【关注联合国教科文信使杂志头条号，与联合国教科文组织一路同行】
联合国教科文组织将于9月7日举办国际扫盲奖颁奖典礼
联合国教科文组织将于9月7日举办
国际扫盲奖颁奖典礼
联合国教科文组织将于9月7日（国际扫盲日前夕）举办国际扫盲奖颁奖典礼。2018年国际扫盲日的主题是“扫盲与能力开发”。
在教科文组织总部举办的联合国教科文组织国际扫盲奖颁奖典礼（9月7日17:00-18:00）将为本组织的国际扫盲日全球庆祝活动拉下帷幕。
9月7日当天，扫盲与能力开发国际会议将召集来自世界各地的利益相关方和决策者，共同研究通过扫盲和能力开发综合方法帮助缩小识字率差距的途径，提高学习者识字率以应对当今日益全球化和数字化的就业市场的需求。
在全球范围内，至少有7.5亿人仍缺乏基本的识字技能，其中三分之二为女性，1.02亿是15-24岁的青少年。与此同时，全球1.92亿失业者中，许多人由于缺乏阅读能力等基本技能而无法找到体面的工作 ，亦因此不能满足劳动力市场迅速变化的技能要求。
应对这些挑战是今年国际扫盲日的核心。扫盲日致力于寻找能有效促进识字技能和能力发展的综合方法，以便为终身学习做好准备和支持，提升公众生活水准和谋生能力。
“通过扫盲，我们每个人都可以成为自身命运的主人。” 总干事奥德蕾·阿祖莱说，“获得这项基本技能标志着摆脱社会和经济制约、迈向自由的第一步。扫盲是个人和集体发展的共同基石，它有助于打破社会和性别歧视的恶性循环。”
她补充道：“虽然近几十年进展显著，然而我们还需要继续努力，以创造一个每个人都能掌握自身所需基本技能的世界。教科文组织致力于重新确定扫盲政策，以促进创新性教育实践。今天，我邀请教育界及其他所有参与者与我们一起，朝着实现全面扫盲而努力。”
国际扫盲奖颁奖典礼将表彰获奖者及其项目，突显推动扫盲和能力开发的最佳实践范例。
由中国政府支持的联合国教科文组织孔子扫盲奖主要奖励帮助偏远地区民众和失学青少年，尤其是女童和妇女的项目，今年的3个奖项颁予：
扫盲与ICDL（国际计算机操作技能证书）基本计算机技能综合教学（伊朗）。 “扫盲运动组织”的这个项目旨在提升儿童和成人的识字和计算机技能，重点关注农村地区的妇女和女童、少数族裔、工厂工人和囚犯。
尼日利亚国家开放大学-尼日利亚监狱研究中心和囚犯通识教育计划（尼日利亚） 。尼日利亚监狱管理局设立该项目，旨在通过扫盲和职业技术培训改变囚犯的态度、价值观和行为，并帮助他们重返社会。
成人移民的第二语言西班牙语（西班牙）。该项目由Elche Acoge基金会设立，旨在通过西班牙语课程和其他改善语言和技能学习的活动促进移民在社会和工作场所的融入。
由韩国赞助的联合国教科文组织世宗王扫盲奖的2个母语教育和培训将颁予：
边缘化妇女和女童速成教育（阿富汗）。该项目由“阿富汗教育援助”机构于阿富汗战争结束后迅即设立，旨在为正规学校系统之外的妇女和女童提供受教育机会。它为受助者提供继续高中教育和职业培训的机会，以帮助她们就业或开展独立经营。
永续学习计划（乌拉圭）。乌拉圭教育和文化部项目，该项目在终身学习框架内为囚犯提供灵活的公民教育，以及扫盲和职业技能教育和培训。
UNESCO will award its Literacy Prizes
on 7 September
UNESCO will award its Literacy Prizes on 7 September on the eve of International Literacy Day, celebrated every year on 8 September. The theme chosen for 2018 focuses on literacy and skills development.
The award ceremony ofUNESCO’s International Literacy Prizes, at UNESCO Headquarters (5 to 6 pm, 7 September), will conclude the Organization’s global celebration of International Literacy Day.
Earlier in the day, an International Conference on Literacy and Skills Development will bring together stakeholders and decision-makers from all over the world to examine how integrated approaches to literacy and skills development can help close the literacy gap and improve learners’ ability to meet the needs of today’s increasingly globalized and digitized employment market.
Globally, at least 750 million people still lack basic literacy skills. Two-thirds of the people concerned are women and 102 million of them are youth aged 15 to 24. At the same time, many of the 192 million unemployed worldwide are unable to find a decent livelihood due to the lack of foundational skills, including literacy, and failing to meet the skill demands of the rapidly changing labour market.
These challenges are at the heart of this year’s International Literacy Day, which will seek to identify effective, combined approaches to literacy learning and skills development so as prepare and support life-long learning, improve lives and livelihoods.
“It is through literacy that every one of us can become the master of their destiny,” declared Director-General Audrey Azoulay. Acquiring this fundamental skill marks a first step toward freedom, liberation from social and economic constraints. Literacy is the cornerstone of individual and collective development. It helps break the vicious circles of social and gender exclusion.”
“While considerable progress has been achieved in recent decades,” she adds. “We have yet to create a world in which every individual disposes of the basic skills they need. UNESCO is committed to working on the redefinition of literacy policies to foster innovative educational practices. On this Day, I invite all the actors in education and beyond to commit themselves to bringing us closer to the achievement of full literacy.”
The International Literacy Prizes ceremony will celebrate the laureates and their programmes, examples of best practices in advancing literacy and skills development:
The three awards of theUNESCO Confucius Prize for Literacy, supported by the Government of the People’s Republic of China, rewarding work that benefits rural populations and out-of-school youth, particularly girls and women, will be given to:
Consolidated teaching of literacy and ICDL (International Computer Driving License) basic computer skills (Iran), a programme by the Literacy Movement Organization, which promotes literacy and computer skills for children and adults, focusing on women and girls in rural areas, minorities, factory workers, and people in detention.
National Open University of Nigeria - Nigerian Prisons Study centres and inmates General Education Programme (Nigeria), a programme of the Nigerian Prisons Service that seeks to change attitudes, values and behaviours through literacy, and technical and vocational trainings for inmates to facilitate their social reintegration.
Spanish as a second language for adult immigrants (Spain), a programme by The Foundation Elche Acoge that promotes social and workplace integration for immigrants, through Spanish classes and other activities that improve language and skills learning.
The twoUNESCO King Sejong Literacy Prizeawards for mother-tongue literacy education and training, sponsored by the Republic of Korea, will be given to:
Accelerated Education for Marginalized Women and Girls (Afghanistan), a programme created by Aid Afghanistan for Education immediately after the Afghan war to provide learning opportunities for women and girls outside of the formal school system. It gives people a second chance to complete their high school education and vocational training enabling them to find work or establish their own businesses.
Programa Aprender Siempre (Uruguay), a programme by the Ministry of Education and Culture of Uruguay that offers flexible citizenship education to prisoners in a framework of lifelong learning, along with literacy and technical and vocational education and training.
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