Literacy for life: shaping future agendas A/RES/69/141 with disabilities and that the literacy rate among adults with disabilities is as low as 3 per cent in some countries, Deeply concerned about the impact of disrupted educational services in humanitarian emergencies on efforts to promote literacy skills, especially for all children and young people, 1. Takes note with appreciation of the report of the Director General of the United Nations Educational, Scientific and Cultural Organization entitled “Literacy for life: shaping future agendas”;6 2. Commends the efforts made by Member States, their development partners, the international donor community, the private sector, civil society and the specialized agencies and other organizations of the United Nations system, including the lead organization of the United Nations Literacy Decade, the United Nations Educational, Scientific and Cultural Organization, in promoting the right to education, including by making progress on the goals of the Decade; 3. Recognizes the importance of continuing to implement national programmes and measures for everyone to acquire, use and advance literacy skills in order to eliminate illiteracy worldwide, enhancing further political and financial commitments, in particular for youth and adult literacy and non-formal education, intensifying collective efforts through enhanced education systems and interventions and building a robust knowledge and technical base through improved literacy monitoring, assessment and research; 4. Calls upon all Governments to develop reliable measures of literacy and generate data that are comparable across time and disaggregated by age, sex, disability, socioeconomic status, geographical location (urban/rural areas) and other relevant factors; 5. Encourages Member States, their development partners and the specialized agencies and other relevant organizations of the United Nations system, as appropriate, to sustain and expand the gains achieved during the Decade through improving the integration of literacy into sector-wide and multisectoral education and development strategies, expanding the provision of quality literacy programmes, enhancing education systems to provide quality basic education through schooling, enriching literate environments to allow people to acquire, use and advance literacy skills and promoting literacy for women and girls, as well as for marginalized groups, for their empowerment and inclusion in societies; 6. Requests the United Nations Educational, Scientific and Cultural Organization to continue its coordinating and catalysing role in the fight against illiteracy, including in the context of the agenda for the period following the United Nations Literacy Decade, through developing Member States’ capacities in the areas of policies, programme delivery and literacy assessments, scaling up literacy actions for girls and women, reinforcing innovative models of literacy delivery, including through information and communications technologies, and expanding the knowledge base and monitoring and evaluation, as well as advocating literacy on the global agenda and ensuring synergies between different actions, including through multi-stakeholder partnerships and networks; _______________ 6 A/69/183. 3/4