A shared mission to strengthen literacy

IN a village in Sabah this June, I asked a group of children aged between nine and 12 to write down their names.

What should have been a simple task revealed something heartbreaking – most of them could not spell out their names and some could not even recall or write down their birthdays.

Maxuan, nine, paused over every letter and smiled proudly when he finished.

That moment was a reminder that literacy, something many of us take for granted, remains out of reach for too many children.

Malaysia has made remarkable strides in education.

In 2011, the country came close to universal adult literacy, reaching almost 99%. Yet, according to Unesco’s 2024 report, more than 1.2 million Malaysians aged 15 and above are still illiterate.

The situation is especially pressing in Sabah where about 11.2% of the state’s adult population cannot read or write.

The theme for this year’s International Literacy Day (Sept 8), “Promoting Literacy in the New Digital Era,” is timely. Digital tools bring tremendous opportunities, but without strong reading and writing foundations, many children risk being left behind.

The World Bank estimates that nearly one in four Malaysian children enter primary school without the essential readiness skills, and low-income families are the most affected.

In Sabah, children face extra hurdles: remote schools, under-equipped classrooms and limited Internet access.

Even before the Covid-19 pandemic, progress in children’s literacy was slow. A World Vision Malaysia study in 2019 found that literacy among children under 12 improved by just one percentage point over five years.

The pandemic exposed the fragility of access to learning.

In urban areas, families juggled limited devices and crowded homes. In rural Sabah, teachers relied on printed worksheets while children depended heavily on their parents, many of whom were struggling with literacy themselves.

One mother, Lucia, whose children take part in World Vision Malaysia programmes, shared her hopes for her children.

“Having Information and Communication Technology (ICT) skills, getting excellent results and managing time wisely,” she said. Her words remind us that literacy today is not only about reading and writing, but also the skills children need to thrive in a digital world.

The Education Ministry has introduced important programmes, such as the Literacy and Numeracy Intervention Programme (2024), Anak Kita (2024) and Reading Aid Programme (2022), to support the development of foundational skills and reduce the dropout rate. These initiatives show what is possible when education is prioritised.

The next step is to scale up and strengthen what works, especially for rural and disadvantaged communities. This includes:

> Upgrading rural infrastructure with better Internet connection, electronic devices and safe classrooms;

> Expanding access to digital learning tools like literacy apps, e-libraries and interactive platforms;

> Supporting teachers through training, incentives and community-based recruitment; and

> Engaging families and communities by building a culture of learning at home.

When schools, families, NGOs and policymakers work together, literacy becomes more than a subject; it becomes a foundation for national growth.

Literacy empowers and opens up opportunities for people to improve their lives, hence children like Maxuan deserve more than just the ability to write their names. They deserve the chance to write their dreams.

Malaysia has shown that it can achieve near-universal literacy. But we must ensure that no community or child is left behind.

This International Literacy Day, let us remember that the true measure of our progress is not only in statistics but in the futures we help children unlock.

JOSEPH LAI

Sabah Community Development Programme Lead

World Vision Malaysia