Chiapas Puede Literacy Programme Shows How Learning Can Change Lives

In Chiapas, one of Mexico’s most culturally rich regions, literacy is treated as something far deeper than just a classroom skill. It is being framed as a way to restore confidence, strengthen communities and address long-standing social inequalities. This approach is exactly why UNESCO has highlighted the Chiapas Puede Literacy programme as a strong example of best practice in youth and adult education throughout Latin America.

The challenge is quite a serious one. Did you know that close to 13 young people and adults out of every 100 in Chiapas have never even had the chance to learn to read, write or do basic maths? For many, this has limited their ability to work, participate in community life or even manage everyday tasks. Realising this, in response, the state government finally launched Chiapas Puede with a grand goal to cut illiteracy to below 4% by December 2026.

A Programme Built for the Problem

Chiapas Puede is big in both ambition and reach. More than 120,000 learners are already part of this programme, a number comparable to the entire school population of countries like Uruguay or Costa Rica. Supporting them are thousands of literacy educators, many are university students and community volunteers. This mix brings together fresh energy, academic insights as well as deep local knowledge.

What makes Chiapas Puede literacy programme really stand apart is its purpose. The prime focus being people who have been left out of formal education, mainly women and older adults located in rural and Indigenous communities. Literacy in such places is not treated as an abstract goal, but as a practical tool that helps people gain independence, confidence and a stronger voice within their communities.

Teaching literacy in a deeply diverse setting

UNESCO’s involvement included taking part in the “Visions of Literacy” forum in Tuxtla Gutiérrez, where researchers and educators spoke openly about the realities of teaching literacy in Chiapas. The state is home to 12 Indigenous groups who speak 13 different languages, making a one-size-fits-all approach impossible.

Participants agreed that what they learn must feel relevant to their lives. Lessons need  to feel connected with local culture, their traditions and their ways of thinking, rather than just replacing them. Another key area of focus was Bilingual literacy, with strong support for teaching first in a learner’s mother tongue so that reading and writing feel natural and meaningful.

Gender equality also featured strongly in discussions. Since most learners are women, the programme actively works to recognise their leadership roles and support their rights within their families and communities. On top of that, there are very real practical challenges, from delivering materials across mountains and jungle terrain to experimenting with digital tools and artificial intelligence to support multilingual learning. Arts and culture are also being used as creative entry points into literacy, making learning more engaging and familiar.

Growing from the Community

To understand how the program works, a visit to a study circle in San Pedro Pedernal, in the municipality of Huixtán, gives a clear picture. In this community, where Tsotsil and Tseltal are widely spoken, learners come together with their families, turning literacy into a shared, supportive experience.

During the visit, participants speak about what literacy means to them. Many want to sign their own names for the first time, manage simple maths to sell their products or feel more confident in daily interactions. Just as importantly, they want to do all of this without losing their traditions or language. These moments show how literacy, when done thoughtfully, can strengthen cultural identity rather than threaten it.

Why Chiapas Puede matters beyond Chiapas

According to UNESCO representatives, the Chiapas Puede literacy programme is doing more than teaching basic skills. It is helping to build inclusion, strengthen community ties and create more peaceful and connected societies. Because of this, it has the potential to guide similar efforts in other parts of Mexico and across the wider region.

By supporting Chiapas Puede, UNESCO is once again enforcing its commitment in providing fair and inclusive education, parallel with Sustainable Development Goal 4, in particular Target 4.6, aiming to ensure that youngsters and adults everywhere receive literacy and numeracy.The global goal is very much becoming a lived reality, shaped by local voices, languages and communities.