In the midst of an era of advanced technology, where you can buy things from a mobile phone, drive an electric car or send emails in seconds to the other side of the planet, there is still a reality that contrasts with this progress: Millions of people in the world cannot read or write.Although illiteracy has been reduced in many regions, it still affects disadvantaged communities and leaves economic, social and personal scars on those who suffer from it.
The challenge of illiteracy: A global problem
Spain is no exception to this reality. Currently, the country has more than 800.000 people who face barriers to reading and writing, seeing themselves limited in access to relevant information or in opportunities to fully develop both in the workplace and in their personal life. This problem, however, has a marked face: Seven out of ten illiterate people are women, most of whom are over 60 years old. These statistics reflect stories of inequality in access to education, where women were relegated to roles of domestic or manual work, remaining on the sidelines of educational opportunities.
At the global level, the picture is no less discouraging. According to the United Nations, more than 65 million children are not in school, perpetuating an intergenerational cycle of poverty and exclusion. In developing countries, the lack of literacy is not limited to the adult population; children and adolescents also suffer the consequences of the lack of educational resources and inclusive policies.
Who are most affected by illiteracy?
The predominant profile among illiterate people includes a strong female representation, especially in the population over 60 years of age. In their youth, many of these women lived in rural or low-income contexts where the priority was to contribute economically to the home, leaving education as an inaccessible luxury. But this lack of schooling does not only affect women; an increase has also been identified in young adults who, due to early work trajectories or school dropouts, lack basic skills.
Raúl, a student at the Bernal Díaz del Castillo public adult education centre (CEPA) in Medina del Campo, exemplifies this situation. At 46 years old, he decided to face the shame of not knowing how to read or write in order to achieve a goal: to get a driving licence, a goal that he considers a fundamental step towards improving his life. This example shows how access to literacy classes can transform lives.
Impact of illiteracy on quality of life
Illiteracy limits not only job opportunities, but also the ability to access basic services, interact with the digital environment, or even understand instructions for essential medicines. In an increasingly interconnected world, the lack of reading and writing skills not only perpetuates social exclusion, but also increases the economic and health vulnerability of illiterate people.
For older women who were unable to access formal education, widowhood or separation represents an additional challenge. They say they feel “invisible” in a fast-paced modern society. As a result, many of them turn to adult education centers, popular universities or NGO programs to learn to read and write, not only for autonomy, but also as a way to empower themselves and enjoy their surroundings.
Adult literacy classes: An essential tool for inclusion
The adult literacy classes They emerge as a key response to address this problem. In Spain, these initiatives are accessible through various institutions and programs, from specialized educational centers to community associations.
In cities like Madrid, associations like “La Frontera Social” run courses designed specifically for adults who want to learn basic skills like reading, writing and arithmetic. But beyond teaching technical knowledge, these programs provide a safe space where students gain confidence and meet other people with similar stories, creating a strong sense of community.
Digital literacy, a new challenge
In the current context, illiteracy is not limited to the inability to read and write. It also includes the lack of skills to interact with technology, which is known as digital illiteracy. This problem prevents people from surfing the Internet, sending emails or carrying out online procedures, which leaves them outside the digital world.
To address this dimension, many literacy programs incorporate digital skills into their curricula, teaching older adults how to use mobile phones, make video calls, manage social media, or conduct online banking. These steps not only reduce the digital divide, but also empower people to better navigate everyday life.
In addition, initiatives such as those of the UNED in Tudela offer courses designed specifically for people over 60 years of age, integrating ICT tools to ensure active and healthy ageing. The programmes include everything from managing emails to using mobile applications, all adapted to the particular needs of this age group.
The role of volunteering in literacy
Volunteering plays a key role in the fight against illiteracy. Associations and NGOs at national and international level rely on committed people who dedicate hours of their time to teaching basic skills to those who need it most. In return, volunteers also develop skills such as empathy, patience and teamwork.
In Madrid, for example, the programs led by “La Frontera Social” not only aim to teach basic skills, but also to create an inclusive environment. Volunteers receive initial training and work closely with students, adjusting lessons to their individual needs and pace.
These initiatives, along with similar ones around the world, demonstrate that literacy not only transforms the lives of those who receive it, but also those who teach it.
Combating illiteracy, both traditional and digital, is not an easy task, but every effort counts. The testimonies of people like María Jesús, Manuela and Raúl are examples of how a second educational opportunity can change lives, opening new doors to independence, self-esteem and personal development.