by Leela Ramdeen, Chair, CCSJ and Director, CREDI
“Lack of education is as serious as lack of food; the illiterate person is a starved spirit” (Pope Paul VI, Populorum Progressio, n.35, 1967).
On Saturday, September 8, the world observed International Literacy Day. It is estimated that there are more than 800 million illiterate persons in the world; of these two-thirds are women. One of the Millennium Development Goals (MDG) is to achieve Universal Primary Education by the year 2015. As the international Charity, Oxfam, states, “this MDG is unlikely to be met by the 2015 deadline. There are still around 72 million children, and over two-thirds of whom are girls, who don’t have the chance to go to school. The reasons children miss school varies, but the main one is poverty.”
We do not have up-to-date statistics on the number of illiterate persons/“starved spirits” in T&T. Literacy is a fundamental human right. Illiteracy negatively impacts on many areas of an individual’s life, e.g. health, employment, welfare, financial status. As UNESCO states, “Literacy empowers and nurtures inclusive societies and contributes to the fair implementation of human rights”.
In our technologically driven world, we must examine our definition of “literacy” and develop a national literacy policy, ensuring, as the International Reading Association’s position statement on literacy and technology states, that students “become proficient in the new literacies of information and communication technologies…literacy educators have a responsibility to effectively integrate these technologies into the literacy curriculum.”
We have only recently celebrated T&T’s Golden Jubilee. On August 31, 1962, Dr Eric Williams stated, “the strength of the Nation depends on the strength of its citizens.” We have a duty of care to ensure that all our citizens are literate so that they can participate effectively in society. Pope Benedict’s call for us to promote integral human development must be heeded if we are to build the civilisation of love.
In November 2011, during his visit to Benin, Africa, the Holy Father presented a document containing the conclusions from the 2009 Synod of Bishops for Africa. The 138-page document, entitled: Africae Munus (Africa’s Commitment) includes a very strong statement about education and literacy. Inter alia, he said:
“Illiteracy represents one of the principal obstacles to development. It is a scourge on a par with that of the pandemics. True, it does not kill directly, but it contributes actively to the marginalisation of the person – which is a form of social death – and it blocks access to knowledge. Teaching people to read and write makes them full members of the res publica and enables them to play their part in building it up; for Christians it provides access to the inestimable treasure of the sacred Scriptures that nourish their life of faith.
“The defence of life also entails the elimination of ignorance through literacy programmes and quality education that embraces the whole person. Throughout her history, the Catholic Church has shown particular concern for education. She has always raised awareness among parents, providing them with encouragement and assistance in carrying out their responsibility as the first educators of their children in life and in faith.
“It is surely necessary to raise the awareness of governments so that they will increase their support for schooling. The Church recognises and respects the role of the state in the educational domain. She nevertheless affirms her legitimate right to play her part, offering her particular contribution. And it would be helpful to remind the state that the Church has a right to educate according to her own rules and in her own buildings. This is a right which is part of that freedom of action ‘which her responsibility for human salvation requires’. Many African states recognize the eminent and disinterested role played by the Church through her educational structures in building up their nations. I therefore strongly encourage governments in their efforts to support this educational work.”
Social justice demands that we become advocates for the illiterate/semi-literate in our country/world. The work of the Adult Literacy Tutors Association (ALTA) is to be commended. Parishioners are urged to support such initiatives. We must provide life-long education and literacy programmes. I urge our Catholic schools to consider drawing on the support of the wider community, including the private sector, to offer their time, talent and treasure to promote student literacy. Many of our students are unable to access the curriculum because they are illiterate. Can we consider the extended school day?
Let us strive to empower our people by providing opportunities that will improve the quality of their lives.
