International Reading Association Literacy Award Noma Literacy Prize King Sejong Literacy Prizes

Transcription

1 O[CO United Nations Educational, Scientific and Cultural Organization International Reading Association Literacy Award Noma Literacy Prize King Sejong Literacy Prizes 2002

2 Meeting from 1 to 5 July 2002 at UNESCO Headquarters in Paris, THE JURY, appointed by the Director-General to award the International Reading Association Literacy Award, the Noma Literacy Prize and the King Sejong Literacy Prizes in recognition of the services of institutions, organizations or individuals having distinguished themselves by making a particularly meritorious and effective contribution to the struggle against illiteracy, Recalling that the International Reading Association Literacy Award, the Noma Literacy Prize and the King Sejong Literacy Prizes were established in 1979, 1980 and 1989 respectively through the generosity of the International Reading Association, the late Mr Shoichi Noma of Japan and the Government of the Republic of Korea, Paying tribute to the memory of Mr Ralph C. Staiger, founding member and Executive Director Emeritus of the International Reading Association and driving force behind the creation of the International Reading Association Literacy Award who passed away since THE JURY's last meeting, Recognizing that the demanding challenges of literacy cannot be met unless The necessary political will and commitment of Member States is aroused, the active participation of intergovernmental and non-governmental organizations, especially those working at the grassroots level, is ensured and a broad movement of international solidarity is created, Having examined seventeen nominations submitted by governments and two by nongovernmental organizations in compliance with the stipulations and criteria of the General Rules Governing the Award of Prizes for Meritorious Work in Literacy, THE JURY has unanimously decided to award: 2

3 The International Reading Association Literacy Award To the Division of Adult Education (DAE) of ERITREA For having: made a dedicated and determined effort over a long period of time under harsh and difficult conditions to build a new nation, remained consistently focused on providing literacy and non-formal education based on local needs taking into account the special needs of all ethnic groups and demobilized soldiers, systematically used desegregated data in order to strengthen the effectiveness of the programme; 2. emphasized systematic planning and management of adult literacy programmes through providing training and orientation in management and planning for co-ordinators and adult literacy personnel from various national partners and organizations such as the national unions of Eritrean Women, Youth and Students, the National Confederation of Eritrean Workers, the National Defence Force and the Ministry of Education with the support of international co-operation; 3. provided cross-sectoral adult literacy programmes including vocational training, HIV/AIDS, life skills, involved volunteers across the board to work in the programme such as 3,000 female national service personnel as adult education facilitators, carried out effective advocacy efforts manifest in the rise of completion rates from 33% in 1993/1994 to 65% in 1997/1998; 4. created self-learning opportunities through establishing 30 reading rooms equipped with post-literacy reading materials, strengthened radio programmes for adult literacy including opening radio listening centres in markets and adult literacy centres, provided short-courses in life skills, trained writers to prepare learning materials for adults in 8 mother tongues for the literacy centres and rural libraries. 3

4 The Noma Literacy Prize To the Literacy and Adult Basic Education Project (LABE), Republic of UGANDA For having: developed a comprehensive educational programme emphasizing "literacy for continual development" for both men and women, conducted learner-centred interactive activities, increased parental education as a means of enhancing children's academic performance, emphasized life skills education, created a learner-friendly environment; 2. recognized the importance of and developed partnership with local and international NGOs, local and religious organizations, and civil society groups, disseminated information on literacy to communities through national and district literacy networks, secured funding through various national and international resources; 3. evolved from a small volunteer initiative to a registered national nongovernmental organization able to raise the issue of literacy nationally, contributed to parliamentary debates and influenced governmental bills and strategic national literacy plans; 4. rendered literacy teaching accessible to more than 19,000 adults two thirds of whom are women, trained 195 women and 218 men community-based literacy instructors, 734 female and 912 male literacy instructors to teach literate and semi-literate adults. 4

5 The King Selon g Literacy Prizes To the Regional Centre for Adult Education (ASFEC), the Arab Republic of EGYPT For having: maintained as its main priority quality training in the fields of literacy and adult education of teachers and learners with special emphasis on literacy using modern technology since its creation in 1952, expanded teacher training to the whole of the Arab region, focused literacy training activities on the characteristics and needs of the targeted communities using cultural indicators, acted as a venue for national and regional workshops for literacy training and acquisition of methodological skills; 2. participated with the Government in teaching methodology, developed relations with national governments in the region and UN agencies especially UNESCO and UNICEF, enhanced the efficiency of training abroad by giving courses in various disciplines especially languages and science to teachers and trainers from the region prior to departure, produced culturally relevant research and educational materials, acted as consultants to evolve effective objectives and administrative procedures for problem-solving; 3. trained some 4,000 trainers from 1999 to 2001, opened up training for women, published educational materials, books and pamphlets for learners as well as post-literacy materials, expanded training capacities by establishing a computer laboratory and running courses, created 26 cabins to develop listening and speaking skills for the linguistics programme, opened a library specializing in literacy and adult education; 4. held training courses for teachers in the Rural Women Literacy Project, conducted training programmes for literacy and adult education I1

