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The fact that women constitute two-thirds of the world's non-literate population has been a cause for concern for several decades. Despite a number of high-profile literacy interventions specifically targeting women--including UNESCO's LIFE initiative--the disparity between male and female literacy rates persists in many countries of the world (UIL, 2013). This starting point for thinking about women's literacy has often led to a narrow focus on literacy access and outcomes, and little attention has been given to the social processes associated with literacy learning and development. This study explores how and why literacy programs can contribute to sustainable development and processes of women's empowerment. The paper argues that we can only begin to address the challenge of narrowing the gender gap in literacy attainment by looking in depth at literacy learning and development practices. The paper reviews a range of adult literacy programs, and outlines principles of good practice as a basis for the suggested recommendations for future action.

The fact that women constitute two-thirds of the world's non-literate population has been a cause for concern for several decades. Despite a number of high-profile literacy interventions specifically targeting women--including UNESCO's LIFE initiative--the disparity between male and female literacy rates persists in many countries of the world (UIL, 2013). This starting point for thinking about women's literacy has often led to a narrow focus on literacy access and outcomes, and little attention has been given to the social processes associated with literacy learning and development. This study explores how and why literacy programs can contribute to sustainable development and processes of women's empowerment. The paper argues that we can only begin to address the challenge of narrowing the gender gap in literacy attainment by looking in depth at literacy learning and development practices. The paper reviews a range of adult literacy programs, and outlines principles of good practice as a basis for the suggested recommendations for future action.

The fact that women constitute two-thirds of the world's non-literate population has been a cause for concern for several decades. Despite a number of high-profile literacy interventions specifically targeting women--including UNESCO's LIFE initiative--the disparity between male and female literacy rates persists in many countries of the world (UIL, 2013). This starting point for thinking about women's literacy has often led to a narrow focus on literacy access and outcomes, and little attention has been given to the social processes associated with literacy learning and development. This study explores how and why literacy programs can contribute to sustainable development and processes of women's empowerment. The paper argues that we can only begin to address the challenge of narrowing the gender gap in literacy attainment by looking in depth at literacy learning and development practices. The paper reviews a range of adult literacy programs, and outlines principles of good practice as a basis for the suggested recommendations for future action.