Gender, Literacy, and Empowerment in Morocco (Middle East Studies-History, Politics & Law)

Book Cover......Page 1
Half-title......Page 2
Title......Page 4
Copyright......Page 5
Contents......Page 6
Acknowledgments......Page 7
List of Tables and Figures......Page 8
Introduction......Page 10
ADULT LITERACY RESEARCH AND GENDER: A BRIEF OVERVIEW......Page 14
THE NEED FOR MORE RESEARCH......Page 16
ADULT LITERACY RESEARCH IN MOROCCO......Page 17
IDENTIFYING WOMEN’S LITERACY NEEDS......Page 22
ASSESSING WOMEN’S LITERACY ATTAINMENT......Page 24
INVESTIGATING EMPOWERMENT THROUGH LITERACY......Page 27
CONCLUSION......Page 30
DEFINING LITERACY......Page 32
CONCEPTIONS OF ADULT LITERACY......Page 33
LITERACY AS A BASIC SKILL......Page 34
Measuring basic literacy: some problems......Page 35
Measuring basic literacy: some solutions......Page 37
BASIC LITERACY AND LANGUAGE CHOICE......Page 39
Mother tongue literacy experience......Page 40
Selected mother tongue experience......Page 41
The transitional stage experience......Page 42
The official language experience......Page 44
ADULT LITERACY AS A BASIC SKILL: WHERE DOES THE PRESENT STUDY STAND?......Page 45
FUNCTIONAL LITERACY......Page 46
The multi-facets of functional literacy......Page 47
Functional literacy and adult education programs......Page 48
LITERACY AS AN EMPOWERING SKILL......Page 50
Definition of empowerment......Page 51
APPROACHES TO WOMEN’S LITERACY......Page 52
Measuring empowerment......Page 53
CONCLUSION......Page 55
DEFINING ADULT EDUCATION, CAMPAIGN AND PROGRAM......Page 56
The political side of literacy......Page 57
The functional side of literacy......Page 58
The Experimental World Literacy Program (EWLP)......Page 59
Looking for a responsible body......Page 60
The Jomtien call and Morocco’s response......Page 61
The Moroccan Adult Literacy Directorate......Page 63
Organization and coverage......Page 64
Textbooks and method......Page 65
Limited returns......Page 66
The National Charter of Education and Training......Page 67
The Education Decade: 2000–2010......Page 68
The Government-sector-based literacy program......Page 69
The Industrial-sector-based Literacy Program......Page 70
CONCLUSION......Page 71
4 Research Design, Data, and Sample......Page 74
RESEARCH DESIGN......Page 75
The visited adult literacy centers: organism, location and schedule......Page 76
WOMEN’S LITERACY NEEDS AND LEARNING NEEDS: SAMPLE AND DATA......Page 79
WOMEN’S LITERACY ATTAINMENTS: SAMPLE AND INSTRUMENTS......Page 80
Sample......Page 81
The Functional Test......Page 82
Scoring criteria......Page 83
ASSESSING WOMEN’S EMPOWERMENT: DATA AND TECHNIQUES......Page 84
CONCLUSION......Page 86
THE TARGET BENEFICIARIES: A HOMOGENEOUS GROUP OR A DISPARATE POPULATION?......Page 88
The respondents’ family status......Page 89
The respondents’ occupation......Page 90
The respondents’ literacy experience in chilhood......Page 91
The causes of illiteracy......Page 92
The causes of dropping out of the literacy course......Page 93
SUMMARY OF THE RESULTS AND DISCUSSION......Page 95
The impact of tradition......Page 96
The quality of education......Page 97
Illiteracy and poverty......Page 99
CONCLUSION......Page 100
6 Identifying Women’s Literacy Needs and Learning Needs......Page 102
Wants, needs and interests: What’s the difference?......Page 103
THE TARGET SITUATION APPROACH VERSUS THE LEARNINGCENTRED APPROACH......Page 104
Learning needs......Page 105
TARGET NEEDS AS DETERMINED BY THE PROGRAM DESIGNERS......Page 106
Target needs as expressed by the teachers......Page 108
THE RESPONDENTS’ FELT NEEDS......Page 109
Khaddouj, 50 years old......Page 110
Hlima, 32 years old......Page 111
Aicha, 34 years old......Page 112
Health-related needs......Page 113
Houria, 21 years old, rural Amazigh......Page 114
Job related perceived needs......Page 115
Continuing-education based needs......Page 116
THE LEARNERS’ REAL NEEDS......Page 117
Reaction to the ascribed contents......Page 118
Reaction to the adopted language......Page 121
Reaction to the employed logistic......Page 122
SUMMARY OF THE RESULTS AND DISCUSSION......Page 125
CONCLUSION......Page 129
7 Responding to Women’s Literacy Needs......Page 130
THE LEARNERS\' BASIC LITERACY ATTAINMENT......Page 131
The word picture matching exercise......Page 133
The letter recognition exercise......Page 134
The letter production exercise......Page 135
The word construction exercise......Page 136
The word production exercise......Page 137
The sentence completion exercise......Page 138
Case ending errors......Page 139
Definiteness......Page 140
Novel Errors......Page 141
The word order exercise......Page 142
The cloze procedure exercise......Page 143
THE LEARNERS’ PERFORMANCE IN THE BASIC COMPREHENSION EXERCISE......Page 144
THE EFFECT OF AGE AND MOTIVATION ON THE LEARNERS’ BASIC LITERACY ATTAINMENT......Page 145
THE EFFECT OF MOTHER TONGUE ON THE LEARNERS\' BASIC LITERACY ATTAINMENT......Page 146
THE EFFECT OF AREA ON THE LEARNERS’ BASIC LITERACY ATTAINMENT......Page 147
THE LEARNERS’ FUNCTIONAL LITERACY ATTAINMENT......Page 149
The impact of mother tongue and area......Page 154
SUMMARY OF THE RESULTS AND DISCUSSION......Page 155
CONCLUSION......Page 158
8 Responding to Women’s Strategic Needs......Page 160
A non equitable space in the textbooks......Page 162
Gender roles in the textbooks......Page 164
Occupational activities......Page 165
Leisure activities......Page 166
GENDER STEREOTYPING......Page 167
Citizenship......Page 168
Social fulfilment......Page 169
Resistance to social pressure......Page 170
SUMMARY OF THE RESULTS AND DISCUSSION......Page 171
CONCLUSION......Page 176
9 Toward New Perspectives of Women’s Literacy......Page 178
THE BENEFICIARIES’ PROFILES AND OBSTACLES TO THEIR LITERACY......Page 179
IDENTIFYING WOMEN’S LITERACY NEEDS......Page 181
RESPONDING TO WOMEN’S LITERACY NEEDS......Page 183
RESPONDING TO WOMEN’S STRATEGIC NEEDS......Page 187
METHODOLOGICAL AND THEORETICAL IMPLICATIONS......Page 189
RECOMMENDATIONS......Page 192
References......Page 194
Index......Page 204