UNESCO International Literacy Prizes 2026: Six programs from six countries honored

UNESCO has honored six literacy programs from Colombia, Lebanon, Mexico, the Netherlands, Nigeria and Thailand with its 2026 International Literacy Prizes for expanding access to learning among underserved communities.

The six programs address diverse literacy challenges, including multilingual education, displaced and out-of-school learners, indigenous communities and community-based learning.

The awards were presented following recommendations from an international jury during UNESCO’s global International Literacy Day celebration held on Sept 8 and 9 in Mexico’s Chiapas state, in collaboration with the Mexican government.

The 2026 theme, “Literacy for people, the planet and prosperity,” calls for a broader understanding of literacy and examines how lifelong learning systems, policies and practices can respond to current and future needs.

UNESCO has awarded its International Literacy Prizes since 1967. More than 600 individuals, organizations and institutions have received the prizes for innovative and impactful efforts to advance literacy worldwide.

UNESCO King Sejong Literacy Prize

Three programs received the UNESCO King Sejong Literacy Prize, sponsored by the Government of the Republic of Korea for contributions to mother-language-based literacy development.

1. Escuelas LEO Programme, Colombia

Run by BibloRed, the Escuelas LEO Programme provides intercultural and multilingual literacy opportunities to marginalized communities in Bogotá. The initiative supports Indigenous Peoples, Deaf communities, migrants, displaced populations and LGBTIQ+ groups.

Launched in 2024, the program promotes mother-language learning, intercultural dialogue and cultural identity through community-led approaches. Participation increased from 320 learners in 2024 to 443 in 2025.

2. Language Friendly School programme, Netherlands

The Language Friendly School program, established by the Rutu Foundation for Intercultural Multilingual Education in 2019, helps schools incorporate students’ home languages alongside the main language of instruction.

The initiative operates in around 70 schools across 12 countries and has reached more than 32,000 students through teacher training, school certification and community engagement. It aims to create more inclusive learning environments and reduce education inequalities.

3. Project PAL, Nigeria

Project PAL, or Primary Accelerated Literacy, is run by the WAER Waters Charity Foundation to support out-of-school children in conflict-affected areas of Nigeria’s Niger Delta.

The program combines solar-powered Literacy Hubs, indigenous-language instruction and the Teaching at the Right Level approach, which groups learners according to their abilities. Between 2023 and 2025, it reached 8,500 learners, with 82% achieving functional literacy.

Each of the three King Sejong Literacy Prize recipients will receive US$30,000, a medal and a diploma.

UNESCO Confucius Prize for Literacy

Three more programs received the UNESCO Confucius Prize for Literacy, sponsored by the Government of the People’s Republic of China. The award recognizes initiatives promoting literacy, including functional literacy, digital learning and support for adults and out-of-school youth.

1. Accelerated Education for Out-of-School Displaced Youth, Lebanon

Managed by the Alsama Project, the program provides accelerated education to displaced young people with limited or no literacy skills in refugee camps and low-income communities.

The initiative compresses 12 years of schooling into six years and combines literacy, numeracy, languages and life skills. More than 2,500 learners have benefited from the program, which provides pathways to further education, employment and civic participation.

2. Chiapas Puede State Literacy Programme, Mexico

Established in 2024 by the Government of Chiapas, the program provides bilingual and culturally grounded literacy education across all 121 municipalities in the state.

It focuses particularly on women and Indigenous communities and uses the Matías de Córdova pedagogical model. The program combines face-to-face and digital learning, community study circles and instruction in Spanish and Indigenous languages.

Chiapas Puede reaches more than 140,000 learners each year and aims to reduce the state's illiteracy rate from 13.7% to 4%.

3. Language for Life, Thailand

The Language for Life program, run by Hat Yai City Municipality since 2016, provides multilingual literacy education in English, Malay and Chinese.

Developed with Prince of Songkla University, the initiative connects language learning with practical areas such as disaster preparedness, environmental awareness and economic activities. It uses flexible, learner-centered approaches to improve communication, resilience and social inclusion.

Each of the three Confucius Prize recipients will receive US$30,000, a medal and a diploma.

International Literacy Day marks 60 years

The 2026 International Literacy Day marks the 60th anniversary of the observance, which UNESCO proclaimed in 1966 to highlight literacy’s role in human dignity, sustainable development and lifelong learning.

UNESCO said 739 million youth and adults worldwide still lack basic literacy skills, with women accounting for 63% of those affected. More than 77% of non-literate youth and adults live in sub-Saharan Africa and Southern Asia.

Literacy challenges also remain among children and young people. Four in 10 students globally do not achieve minimum reading proficiency by the end of primary education, while 273 million children and youth remain out of school.

UNESCO works with governments and partners to strengthen literacy policies, improve education data and monitoring systems and build the capacity of educators and institutions.

In 2024 and 2025, its literacy and adult learning initiatives reached more than 460,000 learners and beneficiaries across 43 countries.

The organization is also working to bridge digital divides by promoting media and information literacy, critical digital skills and equitable access to technology.