摩洛哥：同时帮助数百万人群脱盲

    摩洛哥国家教育部扫除文盲办公室因通过多种增强能力方式，帮助妇女融入社会经济生活而获得教科文组织孔子教育奖荣誉提名

?  由摩洛哥教育部扫盲办公室领导的《扫盲与扫盲后项目》：“多途径增强摩洛哥妇女能力并融入社会经济生活”获得了联合国教科文组织孔子教育奖的荣誉提名。这一题名也是对该项目在降低全国文盲率上所取得积极成果的认可。
    意识到摩洛哥薄弱的识字率对国家经济和社会的发展构成了巨大的阻碍，上述项目应运而生。正如项目的原则宣言所述：“妇女在发展进程中的重要作用不容质疑，有充分的证据表明妇女的识字率跟家庭健康，对女孩教育需求的重视，能力的增强，对公共生活更多的参与以及更高的生产率有着紧密的联系。”
    法提娜·泽丹说道：“我的朋友识字。我感觉低人一等，因为我一个法语单词也不认识。”但是在一家社区学习中心接受了一项为期九个月共计300个小时的扫盲课程之后，法提娜已经可以开始自己做生意了。她现在是一家拥有7名刚脱盲妇女员工的合作社社长，这家合作社位于舌夫沙万的近郊农村。她和她的社员们参与到山羊养殖以及羊奶和传统奶酪的生产中来。她们的合作社现在总共有50多只羊，由于已经开始盈利，她们正在考虑扩张业务以及购入更先进的装备来加工奶制品。法提娜将这一生活的改变归因于她们所接受到的培训：“识字是我们现在所做一切的基础。我们变得自信和独立，我们知道了很多我们之前不知道的事情。 这一切都是缘于脱盲，否则我们永远不会达到这种程度。”
    在2005年到2011年之间，有超过四百五十万人从摩洛哥的扫盲项目中获益，其中80%是女性。每年的受益者人数也从2004/2005年的469/206人增加到2010/2011年的702/119人。这一变化带来显著的影响，即：全国的文盲率从2004年的43%下降到2011年的30%。传统上一直高于男性文盲率的女性文盲率也从55%下降到41%。
    根据要求和参与方式，扫盲教学用阿拉伯语或法语进行。每周有三次课，每次课两个小时，班级的平均规模一般为25人。学员也可以要求得到他们所感兴趣话题的相关信息或者根据他们所在地区的情况参加一项岗前培训，他们甚至还可以参与教学材料的设计。学生所学到的新技能与当地的发展息息相关，这也是改造农村贫困地区最为需要的推动力。这同时也是为什么在学习阅读，写作和算术的基础知识之余，项目还会提供关于健康，法律，银行信贷，民主体制，社会和家庭经济以及公民教育的课程。
    该项目还使得一部分学员，尤其是老年人，不再依附于他们的亲戚。瑞基亚在接受培训后重新开始从事缝纫的工作。她说：“以前我不知道怎样正确地缝制衣服。自从接受了培训之后，现在我知道了怎样量身高，肩宽以及材料的重量。” 瑞基亚的女儿说起她妈妈时一脸骄傲：“最初，是由我向她提供生活来源。从今以后，她经济独立了。每次我问她是否需要钱，她都会说自己学会了裁缝手艺并且能够独立地赚取生活费。”
    无论是对于男性还是女性来说，根据职业活动量身裁定的功能性扫盲课程都是该项目的一大特点。毕业于海滨城市拉腊什渔业技术学院的马拉卡·热都因提到了他所接受到的培训，他认为培训改变了他之前毫无目标的生活状态：“以前我的工作是一名渔民，我经常跟随其他渔民一同出海打鱼。实际上，我的未来并不确定。我不知道应该在什么时候，以何种方式打鱼以及打什么样的鱼，我甚至不知道应该去什么样的地方打鱼。事实上，我在学院所接受到的培训改变我的社会地位并坚定了我对于未来的信心。”
    法德玛是阿加迪尔附近一座村庄的家庭主妇，她也是通过接受扎库拉基金会的扫盲培训学会了一门生存技能。两年的阅读和写作课程，以及访问基金会的艺术家所带来的艺术和书法课程，完全改变了她和她同学的生活。“这一经历激励我们在阿加迪尔创立了史上第一家出售绘画作品的艺术合作社。感谢真主，一切都在变好。”

http://www.alphamaroc.com/dlca/index.php

亚历山大·本奈特

Morocco
Tackling illiteracy, millions at a time

The Illiteracy Eradication Directorate, Ministry of National Education in Morocco, is awarded the Honorable Mention of the UNESCO Confucius Prize for Literacy for its Means of Empowerment and Socio-economic Integration of Women in Morocco Programme

