Functional Literacy: Terminological Ambiguity in the Worldwide Educational Context
Functional Literacy: Terminological Ambiguity in the Worldwide Educational Context

Summary/Abstract: The paper deals with the theoretical analysis of different interpretations and interpretation backgrounds of the concept “functional literacy” represented in contemporaryworldwide educational discourse. Within the study it was fixed that the researched phenomenon iswidely addressed today due to the globalization agenda and a strong need for qualitatively preparedspecialists ready to function in the highly competitive environment regardless of their professionalsphere. Methodologically the research was supported by document analysis, interpretation,generalization and forecasting while terminological analysis and context approach were dominatingat all research stages. It was proved that the term “functional literacy” is characterized bysignificant meaning scattering and has a potential for extensive development in the future providingsufficient uncertainty and making it rather hard to define its place in the terminological structure ofmodern educational context.

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