Home / Science / Arabic day for literacy. The Arab world needs literacy more than ever Nasreen Ramdani

Arabic day for literacy. The Arab world needs literacy more than ever Nasreen Ramdani



In light of the statistics on illiteracy in the Arab world, we can not deny that we do not have better alternatives to literacy programs, but initiatives are needed to reduce ignorance on the minds of the Arab countries.

According to the latest data from the Arab League's Educational, Cultural and Scientific Organization, the rate of illiteracy in the Arab countries is 21%, while the global average is slightly above 13%. The most serious of the great disparities among the illiterates of the Arab world and the world is that the Arab rate should increase according to ALECSO, due to the poor educational conditions in a number of countries experiencing crisis and war, which have led to education of over 13 million Arab children.

Many criticize the literacy programs in the Arab world and consider them a mere blatant propaganda of outdated schemes in their future policies and plans. It is true that the literacy programs in the Arab world were only a political propaganda of backward Arab regimes, involved in the corner of failure, inability and inability to achieve the desired goals. This is an undeniable fact.

However, all these programs can not eliminate the importance of these programs and the need for large Arab segments, especially older people who have not attended school or young people who have stumbled on their academic path for social, economic or security reasons. , or even their weak scientific qualifications, which prevented them from learning and absorbing the scourge of ignorance.

There is an endless series of questions that arise when we discuss literacy programs in the Arab world: critics of these programs are responsible for providing adequate answers: what alternatives can be offered if we eliminate literacy programs in the Arab world? How will the gaps of ignorance be filled even in the simplest and most primitive manifestations without mentioning the course of scientific and technological progress? In what ways and mechanisms is it possible to remedy the consequences of not sitting in the classroom, even for a few years, to learn what the teacher teaches her students from their mother tongue?

Yesterday, the Arab countries have struggled to spread education among all segments of society and today many countries are fighting against early leaving.

Before talking about the fact that illiteracy in the modern era means not acquiring the ability to use the programs, applications and devices that have been provided to us by technological development, we must not forget that many of us can not decipher the first lemmas of your mother tongue or read the accompanying document for some medicines to know how and conditions of use or reading Road signs on the road and other everyday things are simple.

On the other hand, the large number of those who are cut off from the annual study in the Arab world makes it necessary to revise the literacy programs to meet the needs of these groups, which, if neglected, can turn into annoying elements due to of crime or marginalization. And its surroundings.

Despite all the differences between past and present, the Arab world has been experiencing the same challenges for years: today we celebrate the Arab literacy initiative adopted by the Arab Organization for Education, Culture and Science (ALECSO ) in 1970 with the goal of universal primary education and the fight against illiteracy. Same selections with some changes.

Yesterday, the Arab countries have struggled to spread education among all segments of society and have launched many fronts to win the battle for the education of girls. Today, many countries in the Middle East and North Africa are struggling to counteract early leaving.

Currently, the rate of illiteracy among women in Arab countries is estimated at 26%, the highest in the world. Naturally, cultural and social factors are the main reason for this, including the domination of conservative and masculine culture, early marriage, poverty and the level of parent education.

Elkso says that between 7 and 20% of children in the Arab world leave elementary school, and in some countries in the region this figure exceeds 30%.

After all the talk about illiteracy in the Arab world, it is not reasonable to say that literacy programs are not important: this thesis lacks any legitimacy and seems far from reality.


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