targeting of outreach and recruitment efforts.

The Eneza Education platform in Kenya offers an array of engaging courses, accessible via mobile phones and computers, providing convenient self-paced learning opportunities for adults.[16] The Eneza Education platform further employs data analytics to track adult learners’ progress, offering personalised feedback and targeted support to address areas where improvement is needed.[17]

In Nigeria, the Books for Change organisation leverages assistive technologies, offering text-to-speech software, screen readers, and other aids to support adults in overcoming literacy challenges.[18]  The Books for Change also utilises data analytics to assess the effectiveness of assistive technologies, identifying the most impactful tools and aiding struggling learners.[19] Simultaneously, the UNESCO Institute for Statistics is developing a data-driven model to anticipate adult enrolment and completion of literacy programmes in Africa, aiming to identify and overcome barriers to participation.

To further strengthen programme evaluation, the Tanzania Adult Literacy Programme employs data analytics to assess the effectiveness of its initiatives, discovering that programme participants are more likely to secure employment and achieve higher incomes. Additionally, the African Union is pioneering a data-driven framework for the evaluation of adult literacy programmes across the continent, tracking progress toward the ambitious goal of universal adult literacy by 2030. These endeavours collectively reflect the transformative impact of technology on adult literacy, paving the way for increased accessibility and success in literacy programmes throughout Africa.[20]

These technological solutions extend beyond instruction because they are pivotal in monitoring progress, predicting success, and evaluating programmes. By harnessing the power of data analytics, educational technologies track progress and pinpoint areas where additional support may be required. This data-driven approach enhances the personalisation of education and intervention, ensuring a more effective learning experience for adults.

In conclusion, the panel emphasises the importance of establishing adult literacy programmes in communities and raising awareness about the benefits of functional literacy in enhancing the lives of beneficiaries. To this end APET posits that a paramount focus should be placed on developing and implementing high-quality adult literacy initiatives tailored to the diverse needs of adult learners and founded on effective pedagogical practices.  This entails investments in training for delivering non-formal education and informal curriculum development to ensure excellence in programme delivery for adults.

The panel urges governments to prioritise the allocation of substantial funding to adult literacy programmes in a bid to address the prevalent issue of underfunding which constrains their outreach and effectiveness. Additionally, the panel encourages intersectoral partnerships and collaborations between non-governmental organisations, businesses, and stakeholders in ensuring the responsiveness to adult literacy programmes. The panel urges countries to embrace technology as an investment through the use of tools such as e-books, online learning platforms, and other educational resources to empower learners. Through these concerted efforts, African countries can make significant strides in promoting adult literacy and unlocking its myriad of benefits for individuals and society as a whole.

 

 

Featured Bloggers – APET Secretariat

Aggrey Ambali

Justina Dugbazah

Barbara Glover

Bhekani Mbuli

Chifundo Kungade

Nhlawulo Shikwambane 

 

 

[1] https://www.africanlibraryproject.org/africa-literacy-facts/

[2] https://www.oecd.org/education/skills-beyond-school/41529765.pdf

[3] https://www.globalpartnership.org/blog/improving-literacy-africa

[4] https://www.diva-portal.org/smash/get/diva2:1074266/FULLTEXT01.pdf

[5] https://www.academia.edu/3596115/Importance_of_prioritizing_Adult_education

[6] https://www.unesco.org/en/literacy/need-know

[7] https://unstats.un.org/unsd/demographic-social/products/worldswomen/documents/Education.pdf

[8] Derrick Coetzee (1991) Illiteracy in South Africa: Some preventive policies and strategies from a developmental perspective, Development Southern Africa, 8:2, 215-231, DOI: 10.1080/03768359108439582

[9] https://www.ilo.org/wcmsp5/groups/public/---dgreports/---dcomm/---publ/documents/publication/wcms_834081.pdf

[10] https://www.dhet.gov.za/Planning%20Monitoring%20and%20Evaluation%20Coordination/Fact%20Sheet%20-%20Adult%20Illiteracy%20in%20South%20Africa%20-%20March%202023.pdf

[11] https://www.statista.com/statistics/1321961/adult-literacy-rate-in-africa-by-country/

[12] https://files.eric.ed.gov/fulltext/EJ996196.pdf

[13] https://www.fenews.co.uk/education/free-language-app-helps-three-hundred-fifty-thousand-people-develop-literacy-skills-in-the-horn-of-africa/

[14]https://www.hiiraan.com/news4/2023/Jun/191607/over_350_000_children_in_horn_of_africa_learning_somali_language_with_daariz_app.aspx

[15] https://www.worldreader.org/where-we-are/ghana/

[16] https://enezaeducation.com/interactive-learning-on-mobile-technology-ask-a-teacher/

[17] https://www.wise-qatar.org/project/eneza-education/

[18] https://minorityafrica.org/assistive-speech-software-help-nigerians-visual-impairment/

[19] Johnson, A. M., Jacovina, M. E., Russell, D. E., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. In S. A. Crossley & D. S. McNamara (Eds.) Adaptive educational technologies for literacy instruction (pp. 13-29). New York: Taylor & Francis. Published with acknowledgement of federal support. https://files.eric.ed.gov/fulltext/ED577147.pdf

[20] https://www.oecd.org/dev/inclusive-societies-development/Lessons_learned_M-E.pdf