国际扫盲日

(English version below)

自1967年以来，世界各地每年都会举办国际扫盲日庆祝活动，以提醒公众识字在尊严和人权方面的重要性，并推进扫盲议程，提升整个社会的文化水平和可持续性。尽管取得了进展，扫盲的挑战仍然存在——如今在全球范围，仍有至少7.73亿成年人不具备基本的读写能力。

2021年活动

2021年国际扫盲日的主题是“扫盲促进以人为本的复苏：缩小数字鸿沟”。

新冠危机以前所未有的规模扰乱了所有人的学习。它还放大了在获得有效的识字学习机会方面原已存在的不平等，对7.73 亿不识字的青少年和成年人造成了尤其明显的冲击。许多国家都没有将青少年和成人扫盲纳入最初的疫情应对计划，许多扫盲项目被迫中断其正常运作模式。

即使在全球危机时期，大家也在努力寻找替代方案来确保学习的连续性，包括远程学习（通常与面授学习相结合）。然而，获得扫盲教育的机会并不均衡。向远程学习的快速转变也凸显了在网络接入、基础设施和技术参与能力方面持续存在的数字鸿沟，以及在其他服务（例如电力供应）方面的差距，这些差距限制了学习机会。

然而，疫情提醒人们扫盲的重要性。除了其作为受教育权的一部分所具有的内在重要性之外，扫盲还通过提升个人选择自身生活的方式的能力来赋予个人权能和改善其生活。它也是可持续发展的驱动力。扫盲是可持续发展目标4定义的以人为本的教育和终身学习的组成部分。因此，扫盲是从新冠危机中实现以人为本的复苏的核心。

2021年国际扫盲日将探索扫盲如何为以人为本的复苏奠定坚实的基础，特别关注文盲青少年和成人所需的扫盲和数字技能的相互作用。它还将探索让技术支持的扫盲学习具有包容性和意义的因素，不会让任何人掉队。通过这些措施，2021年国际扫盲日将成为在疫情内外重新构想未来扫盲教学和学习的机会。

International Literacy Day

Since 1967, International Literacy Day (ILD) celebrations have taken place annually around the world to remind the public of the importance of literacy as a matter of dignity and human rights, and to advance the literacy agenda towards a more literate and sustainable society. Despite progress made, literacy challenges persist with at least 773 million young people and adults lacking basic literacy skills today.

MESSAGE FROM THE DIRECTOR-GENERAL

"As we celebrate International Literacy Day, UNESCO would like to invite all actors around the world, in the field of education and beyond, to mobilize for the literacy of young people, adults and women. So that they, too, can have the right to dream and be free."

— Audrey Azoulay, UNESCO Director General, on the occasion of International Literacy Day

CELEBRATIONS OF THE DAY IN 2021

International Literacy Day (ILD) 2021 will be celebrated under the theme “Literacy for a human-centred recovery: Narrowing the digital divide”.

The COVID-19 crisis has disrupted the learning of children, young people and adults at an unprecedented scale. It has also magnified the pre-existing inequalities in access to meaningful literacy learning opportunities, disproportionally affecting 773 million non-literate young people and adults. Youth and adult literacy were absent in many initial national response plans, while numerous literacy programmes have been forced to halt their usual modes of operation.

Even in the times of global crisis, efforts have been made to find alternative ways to ensure the continuity of learning, including distance learning, often in combination with in-person learning.  Access to literacy learning opportunities, however, has not been evenly distributed. The rapid shift to distance learning also highlighted the persistent digital divide in terms of connectivity, infrastructure, and the ability to engage with technology, as well as disparities in other services such as access to electricity, which has limited learning options.   

The pandemic, however, was a reminder of the critical importance of literacy. Beyond its intrinsic importance as part of the right to education, literacy empowers individuals and improves their lives by expanding their capabilities to choose a kind of life they can value. It is also a driver for sustainable development. Literacy is an integral part of education and lifelong learning premised on humanism as defined by the Sustainable Development Goal 4. Literacy, therefore, is central to a human-centred recovery from the COVID-19 crisis.

ILD 2021 will explore how literacy can contribute to building a solid foundation for a human-centred recovery, with a special focus on the interplay of literacy and digital skills required by non-literate youth and adults. It will also explore what makes technology-enabled literacy learning inclusive and meaningful to leave no one behind. By doing so, ILD2021 will be an opportunity to reimagine future literacy teaching and learning, within and beyond the context of the pandemic.

本文转自：联合国教科文组织

本期责编：李欧丽

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