Article by Paula Haltmann

If you can read this, count yourself fortunate and think for a moment what your life might be like if you could not follow this text. Literacy is defined by the ability to read and write, with understanding, short simple statements about everyday life. Despite many advancements in literacy rates, still today, approximately 1 in 5 people are completely illiterate, and of those who are literate, around 3 billion people are limited to basic level reading and writing. The global economy, however, is increasingly becoming a knowledge-based economy, wherein literacy is essential. Illiterate persons are consequently faced with discriminatory challenges which negatively affect their health, economic and social well-being, and their ability to engage in political spheres, leaving them vulnerable to exploitation (Miranda, 2021; IWDA, 2018).  

Indigenous peoples in the Democratic Republic of Congo (DRC) commonly experience racial discrimination and the systematic violation of their rights. Concerningly, their social exclusion and exploitation is worsened by their high rates of illiteracy (IWGIA, 2011). Aware of the exclusion Indigenous peoples face, the Front Commun pour la Protection de l’Environnement et des Espaces Protégés (FCPEEP) created an awareness campaign on the use of infographic booklets as a means to share knowledge visually to promote civic engagement amongst Indigenous peoples, without requiring literacy skills. The importance of this campaign will become clearer after reading about illiteracy here.

In 2022, the adult literacy rate in the DRC, amongst people aged fifteen and older, reached 80.54%, placing the DRC a low 120th in the world in literacy rate rankings, with many countries achieving over 90% and some even 100%. Furthermore, the DRC shows a distinct disparity between men and women’s literacy rates. The adult literacy rate amongst men in the DRC is 89.63%, while women’s literacy rate is a much lower 71.73% (Macrotrends, 2024; Countryeconomy.com, 2024) . An issue not unique to the DRC, as globally, women’s literacy rates are 7% lower than men’s (World Bank Group, 2024). 

Issues of varying testing methods and definitions of literary do, however, raise some suspicion about the accuracy of reported figures, with illiteracy rates oftentimes being underreported, rather than overreported. Nonetheless, it is estimated that roughly 781 million adults worldwide cannot read or write, and nearly two-thirds of this group are women, making illiteracy a pertinent feminist issue (IWGIA, 2011; IWDA, 2018).   

Illiteracy rates are discriminately high amongst Indigenous populations, where gender literacy gaps tend to be highest, making illiteracy especially common amongst Indigenous women (Hanemann, 2005). Lower literacy rates are more common in poor, rural areas, which is where Indigenous communities typically reside, with Indigenous peoples making up 15% of the world’s extreme poor (Ballard, 2021). Poverty and illiteracy commonly go hand-in-hand for multiple reasons. Firstly, access to education is lower in poverty-stricken areas because of issues of geographic isolation and insufficient funds. Secondly, families living in poor rural areas oftentimes need their children to work, preventing them from attending school (IWGIA, 2011).  

Unlike boys and men, girls and women are made to be responsible for household labour that oftentimes restricts them from participating in educational and work pursuits, preventing them from developing their reading and writing skills (IWGIA, 2011). Concerningly, because women make up a higher percentage of the informal economy, where literacy skills are less needed, they are made vulnerable to increased risk of exploitation and insecure employment, reducing their ability to support themselves financially. A woman’s lack of income and forced financial dependence exacerbates the powerlessness caused by illiteracy as it leaves them with less bargaining power than their husbands, increasing the risk of domestic violence (Ballard, 2021; IWDA, 2018).   

An inability to read or write limits people’s opportunities to learn about their rights and makes it challenging for them to navigate the support systems offered to victims of violence, or to engage in civil society generally. An inability to comprehend political policies and voting ballots for instance, hinders people from casting their vote – a right that was hard fought for by women (IWDA, 2018). Illiteracy also complicates people’s ability to engage with health services and understand and correctly apply health information, leaving them at greater risk of transmitting and being affected by disease (Miranda, 2021). This is concerning for women’s sexual and reproductive health, as women are more susceptible to sexually transmitted diseases than men (Sandee LaMotte, 2019).  

In addition to poverty and rural isolation, other circumstances further contribute towards Indigenous people’s poor literacy rates. Indigenous communities are characterised by their seasonal, temporary or permanent migration patterns which interrupts children’s education, as is the case in the DRC where Indigenous peoples live in nomadic or semi-nomadic groups. 65% of the DRC is covered in forest, which is the life source of the county’s Indigenous communities (Hanemann, 2005; IWGIA, 2011). As protectors of these forests, which are rich in minerals and timber, Indigenous communities are oftentimes also plagued by conflict. The Batwa pygmies in the DRC have consequently been targets of violence from several armed factions, while receiving no protection from and being largely excluded from Congolese society (Hanemann, 2005).  

Indigenous culture and languages are also characterised by an emphasis on orality over literacy. It is, therefore, not uncommon for Indigenous people to be fluent orally, but not be able to read or write in their own language. Education systems also rarely teach in Indigenous languages, further contributing towards lower literacy levels (Hanemann, 2005; Ballard, 2021).               

Indigenous people, and particularly Indigenous women, are evidently at a distinct disadvantage because of discriminately high rates of illiteracy which hinder them from participating fully in society. To rectify this and facilitate capacity-strengthening amongst Indigenous groups, the FCPEEP (a partner of WECF under the Green Livelihoods Alliance) has been actively promoting the use and distribution of infographic booklets. In September and October 2024, the FCPEEP distributed 55 infographic booklets to Indigenous people and local communities around the Kahuzi Biega landscape and the Lwiro River, in South Kivu province. Many organisations were present, including MAMAN TONDE-TONDE, ECOLOFEMME, Strong Roots, IFDP and FDAPID.

The workshop was led by Pygmy leader, Salomé M’Ntavuna. Respected in her community, she shared how this visual teaching medium would enable them to learn about forest governance, forest restoration, gender integration and community engagement. Testimonies from the women themselves show the success of the project. Nsimire Naburanga Nicole, a member of the women’s association MAMAN TONDE-TONDE, commented on how women now have the capacity to prepare tree nurseries and assist in landscape restoration.

Espérance Murandikire, president of ECOLOFEMME, stressed that the booklets have helped women learn about income generating skills, which help pay for children’s tuition fees. Espérance also emphasised how the booklets have contributed to building women’s confidence. Some now feel that they can call upon their local chiefs to address important matters, fostering impactful change. 

More details about this campaign are shared in this video: Campagne de sensibilisation sur  l’utilisation de la boite à images. 

The potential of these infographic booklets is limitless, and they present an opportunity to keep illiterate groups informed and involved in any matters of relevance. It is the hope of the FCPEEP that this concept be adopted by many more, to ensure equitable and meaningful participation in forest governance.