Nicaragua turns the page on illiteracy

Maria and Noami completed a Yo Si Puedo
course in Managua

Yo si puedo (Yes, I can)

In 2007 an estimated 26% of the adult population were illiterate in Nicaragua. In July that year, the government launched a national campaign with the aim of eradicating illiteracy in two years. Thousands of university students worked with community leaders to carry out surveys and act as literacy facilitators, with support from Cuban advisors and equipment supplied by Venezuela. The Yo Si Puedo method was developed in Cuba and has been used successfully in more than 30 countries. In June 2009, an independent UNESCO commission declared that Nicaragua’s level of illiteracy had fallen to 4.73 percent, qualifying it as a country free of illiteracy - the fourth Latin American nation to achieve this distinction. The others are Cuba, Venezuela and Bolivia. This replicated the Sandinista literacy crusade of 1980 when 400,000 learned to read and write in five months. UNESCO Permanent Secretary Juan Bautista Arríen commented:

The Literacy Crusade impacted on everything that’s alive in a society. Nicaragua became a kind of beacon, a symbol of what a country can do, above all through its young people.  It was extraordinary.   

The Yo Si Puedo method is based on self teaching using videos, and takes into account students’ social circumstances. Facilitator provided support and encouragement, while the Ministry of Education, local councils and NGOs were responsible for supervision, training and logistical support. Eighty Cuban educationalists provided overall support, and Venezuela technical equipment.

Yo Si Puedo in practice

Maria had learned to read and write in the first literacy crusade, but had lost her skills due to lack of practice. This time, she is determined to use them at home, and enrol on the follow up course. “I didn’t want to be in darkness – not able to read and write is like being blind,” she said.

Noami didn’t finish her schooling because she became pregnant at 15. The course has given her another opportunity to continue her education and to further her interest in maths and literacy. Both women explained the difference that literacy has made to their lives: the ability to understand and claim their rights; to help their children and grandchildren with their school work; and to support and encourage others to go to classes. Noami explained that it had been difficult for her to be seen to join the class, but she is pleased she has and hopes to become a teacher herself.