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Mobile Education for 
improving low rate of 
Literacy in Morocco 
By Saida BOUHMIDI 
June 2012
I have a dream !! 
 35 Millions of Moroccan could at least write and read their name 
 Completion of full primary schooling by all Moroccan children 
 Equitable access to learning and life skills programs for young 
people and adults 
 Eliminate gender disparity
Evolving understandings 
Definitions of literacy have broadened in the past 20 years 
o The most common understanding of literacy: a tangible set of skills, 
particularly the cognitive skills of reading and writing 
o Notion of functional literacy focuses on how these skills are applied 
in relevant ways. UNESCO’s 1978 definition still in use today 
o Literacy as transformative: an active process of learning involving 
social awareness and critical reflection 
o Literacy is widely viewed as a continuum of skills 
o Increasing reference is made to the importance of rich literate 
environments
Why literacy? 
 Literacy is a right 
 Literacy is a foundation for all further learning 
 Literacy carries profound individual and social 
benefits 
 Literacy matters for poverty reduction 
 Literacy drives progress towards all the 
Education for All goals 
Literacy is a right still denied to some 771 million adults 
Literacy is neglected on policy agendas
Benefits: 
why literacy matters 
 Self-esteem and empowerment: widening choices, access to other rights 
 Political benefits: increased civic participation in community activities, trade 
unions and local politics 
 Cultural benefits: questioning attitudes and norms; improves ability to 
engage with one’s culture 
 Social benefits: better knowledge of healthcare, family planning and 
HIV/AIDS prevention; higher chance of parents educating children 
 Economic benefits: Returns on investment in adult literacy programs are 
comparable to those in primary level education
Literacy: countries in the spotlight 
Three-quarters of the world’s illiterate adults 
live in 12 countries 
Source: www.efareport.unesco.org
Zoom in : Morocco 
 Morocco had the lowest adult literacy rate in North Africa; 
 48 per cent of inhabitants older than 10 years old are illiterate 
 Two million children between 9 and 15 years old don’t have access to 
school and don’t benefit of any kind of education. 
 The low rate of literacy, places Morocco at 121st Position among 177 
countries for which the index has been calculated. 
However 
 Telecommunication network is among the most developed in Africa 
 The mobile penetration rate is around 104, 78 % which presents more than 
33 Millions of mobile phone holders’ 
 Mobile phone mobile services have proven able to answer to the needs of 
all classes of the population . 
ANRT : Tableau de Bord Trimestriel Mars 2011
Why Literacy Programs end in 
Failure ? 1/3 
Social factors: 
o In Berber villages, there is strong social pressure on girls not to attend school 
o The girls in rural regions get married at their lower age before age 14 which 
discourage them to continue their education. 
o Most of parents living in the rural zones are illiterate , which makes difficult to 
convince them by the importance of the schooling of their children 
o The high rate of poverty push parents to stop the primary education of their children 
and to oblige them to work in small shops to help increasing the income of the 
whole family 
o The literacy programs are not taking account the cultural diversity inside Morocco 
(more than three native languages (Tarifit, Tashelhit, Tamazight and Arabic,) )
Why Literacy Programs end in 
Failure ? 2/3 
Infrastructure factors 
o Population disparity over rural regions where peoples struggle with lack of 
appropriate schools, roads, transportation, water and electricity. 
o Most of schools in the rural areas are far from the populations , children 
need to cross at least 2 Km to reach the nearest school 
o The organization of literacy courses was not taking account the 
infrastructure issues that limit the accessibility to the locals where these 
literacy courses were offered.
Why Literacy Programs end in 
Failure ? 3/3 
Logistic factors 
o Absence of an efficient coordinator that can supply a synergy between the 
different literacy projects , programs and actions 
o Poor implication of the nongovernmental organizations and local groups 
concerning the Literacy and Non-formal Education programs 
o Missing of an efficient monitoring and evaluation system of Non-formal and 
formal Education programs
Literacy Programs failure Versus 
Telecommunication services Success 
key success factors 
Telecom offers 
key failure factors 
Literacy Programs 
 Accessibility issues 
 Cultural diversity 
 Education level of parents 
 Disadvantaged backgrounds 
 Geographic location 
 Incomes 
 Gender disparity Learners dont have enough 
and well-designed teaching 
material
Let’s ask some questions !! 
How to use our strengths to address our weaknesses ? 
 How to improve the rate of literacy in Morocco by taking 
advantage of the high penetration rate of mobile phone ? 
 How to insure the implementation success of mEducation 
solution? 
 Who could be the main potential sponsors of this project?
Proposal 
• Recorded contents 
• Radio broadcasting 
• TV 
• 3G contents 
To insure the relevance of such education concept, mEducation does not 
prevent the student from taking exams or participating in formal gatherings at 
the institution’s premises.
