GREAT BAY--St. Maarten and its institutions are getting ready once again to mark September as Literacy Month, with activities expected from various schools, organizations, libraries, community groups and other stakeholders throughout the month, anchored by International Literacy Day on September 8.
The annual observance provides an opportunity to place renewed attention on reading, writing, numeracy, lifelong learning and the changing meaning of literacy in a world increasingly shaped by technology. This year carries added significance, as 2026 marks the 60th anniversary of International Literacy Day, which was proclaimed by UNESCO in 1966.
UNESCO will commemorate International Literacy Day 2026 under the theme “Literacy for people, the planet and prosperity,” highlighting the role literacy plays in promoting inclusion, supporting sustainable futures and expanding opportunities for livelihoods and economic development.
For St. Maarten, Literacy Month provides another opportunity for institutions and community organizations to encourage reading and learning among children and adults, while also broadening the discussion about what it means to be literate in today's society.
Literacy is no longer limited to the basic ability to read and write. UNESCO's approach also incorporates numeracy and the ability to use digital materials and information to solve problems in an increasingly technological and information-rich environment. These skills are considered essential for participation in education, employment and everyday life.
The changing nature of literacy has become particularly important with the rapid growth of digital technology and Artificial Intelligence. UNESCO notes that these developments are reshaping the way literacy policies, education systems and learning practices are designed and implemented, while making strong foundational literacy skills even more important.
Beyond being able to understand written words, modern literacy increasingly requires people to assess information critically, determine whether sources are reliable, use technology responsibly and understand the information they encounter online and through digital platforms.
This expands the literacy conversation into areas including media and information literacy, financial literacy, environmental awareness, citizenship education, technical and vocational knowledge and the ability to navigate increasingly complex digital environments.
Despite decades of progress, UNESCO says major literacy challenges remain. In 2024, at least 739 million young people and adults worldwide still lacked basic literacy skills, with progress differing significantly between regions, countries and population groups.
More than 77 percent of adults without basic literacy skills live in sub-Saharan Africa and Southern Asia, while women account for approximately 63 percent of the world's non-literate adult population. UNESCO has noted that this proportion has changed little over the past three decades for which data are available.
Challenges also persist among children. Globally, approximately 42 percent of students did not meet minimum proficiency levels in reading by the end of primary education in 2019, while hundreds of millions of children remain outside formal education.
Language is another significant factor. UNESCO estimates that around 40 percent of learners globally are not being taught in the language they speak and understand best, creating an additional barrier to learning and literacy development.
Against that global backdrop, the 60th anniversary of International Literacy Day will be used to examine progress made over the past six decades, particularly developments since 2015, while identifying challenges that have persisted and new challenges emerging through technological and social change.
UNESCO says the 2026 theme will examine literacy through three connected dimensions of sustainable development: people, representing the social and cultural dimension; planet, representing the environmental dimension; and prosperity, representing the economic dimension.
The international discussion will also consider literacy from a lifelong-learning perspective, including improving access to quality basic education, providing alternative learning opportunities for children outside the school system and young people and adults with limited skills, strengthening environments that encourage continuous learning, and examining the implications of rapid advances in digital technology and AI.
The global observance will take place on September 8 and 9, 2026, in San Juan Chamula and San Cristóbal de Las Casas, Mexico. It is being organized by UNESCO in collaboration with the Government of Mexico and will be livestreamed for a worldwide audience.
The gathering is expected to bring together education ministers, representatives of UNESCO member states, multilateral organizations, civil society organizations, NGOs, private-sector representatives, foundations, learners, educators, researchers and universities.
The international event will also include the presentation of the UNESCO International Literacy Prizes, recognizing six 2026 laureates for contributions to literacy, as well as discussion of the proposed Action Plan for implementation of the UNESCO Global Alliance for Literacy Strategy for 2026 to 2029.
UNESCO intends for the anniversary to be more than a reflection on the previous 60 years. Discussions this year are also expected to contribute to how literacy is defined and approached in the digital and AI era and help shape international literacy priorities beyond 2030.
As St. Maarten prepares for its own Literacy Month activities throughout September, the international observance provides a broader context for local conversations about reading, education, digital skills and lifelong learning.
International Literacy Day on September 8 will serve as the focal point of the month, but the wider message extends beyond a single day. Literacy remains closely connected to opportunity, participation, education and economic development, making September an opportunity for St. Maarten's schools, institutions, families and community organizations to reinforce a culture in which reading, learning and access to knowledge remain priorities.