The “Literacy and Post-literacy programme: Means of empowerment and socio-economic integration of women in Morocco”, conducted by The Illiteracy Eradication Directorate of the Ministry of Education, was awarded an Honourable Mention by the UNESCO Confucius Literacy Prize jury in recognition of its achievements in reducing the national illiteracy rate.
The motivation for this programme was the recognition of the fact that poor literacy rates in Morocco are a significant constraint on national socio-economic
development. As the programme’s statement of principle indicates, “[Women’s] key role in the development process is beyond doubt. The link between female
literacy rates and family health, greater demand for girls’ education, empowerment, greater involvement in public life and higher productivity is well-documented”.
“My friends could read letters. And I felt inferior, because I did not know a single letter in French”, says Fatima Zitan; but after a 9-month long, 300-hour literacy course at a Community Learning Centre, Fatima was able to start her own business. Today, she is president of a cooperative that employs seven other neoliterate women in the rural district of Chefchaoun. She and her partners took up rearing goats and making milk and traditional cheese, and their herd now numbers over 50. With their cooperative turning a profit, they are looking to expand their business and buy more sophisticated equipment for the treatment of dairy products.
Fatima credits their learning with making this change in their lives possible: “The basis of everything we managed to complete is literacy. We have become confident and independent, and we know many things that we did not know before. All this we owe to literacy, otherwise we would never have reached this level.”

Over 4.5 million people, 80% of them women, benefited from literacy programmes in Morocco between 2005 and 2011, with the number of annual beneficiaries rising from 469,206 in 2004/2005 to 702,119 in 2010/2011. Its impact is clear and significant, with the national literacy rate declining from 43% in 2004 to 30% in 2011. Traditionally higher than that of men, the illiteracy rate among women has been reduced from 55% to 41%.
Teaching takes place in Arabic and/or French, according to demand and on a participatory basis, in three 2-hour sessions a week in groups averaging 25 students. Learners can also request briefing sessions on topics that concern them, receive pre-vocational training according to their region’s
opportunities, and even participate in designing teaching materials. The new skills learnt are tied to local development, an especially-needed impulse for change in the poorest rural areas. Thus, basic skills in reading, writing and arithmetic were strengthened by courses with themes as diverse as
health, law, credit and banking, democratic institutions, social and home economics, and education for citizenship.
The programme has also helped some who used to be dependent on their relatives, especially the elderly. Rkia took up sewing again after her training: “Before, I could not make clothes right. Now, after the classes, I know how to do the measures; I can measure the size, the shoulder, the weight of the fabric.” Her daughter, speaks of her mother with pride: “At first, it was me who supported her. Now…she has become independent. Whenever I ask her if she needs money, she says that she learned sewing and that she is earning money.”
Functional literacy courses tailored to professional activities were another strong focus of the programme, for men and women alike. Malaqa Redouan, a graduate of the Institute of Technology of Marine Fisheries in the coastal city of Larache, speaks of his learning experience as a cure for his former aimlessness: “I was practicing the profession of fisherman in this city, Larache. I used to accompany other fishermen. In truth, the future was uncertain for me.
I didn’t know when and how to fish or what to fish, the places where we had to fish…Indeed, the training provided to me by the Institute allowed me to promote my social situation and to ensure my future.”
Fadma, a housewife in a village close to Agadir, also learned a trade by enrolling in literacy courses at the Zakoura foundation. Two years of learning to read and write, as well as following classes in art and calligraphy taught by artists visiting the foundation, changed everything for her and her fellow students: “This experience has encouraged us to form, for the first time, an art cooperative, which is located in Agadir and engaged in the sale of paintings; and, thank God, everything is fine.”

http://www.alphamaroc.com/dlca/index.php
Alexandre Brunet