The primary global organization that supports worldwide literacy is undergoing a restructuring of its education sector and decentralizing its extensive literacy efforts. The goal is to enhance these efforts in the countries that are most in need. However, despite receiving widespread support from member nations and experts in the field, recent leadership changes, dissatisfaction with the restructuring process, and uncertainty about the outcome have raised concerns about UNESCO’s ability to promote universal literacy.
"It is widely agreed among international development and literacy experts that change was necessary, and the idea of shifting more responsibility for action to regional centers is not a bad one," said Alan E. Farstrup, the executive director of the International Reading Association based in Newark, Delaware. "The concept of reform was reasonable, but the process of reform was poorly handled."
The United States rejoined UNESCO in 2003 after a nearly 20-year absence, based on the promise of improving the organization that had faced criticism for mismanagement and an anti-democratic agenda. Since then, the education sector has reduced the number of activities it supports to 750, eliminated high-level positions, and focused on countries with the highest illiteracy rates to accelerate progress towards universal basic education. UNESCO’s commitment to improving literacy has undergone significant changes. As part of its Literacy Initiative for Empowerment (LIFE), the organization is advocating for country-led education policies and greater emphasis on nonformal education programs for children, youth, and adults who are not attending school.
Under the leadership of Director-General Koïchiro Matsuura, UNESCO has been working to coordinate its initiatives with governing bodies, aid organizations, and advocacy groups in the neediest countries, most of which are in Africa. "We have clearly defined priorities, made programs more coherent, and reinforced structures, especially in the field and in countries with significant education challenges," said UNESCO spokeswoman Sue Williams in an email. "Our aim has been to increase the impact of our work by improving coordination, reducing duplication, and making better use of our limited human and financial resources."
However, these changes have raised concerns about the level of expertise on international literacy issues at UNESCO’s headquarters in Paris, according to Mr. Farstrup, who participated in meetings about the reform effort this month. There are also questions about whether the regional offices have enough staff to handle their additional responsibilities. The reorganization began in 2003 and gained momentum when Peter P. Smith, a former Republican congressman from Vermont and the founding president of California State University-Monterey Bay, was appointed to lead the education sector and its $110 million budget in 2005. Some observers say that due to his heavy-handed style, the changes faced resistance and resentment at headquarters. Mr. Smith was also involved in a contracting scandal related to the improper award of funding to an American firm. He resigned last month after an audit revealed his role in the contracts. Mr. Smith reported receiving a death threat related to the scandal and wrote in a letter to Mr. Matsuura offering his resignation, "There is a small group who have been working tirelessly to discredit the reforms by attacking me, demonizing America, and discrediting you. I see these efforts as tactics to achieve their ultimate goal: to kill the reform."
In the midst of these changes, some long-time UNESCO staff members who lost their positions in the restructuring have been highly critical of the reorganization and the way it was implemented.
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