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In the information age, when access to knowledge is easier than ever before, functional illiteracy remains a pressing problem in the European Union. Although the majority of European citizens can read and write, a significant proportion of them fail to understand or use information effectively in their daily lives.
If we were to take an x-ray of the percentages of those who can read but fail to understand across the countries of the European Union and call this picture “Functional Illiteracy”, we would be able to highlight a significant discrepancy between Member States. According to the statistics recorded last year, it can be seen that there are major differences between certain countries, with percentages ranging from under 10% in some Nordic countries to over 40% in South-Eastern European countries. With this article we want to analyse the causes of this extremely dangerous phenomenon called functional illiteracy. We will also make a comparison including the structure of the educational system of the member countries, the demographic factors influencing the increase in the percentage of functional illiteracy, the level of financing of education, economic development and the influence of social networks on the individual.
What is functional illiteracy and disparities in the European Union?
According to the definition, functional illiteracy refers to a person’s inability to use basic literacy and numeracy skills to function effectively in everyday life, at school, at work or even in interactions in society. They can read a simple text but cannot extract or correctly interpret the information presented in that text, which limits their chances of employment and active participation in society. According to the latest surveys presented to the general public, the countries with the lowest rates of functional illiteracy are Denmark (8%), Slovenia (8%) and Finland (11%), with Romania (43%) and France (39%), Bulgaria and Greece (27%) at the opposite pole. These differences raise questions about the factors that determine these statistics.
A first factor influencing this phenomenon of functional illiteracy is the education system. It is well known that Nordic countries, such as Finland and Denmark, are known for their effective, pupil or student-centred education systems, with an emphasis on critical thinking and application of knowledge in practice. In contrast, education systems in countries with high rates of functional illiteracy are often rigid, theoretical and mainly focused on memorisation. This is a characteristic feature of education in Romania, the country with the highest percentage of functional illiteracy in the EU. If we take Finland as an example, this small Nordic country with a population of 5.6 million is constantly investing in teacher training and its educational curriculum is flexible and adapted to the needs of its pupils. At the opposite pole in Romania and Bulgaria, education reforms are often inconsistent and education funding is many percentages below the European average.
The second factor directly influencing the phenomenon of functional illiteracy is the demographic structure and socio-economic context of each Member State. Thus, countries with an ageing population or with large rural communities, as can be found in Romania and Bulgaria, face additional challenges in terms of access to quality education. Poverty and social exclusion also have a negative impact on educational outcomes, and the lack of educational infrastructure (schools with toilets in the courtyard, without drinking water, located tens of kilometres away from the pupil’s home) in rural areas contributes to the increase in school drop-out rates and the percentage of functional illiterates. The percentage of GDP allocated to education is also an extremely important variable in the equation that results in the percentage of functional illiteracy among citizens. This is why education funding is a crucial factor. Most northern EU countries spend more than 6% of GDP on education, while Romania, Bulgaria and Greece barely exceed 3-4%. This difference is directly reflected in the quality of school infrastructure, the salaries of education staff, teaching materials and pupils’ access to technology. Economic strength and investment in human capital are directly linked to the functional illiteracy rate. Looking at countries with strong economies such as Germany and Sweden, we can see that they understand the importance of education as an investment in human capital. These countries are developing sustainable education policies and funding remedial and continuing training programmes. On the other hand, countries with fragile economies find it difficult to prioritise education in the national budget.
EU-funded programmes to combat functional illiteracy
It is well known that the European Union has programmes that finance multiple initiatives through structural funds and programmes. These programmes include Erasmus+, PISA, Horizon Europe and the Digital Education Action Plan. They support educational mobility, research, pedagogical innovation and the development of digital competences. EPALE (Electronic Platform for Adult Learning in Europe) is a project promoting lifelong learning and adult learning. SELFIE is a digital tool that helps school staff understand and improve the way technology is used in education. We think no explanation is needed for what the PISA programmes are all about. These international assessments help countries identify weaknesses in the education system and implement evidence-based reforms.
