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

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue V, May 2021 | ISSN 2454–6186

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

Liambela Muyunda Leakey
Technical and Vocational Teachers College, Luanshya, Zambia

Abstract.
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.

1.0Introduction
It is a concern for every country that education for all is achieved. However, to ensure increased access to education by making sure that there is some improvements in the condition of schooling and student achievement levels has been a challenge. In order to achieve increased access, a number of declarations and policies on Education have been enacted. These policies have been enacted to ensure that the education status of member countries is improved. There have been a number of policies that have been formulated before and after the 1990 Jomitien Conference on Education for All. After the declaration of the Education for All policy on Education in 1990,

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