Extract from the UNESCO project Health Literacy and Behavior Change in informal settlements

The challenge today is for education to demonstrate that it has or is moving from a “transmission” model of teaching to a “transformative” model through learning. Lifelong learning, including adult and community education, appropriate technical and vocational education, higher education and teacher education are all vital ingredients of capacity building for a sustainable future. Education must help learners of all ages to become responsible, productive and active citizens. Learning how to read, write and count (Cognitive skills) are not enough to thrive and even survive in our world. Learners need to also acquire socio-emotional (or soft) skills. Youth in particular can expect to change jobs, professions and deal with personal challenges throughout life. To do so confidently, they need to know how to learn independently, to communicate, to prevent and solve conflict.

Literacy programmes have been implemented linked to vocational trainings towards out-of-school young people and institutions capacity building (e.g. Somalia, Tanzania and Ethiopia). It includes the strengthening of the capacities to build youth skills for work and entrepreneurship in order to address the problem of youth unemployment in the region. Building on interventions and partnerships implemented in the previous biennium UNESCO is continuing supporting member states and communities to empower learners, particularly youth and women, through relevant policies and programmes providing functional literacy, life skills and lifelong learning opportunities in line with the 2030 Education Agenda and particularly SDG4 targets 4.7 and 4.6.

For instance, the literacy and skills training project supported by the Al Makhtoum Foundation, targeted youths (below 18 years) and adult illiterates (18 years and above) in Somalia. The project main activities included situational analysis and needs assessment, preparation of frameworks, teaching as well as developing learning materials. UNESCO supported to establish the Literacy Network, to strengthen capacity of Non-Formal Education (NFE) departments and Community Learning Centers (CLC). As key results, a report of situational analysis and needs-assessment was completed. The report highlights key findings and recommendations on root causes affecting quality and access to effective literacy programme in Somalia. Furthermore, UNESCO assisted to develop a strategic framework and curriculum for literacy/skills for life by collaborating with the Ministries of Education. In Kenya, UNESCO in partnership with the MoE in Kenya and through a financial support from the Government of Azerbaijan implemented a health literacy project in Kibera, one of deprived areas in Nairobi, on informal settlement between September 2014 and December 2016.

 

Related links:

UNESCO publishes the Health Literacy and Behavior Change Practices among Adolescents Girls Materials

Health Literacy among adolescents' girls enhanced by UNESCO through cascading knowledge to make better life decisions



Back to top