ABSTRACT
There has never been much doubt that the number of adults who have some sort of problem with reading and writing – from functional illiterates or semi-literates to those who have never attended a school or an adult education class in their lives – has never have strayed far from the 1 billion mark worldwide (Hinzen 2004: 3). This is in spite of the fact that, over half a century ago (1948), the human right to learn and the right to an education had been ranked among the most fundamental and inalienable human rights.
