Literacy

The traditional definition of literacy is considered to be the ability to use language to read, write, listen, and speak. In modern contexts, the word refers to reading and writing at a level adequate for communication, or at a level that lets one understand and communicate ideas in a literate society, so as to take part in that society. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has drafted the following definition: "'Literacy' is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society." In modern times, illiteracy is seen as a social problem to be solved through education.

World literacy rates

80% of the world population was literate in 1998 by the United Nations definition - the ability to read and write a simple sentence in a language. Using a definition of: "age 15 and over can read and write", the U.S. CIA World Factbook estimated in 2007 that the overall world literacy rate was 82%.

Literacy rates can vary widely from country to country or region to region. This often coincides with the region's wealth or urbanization, though many factors play a role, such as social customs which limit the education of females in some countries.

Economics

Many policy analysts consider literacy rates a crucial measure of a region's human capital. This claim is made on the grounds that literate people can be trained less expensively than illiterate people, generally have a higher socio-economic status and enjoy better health and employment prospects. Policy makers also argue that literacy increases job opportunities and access to higher education. In Kerala, India, for example, female and child mortality rates declined dramatically in the 1960s, when girls who were schooled according to the education reforms after 1948 began to raise families. Recent researchers argue, however, that such correlations may have more to do with the overall effects of schooling rather than literacy alone. In addition to the potential for literacy to increase wealth, wealth may promote literacy, through cultural norms and easier access to schools and tutoring services.

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