Literacy – a building block for real change in rural areas
By Maria Hartl, Senior Technical Specialist – Gender and Social Equity
The persistence of such high numbers of people who cannot read and write, compounded by high levels of poverty, demographic pressure, and lack of schools and teachers , raise questions whether even with strong political will and injection of resources, the literacy goals will be achieved as envisaged. Children may be enrolled, but leave school with minimal levels of literacy – because they do not attend, or the teacher does not show up, or there are emergencies that result in the closure of classes or schools. Malnutrition also makes it more difficult for children to regularly attend school and to learn while they are there. Special efforts are required to meet the needs of drop-outs from formal schooling.
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In Morocco, the Agricultural Value Chain Development Programme in the Mountain Zones of Taza Province enabled 1440 participants including 960 women to participate in functional literacy training in 2016. Once they have completed their literacy training, trainees will start income-generating activities.
Recently I received a beautiful letter from a group of women in Taza, whom I had met on a previous field visit. They wrote: "we were not able to attend school before, but thanks to the project we could realize our dreams and carry the torch of knowledge and learning into our daily family live and professional activities. The classes enabled us to participate in our personal and local development initiatives. Thank you!"
Technical and vocational skills development for poverty alleviation. Report of the international consultation (Rome, 22-23 June 2011)