Main stakeholders 
The main stakeholders of such mEducation program, that I could list are: 
 mEducation program Manager that will be the bridge between all 
Internal and external stakeholders 
 Mobile content providers as Main stakeholder 
 Moroccan government ( Minister of Education ) as sponsor 
 The local telecom operators as sponsor and partner 
 SNRT : National company of radio and television as sponsor and 
partner
Q&A
If you need more detail Or you would like to sponsor this initiative please contact : 
Saida BOUHMIDI 
sa_bouhmidi@yahoo.fr 
@sbouhmidi 
Saida Bouhmidi

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Mobile education saida bouhmidi

  • 1. Mobile Education for improving low rate of Literacy in Morocco By Saida BOUHMIDI June 2012
  • 2. I have a dream !!  35 Millions of Moroccan could at least write and read their name  Completion of full primary schooling by all Moroccan children  Equitable access to learning and life skills programs for young people and adults  Eliminate gender disparity
  • 3. Evolving understandings Definitions of literacy have broadened in the past 20 years o The most common understanding of literacy: a tangible set of skills, particularly the cognitive skills of reading and writing o Notion of functional literacy focuses on how these skills are applied in relevant ways. UNESCO’s 1978 definition still in use today o Literacy as transformative: an active process of learning involving social awareness and critical reflection o Literacy is widely viewed as a continuum of skills o Increasing reference is made to the importance of rich literate environments
  • 4. Why literacy?  Literacy is a right  Literacy is a foundation for all further learning  Literacy carries profound individual and social benefits  Literacy matters for poverty reduction  Literacy drives progress towards all the Education for All goals Literacy is a right still denied to some 771 million adults Literacy is neglected on policy agendas
  • 5. Benefits: why literacy matters  Self-esteem and empowerment: widening choices, access to other rights  Political benefits: increased civic participation in community activities, trade unions and local politics  Cultural benefits: questioning attitudes and norms; improves ability to engage with one’s culture  Social benefits: better knowledge of healthcare, family planning and HIV/AIDS prevention; higher chance of parents educating children  Economic benefits: Returns on investment in adult literacy programs are comparable to those in primary level education
  • 6. Literacy: countries in the spotlight Three-quarters of the world’s illiterate adults live in 12 countries Source: www.efareport.unesco.org
  • 7. Zoom in : Morocco  Morocco had the lowest adult literacy rate in North Africa;  48 per cent of inhabitants older than 10 years old are illiterate  Two million children between 9 and 15 years old don’t have access to school and don’t benefit of any kind of education.  The low rate of literacy, places Morocco at 121st Position among 177 countries for which the index has been calculated. However  Telecommunication network is among the most developed in Africa  The mobile penetration rate is around 104, 78 % which presents more than 33 Millions of mobile phone holders’  Mobile phone mobile services have proven able to answer to the needs of all classes of the population . ANRT : Tableau de Bord Trimestriel Mars 2011
  • 8. Why Literacy Programs end in Failure ? 1/3 Social factors: o In Berber villages, there is strong social pressure on girls not to attend school o The girls in rural regions get married at their lower age before age 14 which discourage them to continue their education. o Most of parents living in the rural zones are illiterate , which makes difficult to convince them by the importance of the schooling of their children o The high rate of poverty push parents to stop the primary education of their children and to oblige them to work in small shops to help increasing the income of the whole family o The literacy programs are not taking account the cultural diversity inside Morocco (more than three native languages (Tarifit, Tashelhit, Tamazight and Arabic,) )
  • 9. Why Literacy Programs end in Failure ? 2/3 Infrastructure factors o Population disparity over rural regions where peoples struggle with lack of appropriate schools, roads, transportation, water and electricity. o Most of schools in the rural areas are far from the populations , children need to cross at least 2 Km to reach the nearest school o The organization of literacy courses was not taking account the infrastructure issues that limit the accessibility to the locals where these literacy courses were offered.
  • 10. Why Literacy Programs end in Failure ? 3/3 Logistic factors o Absence of an efficient coordinator that can supply a synergy between the different literacy projects , programs and actions o Poor implication of the nongovernmental organizations and local groups concerning the Literacy and Non-formal Education programs o Missing of an efficient monitoring and evaluation system of Non-formal and formal Education programs
  • 11. Literacy Programs failure Versus Telecommunication services Success key success factors Telecom offers key failure factors Literacy Programs  Accessibility issues  Cultural diversity  Education level of parents  Disadvantaged backgrounds  Geographic location  Incomes  Gender disparity Learners dont have enough and well-designed teaching material
  • 12. Let’s ask some questions !! How to use our strengths to address our weaknesses ?  How to improve the rate of literacy in Morocco by taking advantage of the high penetration rate of mobile phone ?  How to insure the implementation success of mEducation solution?  Who could be the main potential sponsors of this project?
  • 13. Proposal • Recorded contents • Radio broadcasting • TV • 3G contents To insure the relevance of such education concept, mEducation does not prevent the student from taking exams or participating in formal gatherings at the institution’s premises.
  • 14. Main stakeholders The main stakeholders of such mEducation program, that I could list are:  mEducation program Manager that will be the bridge between all Internal and external stakeholders  Mobile content providers as Main stakeholder  Moroccan government ( Minister of Education ) as sponsor  The local telecom operators as sponsor and partner  SNRT : National company of radio and television as sponsor and partner
  • 15. Q&A
  • 16. If you need more detail Or you would like to sponsor this initiative please contact : Saida BOUHMIDI sa_bouhmidi@yahoo.fr @sbouhmidi Saida Bouhmidi