The Level of Illiteracy of Nations with a Positive Environment for Democracy - Essay Example

Unit Literacy and Democracy in modern society Introduction Throughout the world, civic literacy has invariably been perceived pivotal for a flourishing democracy. Having informed citizens at the helm of a democratic state has long been held a fundamental facet for the wellbeing of a country both in internal as well as external affairs. There is a looming assumption among the more democratic countries that their citizens are better learned, better versed in proper manner of managing their institutions, and to a greater extent, an indomitable pride that their systems and institutions are better run by their respective governments. In this contemporary age of globalization, rapid technological change and variety and an overwhelming broil of politics, nations more than ever need to bring on their debate tables serious issues, draft effective policies and weed out narrow politics that are based entirely on quiet cynicism and self-interest. The link between civic literacy and a sound democracy cannot be overlooked in the faction of our modern society. Developed nations have invested enormously and obligingly expressed intention to fund, keep, sustain, protect and support learning institutions even amid harsh economic times. This, therefore, brings up the research question in this term paper. We seek to explore the empirical statement that “Are countries with higher literacy rates more democratic than those with lower literacy rates?” Literature Review The question of the interrelationship between democracy and illiteracy is modern albeit various political scientists have attempted to delve in the subject. In his book “Democracy and education” John Deway notes that the developing countries had an average of 40% literacy in individuals aged 15-34. Moreover, these countries’ level of democracy is remarkably low. In contrast, he noted that for the similar age bracket, developed nations recorded a staggering mean of 79.5% literacy level and in a similar fashion a consistently higher democratic in the running of their institutions (Dewey 126). His findings were consistent with that of political scientist and researcher Henry Miller. In his academic work “Civic literacy: How informed Citizens make democracy work”, Miller takes a critical analysis at the social-economical welfare of Scandinavian countries and comes up with very interesting findings. Key among the findings is a revelation that the countries boast of 89% literacy and are very democratic in handling their political affairs (Milner 39). It is from these researches that I wish to build on this research work and establish conclusively if the findings above are consistent with my findings. Operationalization and Hypotheses While the definition of democracy maybe overwhelming, on a general scope, in this research paper, I seek to clarify the precision and scope which definition of this word covers. Fundamentally, democracy is inclusive of the freedoms and rights to vote, the liberty of citizens to express themselves freely, the freedom of political heads to contend for votes. Moreover, it includes the right of eligibility to contest for a public office, the right to free and fair elections, the principle right to join and/or form organization, and the right to make policies in government institutions through voting (Milner 76). With this criterion, we have a framework through which we can operationalize and quantify democracy; we can term one state to be more democratic than the other. Further, in this context, literacy encompasses the ability to read, write and make sound and well informed political and social decision (Dewey 67). Finally, to define the hypothesis in this research paper, it is that Countries with higher literacy rates are more democratic than those with lower literacy rates. The null hypothesis is that there is no significant difference in democracy between countries with higher literacy rates and those with lower literacy rates. Research Design and Data This research was carried out with data analyzed from 4 continents with a sample of three countries in every continent. Initially, I took a cohort study of populations aged between 18 and 40. These were a group of people with each cohort sharing identical demographic characteristics. A thorough analysis of data collected from participants was done. Essentially, I carried out a descriptive research and took data through online questionnaires, government research agencies. I also worked closely with other non-governmental organizations in coming out with the figures for this intensive research. The variable under scrutiny here is the anticipated literacy level in different democratic states. The test of this hypothesis was done through use of statistical analysis and grouping of data into the categories as of continents. In the data analysis, the level of illiteracy of specific countries was calculated by taking sample region within the country and concentrating primarily on the regions with the highest population. Moreover, all the data collected was verified against other sources as the government records and a standard deviation of below 3% was maintained in all recorded findings below. Analysis and Findings The data deducted from this analysis showed the following: Out of the 74% of the world illiterate population, 40% were concentrated in Africa. Women represented 66% of the total world’s illiterate populace. Extremely low interest rates were consistent with countries with highly political instability with 59% of them being led by presidents who had gained power through a coup de tat. A staggering 86% of adults in Africa were illiterate In contrast to the years 2011 and 2012, illiteracy levels had significantly fallen in the Asian countries from 76% to 69%. There was a sharp disparity between the adult and youth illiteracy level. Statistics indicated that whilst only 47% of the youths were under the illiteracy bracket, the adult population stood at 77% of them being illiterate. In countries that recorded an average literacy rate of 50% and above, there were consistent civil strife and the general political environment in the respective countries was either unpredictable or was already unstable. 77% of the citizens in their respective countries believed that eradicating illiteracy would inevitably make their countries more democratic. Percentage of Illiteracy Level in 4 Continents Illiteracy levels and democracy Developing Nations Middle Income Nations Developed Nations Level of Illiteracy (%) 74 48 8 Countries that were deemed democratic (%) 12 46 84 Changes in illiteracy levels over the past 2 years. (%) -5 -9 -2 Conclusion From this research, found out and made very remarkable conclusion. It is well beyond reasonable doubt that indeed there is a relationship that exists between the level of illiteracy of nations with positive environment for democracy to be effectively exercised and flourish. This statistical analysis certainly supported the hypothesis test under scrutiny in this research. Undoubtedly, we realize from the data analyzed that there is a negative relationship between the level of illiteracy and democracy I nations. This proves the hypothesis that countries with higher literacy rates are more democratic than those with lower literacy rates. The obvious implication of this finding is that as nations strive to eradicate illiteracy, there is creation of awareness among the citizens regarding their freedoms, rights and obligations as citizens. Moreover, this research is instrumental in promoting democracy in developing worlds. This is because it digs deep to the root causes of tyranny and the rise of despotic and rebel movements in this states. While illiteracy alone does not stand to eradicate he democracy problem in these countries, it is a sure leap in ensuring that democracy is sustained and the long term even in countries where the voters are least concerned with the essence of the voting exercise (Dewey 176). Eradicating illiteracy is a sure fire way of reawakening societies and letting the citizens understand the real issues of the society (Milner 109). Finally, this research is a proof that indeed literacy eradication is vital if developing nations wish to propel themselves in economic development References Dewey, John. Democracy and Education. Belle Fourche: NuVision Publications, 2004. Internet resource. Milner, Henry. Civic Literacy: How Informed Citizens Make Democracy Work. Hanover, Nh: University Press of New England, 2008. Print. Read More