The influence of social networks on young people
Social networks such as Facebook, Instagram and TikTok have a profound impact on young people in the EU (from increasingly young ages). On the one hand, these networks can be platforms for alternative information and education. On the other hand, excessive and uncontrolled use can contribute to the shallowness of thinking, a diminished ability to concentrate and loss of interest in reading. Uncontrolled content with information that does not correspond to reality is also a problem. TikTok, in particular, promotes short and often insubstantial content, reducing young people’s patience and capacity for critical analysis. At the same time, the phenomenon of “fake news” (increasingly present in the society in which we live) and the manipulation of information can lead to confusion and make it difficult for individuals to understand reality, and this is still particularly present among people with low functional skills.
National particularities of EU Member States with regard to functional illiteracy
Finland has a modern educational curriculum focussed on equity and collaborative learning. High investment in teacher training means that Finland has a low rate of functional illiteracy (11%). Sweden emphasises individualised learning and digital competences. The integration of immigrants is an educational challenge for the Swedish state. In Denmark we find a system focussed on the development of practical skills and critical thinking resulting in a low rate of functional illiteracy (8%). Estonia, with a functional illiteracy rate of 18%, is a leader in digitising education with excellent results in PISA tests. Germany, with investments in infrastructure and continuing training, is banking on a dual system (school + practice), but there are differences between Länder. France faces a high rate of functional illiteracy (39%). Although in France we find educational centralism, there are problems of inequality. Spain is hit by school drop-outs and the quality of education in disadvantaged regions, which explains the rather high functional illiteracy rate of 24%. With a rate of 23 per cent, Italy has a traditional educational curriculum but still faces challenges in integrating technology. Poland has made great progress in education in recent years, but inequalities persist. However the functional illiteracy rate in Poland is 23 per cent.
Romania, with a rate of 43 per cent (the highest in the EU), is in the negative league of countries where young people are unable to assimilate the information they read. This is explained by low funding for education, discrepancies between urban vs. rural education and low pay for teachers who are poorly motivated. Bulgaria, with a rate of 24%, has similar problems to those faced by Romania. However the Bulgarian government has made recent efforts towards digitisation and inclusion.
Frequent changes in education policy and underfunding of education puts Hungary on a par with Bulgaria. In Slovenia, constant investment in education and coherent policies have resulted in a low functional illiteracy rate of 8%. Austria’s federal system emphasises vocational education. With a rate of 23% the main challenge for Austria remains the integration of minorities. Despite making major investments in education, Belgium has a rate of 21% and major differences between the Flemish and Walloon regions. Dutch education policy (18%) is a flexible one emphasising school autonomy. The economic crisis has affected the education system in Greece, resulting in a high rate of 27%. Cyprus has problems with education standardisation and fair access to education for young people. The functional illiteracy rate in Cyprus is 24%. Ireland (rate 21%) has made recent investments in teacher training and digitisation. Portugal (rate of 24%) has made significant progress over the last two decades on the quality of the education system. The Czech Republic, with a rate of 21%, is struggling with differences in the quality of education between cities and rural areas. Croatia (18% rate) has an ongoing educational reform, but there are challenges in implementing the reform in rural areas.
Although significant improvements have been observed in recent years, migration is affecting the education system in Lithuania where the functional illiteracy rate is 18%. Latvia (18% rate) reported investments in school infrastructure and digitisation. In Slovakia (rate of 24%) the need for reform and equity has been identified. Malta’s education system is small but performing well. The functional illiteracy rate is on the rise in the small island state, largely influenced by cultural diversity issues.
Solutions and strategies to reduce functional illiteracy
In order to combat functional illiteracy effectively, the European Union and the Member States need to adopt an integrated approach through curriculum reform that moves from machine learning to the development of critical thinking and applied skills. In-service teacher training by training teachers in modern and interactive teaching methods could be another strategy to combat illiteracy among young people. Digitalising education by integrating technology into the educational process in order to make learning more attractive and efficient, together with support for disadvantaged families by providing scholarships, free meals and transport to reduce school drop-out rates, is another solution that should be addressed at EU level. Transnational cooperation, with the exchange of best practice between EU countries through European educational networks, together with parental education programmes involving parents in their children’s education, can significantly reduce the rates of functional illiteracy.
Functional illiteracy is a complex problem that reflects economic, educational and social inequalities within the European Union. This is why reforms and sustained investment in education are urgently needed. In order to build a Europe of knowledge, it is essential for each Member State to take responsibility and implement public policies that ensure not only access to education, but also its effectiveness in training active, competent and adaptable citizens.