Functional

Literacy
EDUC 110 Beliganio,Belle
Inaanuran
GROUP 3 Medrina
Tinaza
 What is functional literacy?

The term functional literacy was initially defined by UNESCO

through William S. Gray in his Teaching of Reading and Writing
(1956) as, adult training to meet independently the reading and
writing demands placed on them. It stresses the acquisition Of
appropriate verbal, cognitive and computational skills to accomplish
practical results in specific cultural settings dubbed as survival
literacy and reductionist literacy.
 Referring to functional literacy, UNESCO states the
1. following
1.Literacy programs should be integrated to and correlated with economic and social
development plans.

2.The eradication of illiteracy should begin with population sectors, which are highly
motivated and need literacy for their own and their country's benefit.

3.Literacy programs should be linked with economic priorities and carried out in areas
undergoing rapid economic expansion.

4.Literacy programs must impart not only reading and writing but also professional and
technical knowledge leading to greater participation of adults in economic and civic life.
 Referring to functional literacy, UNESCO states the
1. following

5. Literacy must be an integral part of the over-all educational system and plan of each
country.

6. The financial need for functional literacy should be met with various resources, as well
as be provided for economic investments.

7.The literacy programs should aid in achieving main economic objectives (i.e. increase •in
labor productivity, food production, industrialization, social and professional mobility,
creation of new manpower and diversification of the economy).
2. Functional Literacy

• The importance of literacy materials in enhancing reading, writing, and numeracy

skills for learners.

• Overview of functional literacy programs in the Philippine context, focusing on

various job skills and development aspects.

• Introduction to specific literacy as a trending approach to address job-skill

mismatch.
2. Functional Literacy

• Explanation of specific literacy strategy as a planning tool to focus on valuable

skills for learners.

• Significance of specific literacy approach: starting in the workplace, using a

diagnostic approach, identifying economic incentives for learning, assessing
short-term interventions, and seeking generic skills.
Gunes (2000) posited that functional literacy constitutes the second level of literacy next to basic
literacy, in which literary and mathematical information and skills can be utilized
in one's personal, social, economic and cultural endeavors.

Qapar (1998) cites that a functionally literate person is someone who is one step ahead of literacy
and maintains literacy activity throughout his/her life in order to keep living and
effectively accommodate himlherself to his/her surroundings. It is, therefore, an
ongoing process.

UNESCO defines functional literacy as the ability of an individual part in significant

activities in professional, social, political and.
cultural aspects in a society, where he/she lives using his/her literacy Castel, 1971;
Goksen, Gulgoz and Kagitcibasi, 2000; a? in Savas, 2006).
 defines it based on the American Heritage College Dictionary (AHCD).
Hatch (2010) Accordingly, the word "functional" means "building capacity" and "literacy" as
"reading and writing skills."

as cited in Jabusch (2002) distinguished basic literacy and functional literacy as

having the expression "functional" to indicate performance with texts, including
Knoblåuch and mathematics.
Brannon (1993)

states that functional literacy means the ability to make significant use of activities
The Education for All involving reading and writing skills that include using information, communicating
Global Monitoring with others, and following a path of lifelong learning necessary for the ability to
Report (UNESCO, express him/ herself in daily life. UNESCO's definition also adds that functional
2006) literacy includes those skills essential for both
 Functional literacy can be concluded
as :
An activity that contributes to the development of an individual and the
society, including the ability to use information and skills related to
1. listening,
2. speaking,
3. reading,
4.writing, and
5.arithmetic
Improving Functional Literacy in the Philippines

Over the years, the Philippines has continuously aspired to attain an

increased functional literacy rate. Manuyo (2019) reported that based on the
2013 Functional Literacy, Education and Mass Media Survey (FLEMMS),
the country registered a 90.3% rate, which means that nine out of every 10
Filipinos aged 10-64 were functionally literate. In 2003, there were still
gaps at the community level.
Improving Functional Literacy in the Philippines

In order to address illiteracy issues, creating formal and non-formal learning

environments, active participation of local stakeholders, capacity building.
of teachers, development of contextualized or indigenized learning
materials, and tracking of improvement of reading, basic math and essential
life skills outcomes were desired. Interventions also included improvement
of classrooms and several reading facilities, establishing a culture of reading
program, parental training and learning, and skill integration in the
curriculum.
Integration of New Literacies in the Curriculum

To address the call for literacy in today's world, students must

become proficient in the new literacies of 21st century technologies.
The International Reading Association (IA) believes that literacy
educators have the responsibility to integrate information and
communication technologies into the curriculum to prepare students
for the future they deserve.
Thank You for listening!