[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592600-105":59,"doc-detail-592600-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","literacy-lifelong-learning-and-sustainable-development-adult-learning","Literacy, lifelong learning and sustainable development - Adult Learning","","Literacy learning is examined as an essential part of lifelong learning for advancing sustainable development. The article links South Africa’s Kha Ri Gude Literacy Campaign to SDG 4 and sub-goal 4.6, arguing that literacy achievement depends on an enduring learning framework. It uses mixed methods to present adult learners’ perceptions of literacy acquisition’s social, economic, and developmental opportunities, highlighting how curriculum themes aligned with local, national, and international development goals can catalyze transformation and empowerment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/literacy-lifelong-learning-and-sustainable-development-adult-learning/592600/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/literacy-lifelong-learning-and-sustainable-development-adult-learning/592600.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article connect literacy with sustainable development goals (SDGs)?","Question",{"text":112,"@type":113},"It presents literacy as a foundational component of lifelong learning that supports achievement of SDG 4 and sub-goal 4.6. The argument is that embedding reading, writing, and numeracy into development-themed curricula strengthens literacy’s developmental impact.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the Kha Ri Gude Literacy Campaign and what did it aim to address?",{"text":117,"@type":113},"The campaign, launched by the South African government in 2008, targeted adult illiteracy and basic education as essential enablers. It aimed to reach a large number of adult illiterates and included strategies for groups such as women, rural inhabitants, out-of-school youth, the unemployed, prisoners, and adults with disabilities.",{"name":119,"@type":110,"acceptedAnswer":120},"What research methods were used to evaluate the campaign’s impact?",{"text":121,"@type":113},"A concurrent multi-method approach combined qualitative and quantitative data in the same research enterprise. Quantitative analysis used survey responses from 485,941 learners, and qualitative content analysis examined educators’ monthly journals.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592600,1792166024,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Australian Journal of Adult Learning Volume 58, Number 3, November 2018  \nLiteracy, lifelong learning and sustainable development  \nVeronica McKay University of South Africa  \nSustainable Development Goal (SDG) 4 calls on countries to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Sub-goal 4.6 aims to ensure that all youth and a substantial proportion of adults of both genders achieve literacy and numeracy, with literacy being regarded indispensable not only for the achievement of SDG 4 but also for the other 16 SDGs, specifically those relating to health and wellbeing, gender equality, active citizenship, income generation and responsible consumption and production. However, the potential of achieving literacy can only be reached if it is approached from a lifelong learning perspective; therefore literacy learning activities should be offered as part ofa lifelong learning framework.  \nThis article describes how the Kha Ri Gude Literacy Campaign in South Africa, conceptualised within a lifelong learning framework, extended its literacy curriculum to engender agency and empowerment among the national target of adult learners who, as a result of the legacy of apartheid in South Africa, had little or no education. It examines how, through conceptualising literacy curricula content around the (local, national and international) development goals, it is possible to use literacy instruction as a catalyst to effect transformation and social change.  \nLiteracy, lifelong learning and sustainable development 391  \nThe article draws on the mixed methods approach followed by the research to show learners’perceptions ofthe social, economic and developmental opportunities afforded by literacy acquisition.  \nKeywords: South Africa; literacy; Kha Ri Gude campaign; empowerment; sustainable development goals; lifelong learning  \nLifelong learning and sustainable development  \nThe continued prevalence of illiteracy in post-apartheid South  \nAfrica was found to have negative effects on development and social transformation, which prompted the government to launch the Kha Ri Gude1 (Let Us Learn) Adult Literacy Campaign in 2008. The campaign aimed to address the issues of literacy and basic education, which are considered to be essential enablers for developing South Africa’s poor, expanding their life choices (Department of Education, 1997, 2000, 2006), enhancing their participation in the social aspects of their lives, providing a foundation for justice and equality, and redressing historical imbalances (McKay, 2012, p. 5) . In line with the National Education Policy Act 27 of 1996 (Department of Education, 1996), the campaign plan, which aimed to reach 4,7 million adult illiterates, included strategies for targeting women, rural inhabitants, out-of-school youth, the unemployed, prisoners, and adults with disabilities (McKay, 2015) .  \nThis paper aims to show the relationship between literacy as a foundational component of lifelong learning and the achievement of sustainable development goals (SDGs) . I argue that through a deliberate effort to embed the teaching of reading, writing and numeracy into themes framed by (local, national and international) development imperatives, it is possible to enhance the impact on the developmental opportunities afforded by literacy.  \nI used a concurrent multi-method approach that combined obtaining qualitative and quantitative data in the same research enterprise. This entailed a quantitative analysis of the survey responses obtained from a sample of 485 941 literacy learners and a qualitative content analysis  \n1Kha Ri Gude (pronounced car-ri-goody) is Tshivenda for ‘let us learn’.  \n392 Veronica McKay  \nof 2 032 educators’ monthly journals. Both sets of data were used to explore the learners’ perceptions ofthe impact of literacy acquisition on the social, economic and developmental aspects of their lives.  \nI begin the article by looking at literacy fro","cbCaiqI76GQdJOFv","https://ap.wps.com/l/cbCaiqI76GQdJOFv","pdf",424982,36,"English","# Overview\n## SDG 4, literacy, and lifelong learning\n# The Kha Ri Gude Literacy Campaign\n## Goals and target groups\n## Research approach and data sources\n# Literacy in the context of lifelong learning\n## Lifelong learning paradigm and policy implications","[{\"question\":\"How does the article connect literacy with sustainable development goals (SDGs)?\",\"answer\":\"It presents literacy as a foundational component of lifelong learning that supports achievement of SDG 4 and sub-goal 4.6. The argument is that embedding reading, writing, and numeracy into development-themed curricula strengthens literacy’s developmental impact.\"},{\"question\":\"What is the Kha Ri Gude Literacy Campaign and what did it aim to address?\",\"answer\":\"The campaign, launched by the South African government in 2008, targeted adult illiteracy and basic education as essential enablers. It aimed to reach a large number of adult illiterates and included strategies for groups such as women, rural inhabitants, out-of-school youth, the unemployed, prisoners, and adults with disabilities.\"},{\"question\":\"What research methods were used to evaluate the campaign’s impact?\",\"answer\":\"A concurrent multi-method approach combined qualitative and quantitative data in the same research enterprise. Quantitative analysis used survey responses from 485,941 learners, and qualitative content analysis examined educators’ monthly journals.\"}]","Literacy, lifelong learning and sustainable development - Adult Learning | PDF",1792074916,91]