THE  recent efforts by several organizations, particularly the non-governmental organizations, to tackle illiteracy  represent a positive, supporting role in the national fight to eliminate the problem from society. Though the problem of illiteracy is not pervasive in Guyana, its very existence is a cause for concern which cannot be addressed by the Ministry of Education alone.
The challenge requires the attention of all stakeholders including religious institutions, notably community literacy groups and even university students to play their part to engineer its riddance.
It is heartening to know when these organizations, many of whom are committed and dedicated to the cause, throw in their lot to arrest the problem.
In this regard, the Ithaca Literacy Group of Region Five is  no exception and stands out as a model worthy of emulation by similar existing groups and serves as an inspiration for the setting up of related groups at the community level, throughout the country.
The group, in its quest to increase youth involvement in learning and to improve their literacy, numeracy, composition and comprehension skills, has been able to garner the support of parents and community members in the push to realize its aims.
What is pleasing to note too, is that reports have indicated that the Ithaca Reading Group has not only been making a positive impact in improving students’ literacy and numeracy levels, it has also generated a positive spin-off.  The students, in turn, teach their illiterate parents how to read and write, and the story does not end here.
According to reports, one student taught her father how to read and write and he was able to secure a promotion from a cane harvester to a checker.
The group also, through its concerted efforts, has attracted the attention and found a partner in the Rotary Club of Stabroek which has been providing books, teaching aids, stationery and other literacy resources, targeting mainly slow learners in the pursuit to further the noble cause.
This is the kind of effort that is needed to address the problem of illiteracy in Guyana and the work of the Ithaca Literacy Group is also a clear demonstration that a genuine effort does not only result in success but attracts meaningful support as well.
The work of the literacy group and its partnership with the Rotary Club of Georgetown cannot be more pleasing to the Ministry of Education, which has been spearheading its responses to the problem through the National Literacy Unit.
The unit, since its establishment in 2008, has been tackling the problem both in and out of the formal school system, covering every administrative region.
The coordinator for the formal education system has regional literacy coordinators for all the administrative regions of the country and together, they work collaboratively with teachers and other literacy educators to provide additional support outside of  official school hours.
In a similar manner, the coordinator for the non-formal system works with appointed literacy educators throughout the country to provide literacy training for persons outside the formal school system, including those at correctional institutions.
In all of these interventions, attaining quality standard is a major goal and the unit continues to receive technical expertise from VSO volunteers recruited from the United Kingdom in this regard.
Evaluation of these interventions is ongoing and, according to the National Centre for Educational Resource Development(NCERD), the preliminary results released so far have indicated that the investment and the strategic direction for literacy are bearing fruit.
It noted that the pre-test result for the Fast Track Literacy programme has an average reading age of six years four months and, when compared with the post-test results six months after, the reading age moved up to eight years four months, showing a growth rate of two years.
However, the comparative results for the literacy programme at the primary level in the formal school system indicate that more work needs to be done but reflect an encouraging sign of improvement.
The literacy unit, this year, also started a literacy programme targeting families as it recognizes the critical role parents have to play in educating their children.
Apart from these efforts, it is encouraging to note that some University of Guyana students have been asked to carry out book drives as part of their English 123 course work.
This step by the university students is highly commendable as it complements the tireless work of the Ministry of Education to eradicate the problem once and for all.
It would be great if the university can take this simple step to another level by establishing a relationship with the National Literacy Unit and begin to tackle the problem at the community level through  religious institutions, the schools and community centres.
Outreaches in this direction by students of the university would not only be a major boost in the fight to eliminate the problem; it will also instill in them a spirit of volunteerism, particularly teamwork, management and leadership skills.