"7RUNNING HEAD Adult Illiteracy significant motivator for the adult systems is gaining the ability to instruct childrenwhenever they need assistance.From a global perspective, the development experts explain that there is need tofocus on investing on qualified teachers and raising their standing. Teaching ought to bean attractive career option for the best and bright students and not as it is. Everystakeholder should be brought on board including teachers, parents, the business andcommunity leaders, as well as the institutions of higher learning and be directly involvedin addressing the high illiteracy levels. Every person has a part to play in ensuring thatadults have an access to education for them to be active participants in the society. Interpretation of dataFrom an International adult literacy and skills survey of 2003, the findings showthat the general literacy skills have had a minimal change from 1994 to 2003. Focusingon Canada, about 15 % of the population aged between 16 and 65 years have a very lowliteracy level as compared to 17 % in 1994 (Literacy Foundation, 2014). The study resultsare valid in regard to the purpose of the research study that sought to compare the adultliteracy levels over the period of 1994 to 2003. The results are valid because they can beintegrated into the findings from other studies that show that adult literacy levels have notsignificantly changed over the years. It makes the results reliable for use in anotherpopulation. The results could be liable for biases on the basis of the sample selectiontechniques and the sample size. Hence, reproducing similar results for a differentpopulation may be unattainable. The major weakness of the source is the reliance on onesource of data which may be biased. However, the strengths of the study are that it is 8RUNNING HEAD Adult Illiteracy valid and reliable whose results can be used in a different study setting. Future researchshould focus on a survey of the specific age groups whose adult illiteracy levels havestagnated over the years.A study conducted by Jogwu C.N.O (2010) focused on adult illiteracy as thecause of African underdevelopment and highlighted important findings about the topic.The research findings show that adults in the rural areas are eager to overcome thechallenge of illiteracy by attending evening adult literacy classes. However, only a few ofthem attend the classes to become fully literate. Among the reasons that have beensuggested for the slowed progress in adult literacy programs include ineffective literacycampaigns and ineffective advocacy for the adult literacy programs. From the researchfindings, it is evident that many of the countries in Africa lag behind in regard toeradicating adult illiteracy. The findings show that the study is valid and reliable since ithighlights the true picture of the African continents in regard to illiteracy levels.However, the study may be biased on the target population for the inquiry as evident thatdifferent countries have varying levels of literacy which does not emerge from thediscussion. The study is limited since the findings are not reproducible to all the countriesin Africa. The major strength of the study is that the author uses a research methodologythat allows them to highlight the social, economic, and political consequences of adultilliteracy and also make suggestions for the viable solutions. In regard to a study of adult and youth literacy that involved data analysis for 41selected countries between 1990 and 2015, it is evident that many countries have a lowlevel of literacy. The level of literacy is high for males in comparison to women and with 9RUNNING HEAD Adult Illiteracy a wide margin. In all the countries with literacy level data, more than half of the illiterateadults were women. There has been an increase in the literacy rates over the years thoughmany of the countries have not attained the EFA goal of reducing adult illiteracy by 50 %between 2000 and 2015 (UNESCO Institute for Statistics, 2016). The research findingsare valid since they correlate with other previous studies on the change of illiteracy levelsover the years. The source is reliable for use since it highlights important findings inregard to literacy statistics between 1990 and 2015. The study is unbiased since the datawas collected from various countries and hence provides a true reflection of the changesin adult illiteracy. The study has the strength of using data from various sources therebymaking it reliable for use in other research studies on the topic. Ethical outcomes from the solution-positive and negativeThe identified solutions to address adult illiteracy include encouraging corporatebasic training, enhancing the development and recognition of the skilled manpower, andcreation of a culture that encourages reading and promotes the functional reading skillsfrom an early age. The positive ethical outcome from the need to encourage corporatebasic training is that employees will be more aware of the occupational safety guidelines.On the contrary, a negative ethical outcome would be the encouragement of the feelingthat all the corporate workers are skilled and hence require equal treatment. In regard tocreating a culture that encourages reading and functional reading skills from an early age,the positive ethical outcome would be early realization of the child’s abilities andpotential. It helps them to work towards achieving their educational goals from a tenderage. The negative ethical outcome from the proposed solution would be flooding the "