The illiteracy monster [Archives:2006/915/Reportage]
With all the effort given to improving education in Yemen, a lack of seriousness from citizens and the government still exists. Change was expected after the revolution, but 42 years later, illiteracy is still a monster haunting our country's further development.
Estimates indicate that Yemen has an illiteracy rate of seven million. Women constitute the majority, especially alphabetical illiteracy. Records from the Illiteracy Eradication and Adult Teaching organization estimate an overall illiteracy rate of 49.3 percent. The rate among females is 67.9 percent and 34 percent among males. In urban areas, the rate is 38.3 percent, whereas it is 57.6 percent in rural areas. However, within the productive workforce, the rate drops to 10.45 percent.
What motivates women to join illiteracy classes? Is it a longing for modernization or do they really want to learn?
Samira Al-Ba'dni said she joined illiteracy eradication classes “in order to read and write my letters myself, because I need that. My husband, my son and most of my relatives are expatriates. Now I can read and write in a relatively good manner and it is better than asking the neighbors to do it for me. There are some secrets one does not want others to know.” Who encouraged her? “My husband,” she answered.
Killing time
The illiteracy eradication center is close to Um Somia's home. They meet to discuss matters for an hour or two. If students do not come, the teacher telephones them. She said they spend the time simply talking and playing. “Concerning learning, we gain nothing.”
Coquetry
Um Mohamed answered laughingly that her motivation for joining illiteracy eradication classes was jealousy of other girls who go to school. She said she does not want to be a kitchen servant, adding that she will continue to university.
When asked if illiteracy students come for the sake of learning, deputy headmistress Maha answered that they do come to learn, but in very limited numbers, adding that they sometimes do not receive any students. This is because they either want to learn reading or writing only or they are embarrassed. She noted that even those who join general schools rarely continue. The reasons could be intensive subjects and homework. She believes the longer teaching time, compared to illiteracy eradication classes, as well as new subjects that are hard to understand, also are to blame. Concerning the scientific standard, she also believes it is either weak or medium. There are no distinctive standards among post-illiteracy eradication students.
Illiteracy expected to rise
Misksa Al-Junaid of the national organization for fighting illiteracy said illiteracy will never end as long as pupils opt out of school, noting that the rate of girls attending school is only 49 percent. This means the future illiteracy burden will be 51 percent, a problem that can be met by stopping its origin – opting out of school.
Al-Junaid concluded by hoping that there will be serious cooperation between interested parties to free the targeted alphabetical illiterate. Yemen still is fighting alphabetical illiteracy, while the world has left it behind and headed for eradicating computer illiteracy.
A monster we cannot face
Khalid Shamakh, General Manager of Examinations and Assessment in the general administration of Illiteracy Eradication and Adult Education, said illiteracy is a monster threatening our future, noting that it is one side of the triangle humanity is fighting: poverty, disease and illiteracy.
“Illiteracy is a real threat which needs the joint effort of all community sectors. Organizations, authorities and official establishments should play active roles in this respect,” he said. Since 1990, the state has demonstrated its concern by forming a technical institute for illiteracy and adult education and enacting the 1998 Illiteracy and Adult Education Law, together with a national strategy for illiteracy eradication.
As for achievements the organization seeks to fulfill, Shamakh noted that 55,674 students joined illiteracy classes in 2000. Among these, 48,572 were female, whereas 7,102 were male. Concerning problems faced, he said there are annual tributaries for illiteracy, such as opting out of school in grades 1-4 and abstaining from joining basic education.
As to whether Yemen will be able to eradicate illiteracy, he said, “Referring to the above-mentioned problems, we have great difficulties because of weak abilities. There should be joint efforts from all the community.”
Hana'a Al-Adimi prepares and presents an illiteracy program on the educational channel. It aims at eradicating illiteracy in Yemen by direct broadcasting to these sectors. She said the program, called, “Let us learn,” is methodological and aims to eradicate illiteracy in all its scientific and behavioral forms. She noted that there are future programs being developed that will contribute to eradicating illiteracy.
Illiteracy is not limited to alphabetical illiteracy. There also is skill and computer illiteracy involving large numbers of people, including intellectuals. The illiteracy rate in Israel is zero. Unfortunately, followers of the message whose first order to their prophet was, “Recite,” still have a high illiteracy rate.
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[archive-e:915-v:14-y:2006-d:2006-01-26-p:report]
