Begin with the end in mind: Imagine

Imagine youth illiteracy got eradicated. 

Imagine what we did to get there.

Imagine YOU and I created this change.

How were we able to succeed?

          To imagine this, you will first have to comprehend what literacy is about. Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society (as cited in Montoya, 2018). In order to understand the severity of youth illiteracy, I would like to emphasize that 40% of learners lack access to education in a language they understand (The United Nations Educational, Scientific, and Cultural Organization [UNESCO], 2019). In a policy paper published by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the organization explains that using youth's native language is imperative for learning because of several reasons. First, youth needs to be taught in a language they understand. This is often called the home language, which can differ from the official language used in educational settings. Bilingual or multilingual opportunities should be provided to prevent setbacks. Second, teachers need proficiency in at least one other language than the official language to support student diversity. Educators should receive appropriate and effective training for this. Third, teachers from various linguistic and ethnic backgrounds need to be recruited to connect with students. This will help establish a mutual understanding between teachers and learners. Fourth, an inclusive curriculum needs to be provided. This means the learning materials and technologies need to be multicultural. Last, culturally appropriate programs need to be offered. This means educators should be able to support learners from ethnic minority backgrounds and isolated communities (UNESCO, 2016). Language is key because if you don't understand, how can you learn?

Video source: (UNESCO, 2019).

          To effectively resolve the issue of youth illiteracy, we need to become and remain principle-centered. The security of our mission is that we care about youth and their ability to learn. The guidance of our mission is the accurate data on which we will base our decisions. The wisdom of our mission is that our actions will bring about long-term positive change. The power of our mission is our ability to understand and utilize a variety of resources as well as to work interdependently (Covey, 2011). Together, we can use cultural competence to create quality educational opportunities. 

          We have to start at the root of the problem if our end goal is for youth to be engaged, inspired, and empowered as learners. Without basic literacy skills such as reading, writing, and information processing, it will be near impossible to develop their true potential. In order for that to be attainable, we need to provide them with accessible and equitable resources. This includes but is not limited to educational resources, community support, and a safe environment for learning. We have to be leaders that support their success in life. 

               To establish a multilingual education (MLE) program in your community, it is necessary to focus on the following components:

Image source: (UNESCO, 2007).

While this may seem like a tremendous task, keep in mind we are working toward a long-term positive outcome. Eradicating youth illiteracy is not a task that can be completed overnight. However, there are several ways to get started within your community. Create reading materials in the community language. Begin small and build toward bigger projects. Some ideas include calendars, jokes, songs, announcements, instructions, and information. Other materials include travel directions, activity books, and newsletters. Encourage community support. There are several ways to include community members in our efforts. Raise awareness through reading and writing workshops. Recruit parents and educators to tutor, lead activities, and create materials. Provide a safe learning environment. This may include organizing activities at a library, community center, or in a home. It could also mean renting or building a place where learners can come together (UNESCO, 2007). And last but not least, it is possible we have to work in a setting that is accessible and comfortable to the learner. In that case, a safe learning environment may simply be in our physical company. 

References

Covey, S. R. (2020). The 7 habits of highly effective people: Powerful lessons in personal change (30th-anniversary edition). Simon & Schuster.

The United Nations Educational, Scientific, and Cultural Organization [UNESCO]. (2007). Advocacy kit for promoting multilingual education: Including the excluded. UNESDOC. 

The United Nations Educational, Scientific, and Cultural Organization [UNESCO]. (2016). If you don't understand, how can you learn?. Global Education Monitoring Report. https://unesdoc.unesco.org/ark:/48223/pf0000243713

The United Nations Educational, Scientific, and Cultural Organization [UNESCO]. (2019, Sep. 9). International literacy day 2019 - Literacy and multilingualism [Video]. YouTube. https://www.youtube.com/watch?v=1QG9-CW4SNU&ab_channel=UNESCO

Montoya, S. (2018). Defining literacy. UNESCO Institute for Statistics. Retrieved January 25, 2021, from http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2018/12/4.6.1_07_4.6-defining-literacy.pdf