UNESCO Confucius Prize for Literacy Advances Sustainable Development Goals

Introduction: Fostering SDG 4 – Quality Education

The 20th UNESCO Confucius Prize for Literacy ceremony was held in Qufu, Shandong province, recognizing international projects for their significant contributions to achieving Sustainable Development Goal 4 (Quality Education). The event, held during the 2025 China International Confucius Cultural Festival, highlighted innovative educational initiatives that promote inclusive and equitable learning opportunities for all.

2025 Laureates: Case Studies in Sustainable Development

The 2025 awards were conferred upon three organizations whose projects exemplify the interconnected nature of the Sustainable Development Goals:

• Shidhulai Swanirvar Sangstha (Bangladesh): Awarded for its “Solar-powered Floating Schools” program. This initiative directly addresses SDG 4 (Quality Education) by providing access to learning in remote, flood-prone areas. It also supports SDG 7 (Affordable and Clean Energy) through its use of solar power and SDG 10 (Reduced Inequalities) by reaching marginalized communities.
• National Adult Literacy Agency (Ireland): Recognized for its “Learn with NALA” eLearning website. This program advances SDG 4 by offering flexible and accessible literacy education. It contributes to SDG 10 by removing barriers for adults seeking to improve their skills, thereby fostering greater social and economic inclusion.
• Directorate of the Second Chance School and Inclusive Education (Morocco): Honored for its “Second Chance School and Inclusive Education” initiative. This project is a direct implementation of SDG 4 targets, providing educational pathways for out-of-school youth. It also supports SDG 8 (Decent Work and Economic Growth) by equipping participants with skills for future employment and SDG 10 by focusing on inclusive education.

Global Impact and Contribution to the 2030 Agenda

Since its establishment in 2005, the UNESCO Confucius Prize for Literacy has been instrumental in advancing the global education agenda. Its impact is a testament to its alignment with the principles of the SDGs.

1. Addressing Global Literacy Gaps: The prize focuses on a critical challenge, as nearly 740 million youth and adults globally lack basic literacy skills. This directly impacts progress across multiple SDGs.
2. Promoting Gender Equality (SDG 5): By emphasizing women’s and children’s education, the prize actively works to close the gender gap in literacy, where two-thirds of those lacking basic skills are women.
3. Extensive Reach and Impact: Over two decades, the prize has recognized 57 projects across 36 countries, benefiting over one million individuals, including women, out-of-school youth, and the rural poor, thereby contributing to SDG 1 (No Poverty) and SDG 10 (Reduced Inequalities).

Official Statements on Educational Equity and Global Goals

Statements from officials underscored the prize’s role in the sustainable development framework. Stefania Giannini, UNESCO’s Assistant Director-General for Education, noted that the laureates’ initiatives “foster inclusion, and most importantly, empower young people and adults with the skills to thrive.” She emphasized literacy’s “enduring power for dignity, equality and change.” Elaine Cohalan of Ireland’s National Adult Literacy Agency reiterated the core tenet of SDG 4, stating, “education should be available to everyone equally, and that having your education means a better society and a better world.”

Analysis of SDGs in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article primarily addresses and connects to the following Sustainable Development Goals (SDGs):

• SDG 4: Quality Education: This is the central theme of the article. It is explicitly mentioned: “It has promoted global educational equity and advanced the United Nations’ Sustainable Development Goal of quality education.” The entire article revolves around the UNESCO Confucius Prize for Literacy, which recognizes initiatives aimed at improving education and literacy.
• SDG 5: Gender Equality: The article highlights the significant gender disparity in literacy rates. It states that of the “740 million youth and adults worldwide still lack basic literacy skills… two-thirds of them are women.” The prize also specifically aims to promote “women’s and children’s education,” directly linking to the goal of empowering women and girls through education.
• SDG 10: Reduced Inequalities: The article emphasizes efforts to provide education to marginalized and vulnerable populations. The prize honors achievements in “improving literacy in rural areas” and has benefited groups like “out-of-school youth and the rural poor.” Initiatives like Bangladesh’s “Floating Schools” and Morocco’s “Second Chance School and Inclusive Education” are designed to reduce educational inequalities for those in difficult circumstances.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s content, the following specific SDG targets can be identified:

1. Under SDG 4 (Quality Education):
   • Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable.
     
     Explanation: The article’s focus on “women’s and children’s education,” “out-of-school youth,” and the “rural poor” directly aligns with this target. The quote, “education should be available to everyone equally,” and the goal of promoting “equal access to learning” reinforce this connection.
   • Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
     
     Explanation: The prize is specifically for “Literacy,” and the article laments that “740 million youth and adults worldwide still lack basic literacy skills.” The winning projects, such as Ireland’s “National Adult Literacy Agency” and Morocco’s “Second Chance School,” are direct efforts to achieve this target by providing literacy skills to both youth and adults.
2. Under SDG 5 (Gender Equality):
   • Target 5.b: Enhance the use of enabling technology… to promote the empowerment of women.
     
     Explanation: The article points out that two-thirds of illiterate adults are women, making them a key target for educational initiatives. Ireland’s “Learn with NALA eLearning Website program” is an example of using technology to provide accessible education, which is a crucial tool for empowering women who may face barriers to traditional schooling.
3. Under SDG 10 (Reduced Inequalities):
   • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… economic or other status.
     
     Explanation: The prize and its winning projects are explicitly aimed at fostering inclusion. The article mentions Morocco’s “Inclusive Education initiative” and the prize’s focus on the “rural poor” and “out-of-school youth.” By providing education, these programs empower marginalized groups and promote their inclusion in society.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions and implies several indicators that can be used to measure progress:

• Global Literacy Rate (Indicator for Target 4.6): The article provides a key statistic that serves as a baseline indicator: “close to 740 million youth and adults worldwide still lack basic literacy skills.” Progress towards Target 4.6 would be measured by a reduction in this number over time.
• Gender Parity in Literacy (Indicator for Targets 4.5 and 5.b): The article explicitly disaggregates the literacy data by gender, stating that “two-thirds of them are women.” This statistic is a direct measure of gender disparity in education and serves as an indicator for progress in eliminating this gap.
• Number of Beneficiaries from Educational Programs (General Progress Indicator): The article quantifies the impact of the prize over two decades by stating it has benefited “more than a million individuals that include women, out-of-school youth and the rural poor.” This number serves as a direct indicator of the reach and success of programs aimed at vulnerable populations.

4. Table of SDGs, Targets, and Indicators

Source: ecns.cn