Reading is considered a fundamental right, yet the numbers tell a dramatic story: 50% of teenagers in the world are unable to understand a basic text. It's as if half of the young people on the planet don't have an essential tool to navigate modern life. What's the story? How do we get out of it?
The Challenge of Reading in the Modern World
According l 'UNESCO, the ability to reading It goes far beyond simple word recognition. It involves being able to connect the main ideas between different texts, understand the author's intentions, and finally draw reasoned conclusions. These skills (which we once called "basic") are essential in our society.
The analysis of the data shows a worrying picture of the global situation. Only half of the children of lower secondary school age reach this level of reading comprehension. If we then put aside the averages, we also discover dramatic differences between different parts of the world.
The gap between nations
In countries like theIreland , South Korea, more than 8 out of 10 students reach the minimum level of proficiency in reading. These results demonstrate that it is possible to ensure quality education on a large scale.
On the contrary, in nations like Senegal, Zambia e Cambodia, less than 1 in 20 students reaches this level. This figure, of course, necessarily includes all school-age children, not just those who actually attend school.
The gap highlights how access to quality education is still deeply unequal around the world.
Global Reading Crisis: Implications for the Future
The ability to understand and analyze texts is essential for participating fully in modern society, accessing higher education, and developing professional skills.
Without these basic skills, millions of young people risk being cut off from opportunities for personal and professional growth. The problem is particularly acute in developing countries.
The urgency to act
I data collected UNESCO highlight the need for coordinated and immediate action to address this education crisis. Investment in literacy programs, teacher training, and educational resources is needed.
Particular attention must be paid to the most disadvantaged countries, where the problem is most serious. The challenge is complex but not impossible to overcome, as demonstrated by the successes achieved in some countries.
Improving reading skills requires the evolution of teaching methods and a multilateral approach of governments, international organizations and local communities. Apparently, however, the institutions are more focused on military and geopolitical aspects, showing first of all a very poor ability to "read" the moment.
Or, in the tragic game of cycles and recurrences, this is the era in which it is preferable for the population to be more ignorant, and therefore more manipulable.
