Sixty years after making literacy a global cause, the world still faces a staggering figure. At least 739 million young people and adults still lack basic reading and writing skills, according to UNESCO. On September 8, 2026, ministers, teachers, experts, and students gather in Chiapas, Mexico, to celebrate the progress made. However, the anniversary serves primarily as a harsh reminder: the ability to decipher, understand, and utilize information remains a privilege for a vast portion of humanity.
The International Literacy Day 2026 marks the 60th anniversary of its proclamation by UNESCO in 1966. Its theme, “Literacy for People, Planet, and Prosperity,” expands the issue far beyond the classroom. Reading enables one to follow a prescription, understand an employment contract, distinguish reliable information from manipulation, access a digital public service, or respond to a climate alert. In a world saturated with texts, screens, and artificial intelligence, exclusion often begins with a sentence that cannot be understood.
739 Million People: A Figure the World Can No Longer Ignore
The data gathered by UNESCO illustrates the magnitude of the challenge. In 2024, at least 739 million young people and adults lacked basic literacy skills. Simultaneously, four out of ten children did not reach the minimum reading level. These statistics do not merely describe individuals who have never learned the alphabet. They include millions of individuals capable of recognizing words but unable to interpret a form, compare two pieces of information, or draw a conclusion from a simple text.
This fragility has an immediate human cost. It reduces the chances of obtaining stable employment, increases dependence on intermediaries, and complicates access to health, justice, or social assistance. It also weighs on the economy: a company cannot sustainably increase productivity if its employees are excluded from training, digital tools, or technical instructions. Literacy is therefore not a peripheral expense; it is an invisible infrastructure of prosperity.
273 Million Children Out of School: A Crisis That Is Worsening
The 2026 Global Education Monitoring Report from UNESCO adds an even more alarming signal. Approximately 273 million children and young people were out of school in 2024, nearly one in six. Their number has been increasing for the seventh consecutive year, driven by conflicts, displacement, poverty, population growth, and insufficient budgets. Sub-Saharan Africa bears a significant share of the challenge, but no region is entirely spared.
Moreover, being present in class does not guarantee learning. Children may attend school for several years without being able to read an age-appropriate text. Overcrowded classrooms, a lack of books, insufficient teacher training, and instruction in a poorly understood language can sometimes turn schooling into an unfulfilled promise. In Cambodia, during celebrations held on September 7 in Ratanakiri, UNESCO reminded that four learners out of ten worldwide do not receive instruction in a language they fully understand.
Why Chiapas Becomes the Center of the World for Two Days
The choice of Chiapas for the global celebration on September 8 and 9 is highly symbolic. This southern Mexican state brings together a significant diversity of indigenous peoples and languages, in a context where territorial inequalities remain strong. The event gathers UNESCO Director-General Khaled El-Enany, education ministers, specialists, teachers, and students. It also includes the awarding of UNESCO International Literacy Prizes to exemplary programs.
The discussions will focus on effective policies, tracking results, multilingualism, and partnerships capable of reaching marginalized audiences. The message is clear: a uniform policy is insufficient. A girl living in a rural area, an adult displaced by war, and a worker who needs to learn how to use digital services do not share the same constraints or needs. Solutions must start from the languages, schedules, tools, and realities of each community.
The Screen Has Changed the Very Definition of Reading
In 2026, reading no longer simply means understanding a printed page. It requires navigating between a banking app, a messaging service, a search engine, a subtitled video, and sometimes automatically generated content. Digital literacy entails spotting a scam, verifying a source, and protecting oneâs data. Those already vulnerable to written material risk a double exclusion: they gain less access to physical services as they disappear while being less equipped to use their online replacements.
Artificial intelligence amplifies this tension. It can translate, read a text aloud, personalize exercises, and help an adult learn discreetly. However, it can also generate false information that appears authoritative. Without comprehension skills and critical thinking, the user does not necessarily gain autonomy. Technology becomes truly inclusive when it enhances learning, respects local languages, and remains accessible on affordable devices.
France Is Also Concerned
France is far from the school exclusion rates observed in the poorest countries, but it has not escaped the problem. Reading difficulties affect school-aged youth, low-skilled adults, some newcomers, and individuals distanced from digital services. The rapid dematerialization of processes makes these vulnerabilities more visible: making an appointment, renewing a document, or responding to a job offer now requires reading, understanding, and acting on multiple interfaces.
The French response also matters on the international stage. Funding for education, Francophonie, development aid, and programs aimed at crisis-affected territories can support learning in various regions. However, the decline in international aid raises concerns among educational organizations. According to a warning relayed by UNESCO based on UNICEF estimates, planned cuts could expose up to six million additional children to the risk of dropping out of school by the end of 2026.
After 60 Years, the Urgency Is to Transform Promises into Results
The world has made progress: since 2000, enrollments in primary and secondary education have increased by about 30%, equating to 327 million additional students. This advancement proves that public policies work when they are funded and monitored. Yet, the slowdown observed since 2015 and the continued rise in the number of children out of school show that momentum is no longer sufficient.
The 60th anniversary of International Literacy Day will only be meaningful if it leads to better-supported teachers, books in languages actually spoken, accessible training for adults, and technologies designed for inclusion. Behind the 739 million people deprived of basic skills lie countless careers, decisions, and freedoms hindered. The world does not lack declarations on the importance of reading; it still lacks the will to guarantee this power to everyone.
Sources
- UNESCO â International Literacy Day 2026 and Global Statistics, accessed September 8, 2026.
- UNESCO â Global Celebration of the 60th Anniversary in Chiapas, August 28, 2026.
- UNESCO, Global Education Monitoring Report 2026 â Monitoring SDG 4, 2026.
- UNESCO â 273 Million Children and Young People Out of School, March 25, 2026.
- UNESCO and Cambodian Ministry of Education â Literacy and Multilingual Education, September 7, 2026.
