Strategies for Enhancing 21st Century Global Literacy with Zimbabwe in Mind

Abstract

 

Global literacy rankings are based on basic literacy, which refers to the ability to read, write and understand in a local language. This traditional basic definition of literacy is in itself a deterrent from exploring and creating a wider literacy definition that also takes cognisance of functional and higher proficiency literacy levels within a wider curriculum context. Secondary research through a critical literature analysis has uncovered findings on the state of traditional basic literacy rates, on the global literacy ranking map. Relationships between traditional basic literacy rates and the economic development of a country have also been examined. Additionally, the secondary research findings also reveal strategies that enhance literacy levels such as e-learning, traditional reading, home schooling, business startup programme, youth national service, on-line tertiary study programme, summer camps, entrepreneurship training, volunteer programmes and communication for development based research. To further enhance literacy, the article recommends extensive use of connectivity platforms facilitating e-learning and eteaching, developing expanded home schooling and supporting communication for development based research.

Keywords: Basic literacy, Functional literacy, Literacy proficiency, Illiteracy, National economic development.