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By Michael Pierse
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Possibly the most worrying statistic unearthed by the survey was that 17%
of Irish adults aged between 16-25 are functionally illiterate, compared to
3% in Sweden and 5% in Germany
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The abilities to communicate one's thoughts through writing and to read the
thoughts of others are assets at the essence of human progression and are
fundamental to the functioning of our everyday lives. But modern Ireland
and many other industrialised countries continue to maintain surprisingly
high levels of adult illiteracy.
In 1995, a market research-driven survey revealed the true extent of what
remains, due both to sociological and deeply personal reasons, a
clandestine constraint suffered by many Irish people. The International
Adult Literacy Survey, assisted by the Organisation for Economic
Cooperation and Development, recognised that all respondants would be to
some degree literate and sought to improve upon previous surveys, to make
an analysis of the practical applications of the respondant's ability.
Thus, the simplicity of the question ``Can you read?'' was replaced by ``How
well can you read?'', provoking a more considered and revealing response.
25% of the Irish adult population were categorised as having ``very low
literacy skills''. In other words, they ``may, for example, have difficulty
identifying the correct amount of medicine to give a child from the
information found on the package'', an ensuing report states. Although it
seems that estimating the corporate merit of each nation's populace was the
motivation behind this survey, it nonetheless reveals a hidden difficulty
that hampers and moulds the lives of many Irish people.
Tommy Caulfield, from Dublin's Inner City, told An Phoblacht how illiteracy
can affect the self-esteem and confidence of an individual, especially how
technological and communicative advances can bewilder those lacking basic
literacy skills. Reared in Seán Mac Dermott Street, Tommy left school at
the age of 13 years and ``rolled from one job to another''. The menial nature
of these jobs meant that literacy was not a requirement and that both
financial and educational subsistence was the norm. ``The older you get the
harder it gets'', he explained. ``When you see people around you being
promoted while you're still stuck in the same rut, it affects you''.
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Not everyone who wants to take home the form is being lazy, not everyone
who, for example, claims they forgot their glasses has actually done so
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Illiteracy tends to impede heavily on the social relations of those who
suffer from it. Awkwardness and a feeling of inadequacy when socialising
are commonplace. ``I couldn't take part in political debate and had to wait
until the conversation moved on,'' Tommy said. The alienation from various
aspects of social interaction, in which others may feel relatively
comfortable, manifests itself in domestic, public and working life. Parents
often have difficulty when administering medicine and feel incompetent when
children ask for help with their homework. Irish people in the lowest
category of literacy advancement are three times as likely to be
unemployed.
Since seeking tuition, Tommy has completed his Junior Certificate and is
now studying for his Leaving. The help he received from the National Adult
Literacy Agency (NALA) has been reciprocated by his work for them as a
member of their Board of Management and through a video and advertisement
in which he featured. Another demonstrable benefit for Tommy was that he
was promoted to supervisor in work. He has also started writing poetry and
to enjoy the release with which this newfound skill has provided him.
Although literacy tuition has provided many people with a new lease of
life, the social factors from which the problem emerges continue almost
unabated. ``The whole school system doesn't suit everyone'', NALA
spokesperson Jennifer Lynch says. ``Adult education now aims to replace the
exclusive ethos of `you're either intelligent or you're not' with a more
compassionate and inclusive concept termed `multiple intelligence'. It's
not a question of asking `are you intelligent?' but `what are you
intelligent at?'''.
The recent introduction of an applied Leaving Certificate course directed
towards more practical than academic achievement may convey the increasing
credibility of this concept in educational circles. In many cases, however,
students fall behind very early, leaving them with the mistaken belief that
they are hampered by some intrinsic incompetence. ``Accepting the fact that
they actually can learn can be difficult,'' Lynch explained. ``If you had a
bad experience in school you might actually doubt your ability to learn
anything.'' For this reason, some adult education schemes have integrated
personal development into their agenda.
Though NALA is not suggesting that one in four Irish adults need to attend
a literacy scheme, they project that many people who manage to get by with
illiteracy in their daily lives will experience problems in the future. An
expected population drop after the year 2005, combined with a diminishing
demand for unskilled jobs and an influx of investment in high-tech firms
will mean that literacy will be of increasing relevance for employment
purposes. This may be the reason behind mootings of interest from IBEC, the
Small Firms Association and various employers in facilitating literacy
provision in the workplace.
Possibly the most worrying statistic unearthed by the survey was that 17%
of Irish adults aged between 16-25 are functionally illiterate, compared to
3% in Sweden and 5% in Germany. ``What's needed to be functionally literate
today is very different to what was needed 20 years ago,'' Jennifer points
out.
The disadvantage faced by today's youth is not offset by the advent of
supposedly free education. Last week, a young man studying in one of NALA's
inner-city courses died from a heroin overdose, highlighting, yet again,
the ongoing threat posed by drugs to young Irish people. Furthermore, a
report published this week citing Ireland as having the second-highest rate
of poverty among industrialised countries, exposes the polarisation of rich
and poor that leaves young people without prospects, hope and apathetic to
their own ignorance. But ignorance is not bliss.
NALA hopes to emulate some of the tactics employed in other countries. In
England, a `Year of Reading' has been launched with the cooperation and
support of Trade Unions, Business, Libraries and even soap operas. Both
Brookside and Eastenders have highlighted the issue. The ever-riveting
Glenroe, without consultation with NALA, has highlighted the issue here,
although dissappointing Jennifer's expectations. In the Wicklow soap, a
member of the Travelling community was used, stereotypically, to exemplify
the problem. ``What was a bit daft as well was that two episodes later he
was getting on fine - a bit unrealistic,'' she said. Television and radio
advertisement is also an important option, though the organisation's
funding is somewhat limited.
So, what can we do? There is an onus, especially on those who work with the
public, to be more sensitive to the issue. ``Not everyone who wants to take
home the form is being lazy, not everyone who, for example, claims they
forgot their glasses has actually done so,'' Jennifer Lynch reminds. Those
wishing to become actively involved in their local literacy training
organisation can do so by contacting any VEC. Special training is provided
for volunteers, lasting approximately two hours per week and spanning a
duration of 10-15 weeks. Most schemes will ask tutors to make a 12-15 month
commitment to ensure the relationships students develop with their tutors
are not continuously broken. The tutor will be expected to spend two hours
of their week thereafter working one-to-one with their assigned student.
Recruitment of both students and tutors will take place this September in
many places throughout the country.
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