Eventually, 100% literacy must reflect on the citizens’ economic and social status, digital skill
After quite some time, education has made it to the headlines—and that too, in a good way. The news that Goa is claiming 100% literacy is a step to be welcomed, even if there is scope for further consideration.
Joint Secretary of the Union Ministry of Education Archana Awasthi said that Goa has met the criteria to be declared a fully literate state. Under the Centre’s ULLAS (Understanding Lifelong Learning for All in Society) scheme, a state is considered fully literate when its literacy rate exceeds 95%. Chief Minister Pramod Sawant said that Goa had achieved around 94% literacy earlier this year and identified people, including those above 80, who were then given reading and writing classes to help achieve the goal.
To be fair, Goa has had about the highest literacy rate in the country for some time now. Even in the 2011 Census, Goa had a literacy rate of about 88.7%. Recently, estimates from the NSSO (National Sample Survey Organisation) and possibly local surveys suggest that rates were above 90–95%, especially in urban areas. Goa is also known for its considerably widespread educational infrastructure, though this needs closer scrutiny. Access to primary education is widespread. Government incentives—including mid-day meals, free textbooks, and paying salaries in many government-aided schools—have supported education for quite some time. Goa has been pushing its state-wide adult literacy campaigns, though the actual attainments of these await wider public scrutiny. Digital and tech penetration is high, as reflected in the ubiquitous presence of the cellphone.
But that’s where other realities come into play. We know the Census definition of a “literate” is minimal. Anyone who can read and write a simple sentence in any language is considered “literate.” Earlier, even signing one’s name was enough. There’s a hidden illiteracy among our older populations, especially rural women. Adult literacy programmes lack sufficient follow-up. Migrant and marginalised communities and slum dwellers face limited access to education.
Other issues stare Goa in the face. The Annual Status of Education Report (ASER) has noted that a significant portion of children struggle with basic literacy and numeracy skills. For example, a notable percentage of Class 3 students cannot read at a Class 2 level—or worse. This is acknowledged by neutral observers in Goa too. Students move to the next class without mastering foundational skills. Our classrooms see a limited focus on creativity, problem-solving, or experiential learning. Teacher shortages and training gaps, gender and caste gaps are a reality. Disparities show up—urban-rural, the digital divide, and among migrant children. Higher education has its own challenges. Brain drain and language politics are among other worries. Our curriculum often fails to reflect local history, culture, and environmental concerns. Goa’s shrinking student population (due to both a low birth rate and out-migration) has implications.
Some official quarters said 100% functional literacy has been attained. Functional literacy implies the ability to use reading, writing, and numeracy skills to effectively engage in everyday life. How close are we to this?
In short, 100% literacy needs to be seen as a policy goal or milestone. Hopefully, those who have become ‘literate’ as per the central government criteria will be able to access government schemes and programmes, improve their civic participation, and help in their socio-economic development. Literacy should help enhance awareness of health, financial and digital skills, other rights, and improve overall quality of life.
