Sufficiency Re-examined: A Capabilities Perspective on the Assessment of Functional Adult Literacy
从能力视角重新审视功能性成人识字的评估，指出文盲/非文盲二分法虽被质疑，但在分析发展中国家教育成就和不平等时仍有实用价值，并探讨了改变这一分类的潜在影响。
Abstract There is a growing consensus that the dichotomous categories of literate and illiterate should be abandoned. However, the dichotomy has considerable utility in the analysis of educational achievements and inequality in developing countries. Statistics on functional adult literacy are intended to tell us whether people have achieved a minimum level or threshold of functioning necessary for their daily life. We should therefore carefully consider the implications of such change.