6 and To the Bunyad Literacy Community Council (BLCC), the Islamic Republic of PAKISTAN For having: promoted functional literacy and basic and non-formal education for rural populations including men, women, youth and young children to help them escape from working in carpet and football making factories through education, paying particular attention to women, young girls and their families, through a low-cost, cross sectoral, indigenous programme linked particularly to vocational training and access to micro credit, health education including reproductive health; 2. developed relevant contents, sound non-formal educational methodology, prepared learning and advocacy materials that are gender sensitive and relevant to the local cultural context, paying special attention to the postliteracy component; 3. secured community support, optimized local material and human resources, continuously trained grass-roots facilitators, trained personnel from other nongovernmental organizations and benefited from mutual support of other associations; 4. steadily expanded and evolved into a major programme covering 11 districts, establishing a total of 2,808 non-formal education centres in 1,886 villages for 78,776 beneficiaries, both male and female, made use of research for monitoring and evaluation, been recognized by the Government as a model for the entire country. 6

7 THE JURY, conscious of the need to reward, make known and encourage the many individuals, projects and activities in the field of literacy that can serve as examples and sources of inspiration, has further unanimously decided to award honourable mentions of the International Reading Association Literacy Award To the National Adult Literacy Database, Inc., CANADA for (1) exploiting modern technology for promotion of adult education by designing and maintaining an extensive and comprehensive website to enable free access of information and materials in French and English from many countries, (2) making available technical material for enhancing the effectiveness of programme co-ordinators and practitioners such as curricular programme plans, teaching strategies, resource lists, assessment materials, fund raising, (3) providing free service in designing, housing and maintaining websites for other nonprofit organizations in Canada. Noma Literacy Prize To the Non-formal Education Elephant Delivery Project, the Kingdom of THAILAND for (1) making a considerable effort and demonstrating strong commitment "to reach the unreachable" ethnic minority populations in a remote area inaccessible by road by using elephants to transport volunteer barefoot teachers and materials, (2) designing literacy programmes to encourage local tribal communities using local resources to impart relevant knowledge, (3) developing literacy materials in 8 tribal languages and linking non-formal education to child developthent activities King Sejong Literacy Prizes To the Literacy and Mass Communication Media: An alternative for developing countries, Republic of CUBA for (1) innovating a model of south-south collaboration between two neighbouring Caribbean countries, Cuba and Haiti, through the use of radio programmes for promoting literacy in Haiti's mother tongue (Creole), (2) elaborating scientific step-by-step methods in material development and promoting post-literacy activities, (3) demonstrating a spirjt of solidarity between countries and the seriousness of the effort and enthusiasm of the participants such as Cubans learning Creole in order to become activity involved in the programme. and.to the Asia/Pacific Cultural Centre for UNESCO (ACCU), JAPAN for (1) facilitating co-operation, networking and experience sharing among experts in postliteracy material development in the Asia-Pacific region, (2) organizing and supporting regional and national workshops in post-literacy material development, (3) producing and publishing post-literacy materials such as illustrated booklets, posters and games for distribution to non-formal education personnel in projects in participating countries. and 7

8 To the Cartegena Adult Education Association "Carmen Conde", the Kingdom of SPAIN for (1) expanding and developing from a small-scale community based association working in a socially and culturally deprived area into a large national group, (2) giving a great deal of reflection to the development of education that would deal with social and cultural issues and not just literacy, (3) concentrating efforts on the mentally handicapped, ethnic minorities especially and the Gypsy population.

9 THE JURY wishes to honour the innumerable women and men throughout the world who, day after day, often anonymously and under difficult conditions, serve the cause of literacy with perseverance and devotion. Lastly, and not least, THE JURY wishes to draw attention to the contribution of donor agencies and of civil society, providing human, financial and material support towards the goal of literacy for all. Members of THE JURY are: Rosa-Maria Tones (President) Ghada Ragheb Al-Jabi Koumba Barry-Boly Ran-soo Kim Thomas G. Sticht

10 INTERNATIONAL LITERACY PRIZES 2002 PRIZES (4) International Reading Association Literacy Award Division of Adult Education (DAE), Eritrea Noma Literacy Prize Literacy and Adult Basic Education Project (LABE), Republic of Uganda King Sejong Literacy Prizes Regional Centre for Adult Education (ASFEC), Arab Republic of Egypt Bunyad Literacy Community Council (BLCC), Islamic Republic of Pakistan HONOURABLE MENTIONS (5) International Reading Association Literacy Award National Adult Literacy Database, Inc., Canada Noma Literacy Prize Non-formal Education Elephant Delivery Project, Kingdom of Thailand King Sejong Literacy Prizes Literacy and Mass Communication Media: An Alternative for Developing Countries (El proceso de alfabetización de los medios de comunicación masiva: una alternativa para paises sybdesarrollados (Literacy and the Use of Mass Communication Media: An Alternative for Developing Countries), Republic of Cuba Asia/Pacific Cultural Centre for UNESCO (ACCU), Japan Asociación Colectivo de Educación de Personas Adultas "Carmen Conde" de Cartegena (Cartegena Adult Education Association "Carmen Conde"), Kingdom of Spain 10