A Review of Global Policies Regarding Literacy and Development: Strength and Weaknesses in Relation to Learning Achievements since the 1990 Jomitien Conference

Bringing the world close to universal literacy has been a major legacy of the twentieth century. To realize this agenda UNESCO has been at the forefront since 1946. Its focus has been to advance the vision of a literate world for all. Nations worldwide inclusive of multilateral organizations considers Literacy as a driver for sustainable development in that it enables greater participation in the labour market; improved child and family health and nutrition; reduces poverty and expands life opportunities. Beyond its conventional concept as a set of reading, writing and counting skills, literacy is now understood as a means of identification, understanding, interpretation, creation, and communication in an increasingly digital, text-mediated, information-rich and fast-changing world. In light of this, a number of Global policies on Literacy have been formulated. Agreement on the best means of achieving this goal, however, has been very difficult to come by, and a number of literacy program have been shaped by internal and external politics as well as by local exigencies. This article outlines how literacy policies have evolved since the 1990 Jomitien Conference discussing their idealistic aims and intentions. The write up provides an analysis of their impact in relation to enhancing literacy levels and outlining the strength and weaknesses of the policies by focusing on their strength and weaknesses.