Enhancing Adult Literacy in Morocco: A Quasi-Experimental Analysis of Program Effectiveness and Skill Development

IF 1.5 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Adult Education Quarterly Pub Date : 2024-09-14 DOI:10.1177/07417136241279159

Douai Mohammed Amine, Saidi Ayoub, Qafas Ahlam

{"title":"Enhancing Adult Literacy in Morocco: A Quasi-Experimental Analysis of Program Effectiveness and Skill Development","authors":"Douai Mohammed Amine, Saidi Ayoub, Qafas Ahlam","doi":"10.1177/07417136241279159","DOIUrl":null,"url":null,"abstract":"This article presents a quasi-experimental study evaluating Morocco's Agency for Adult Education “Literacy for Empowerment” program, using propensity score matching to compare data from participants and nonparticipants. Framed within a theory supporting an all-inclusive concept of literacy, the study was guided by two main questions, and data was collected through literacy-relevant test instruments and a questionnaire. The results suggest that individuals who participated in the program had better skills than those who did not (counterfactual). These skills include: (1) literacy skills, (2) personal life, (3) family sphere, (4) inclusive decision-making skills, (5) social skills, (6) community engagement, and (7) economic empowerment. The article concludes that only a comprehensive approach to literacy education would enhance both the quality and benefits derivable from adult literacy programs, advocating for its expansion throughout both rural and urban areas to ensure universal access to basic education and promote active citizen participation in development initiatives.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Adult Education Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07417136241279159","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

This article presents a quasi-experimental study evaluating Morocco's Agency for Adult Education “Literacy for Empowerment” program, using propensity score matching to compare data from participants and nonparticipants. Framed within a theory supporting an all-inclusive concept of literacy, the study was guided by two main questions, and data was collected through literacy-relevant test instruments and a questionnaire. The results suggest that individuals who participated in the program had better skills than those who did not (counterfactual). These skills include: (1) literacy skills, (2) personal life, (3) family sphere, (4) inclusive decision-making skills, (5) social skills, (6) community engagement, and (7) economic empowerment. The article concludes that only a comprehensive approach to literacy education would enhance both the quality and benefits derivable from adult literacy programs, advocating for its expansion throughout both rural and urban areas to ensure universal access to basic education and promote active citizen participation in development initiatives.

查看原文本刊更多论文

提高摩洛哥的成人识字率：对计划效果和技能发展的准实验分析

本文介绍了一项对摩洛哥成人教育局 "扫盲增能 "计划进行评估的准实验性研究，采用倾向得分匹配法对参与者和非参与者的数据进行比较。研究以支持全面扫盲概念的理论为框架，以两个主要问题为指导，通过与扫盲相关的测试工具和问卷收集数据。结果表明，参加计划的人比没有参加计划的人（反事实）拥有更好的技能。这些技能包括(1) 扫盲技能，(2) 个人生活，(3) 家庭领域，(4) 包容性决策技能，(5) 社交技能，(6) 社区参与，以及 (7) 经济赋权。文章的结论是，只有采取全面的扫盲教育方法，才能提高成人扫盲计划的质量和效益，并主张在城乡地区推广成人扫盲计划，以确保普及基础教育，促进公民积极参与发展举措。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Adult Education Quarterly EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

7.70%

发文量

期刊介绍： The Adult Education Quarterly (AEQ) is a scholarly refereed journal committed to advancing the understanding and practice of adult and continuing education. The journal strives to be inclusive in scope, addressing topics and issues of significance to scholars and practitioners concerned with diverse aspects of adult and continuing education. AEQ publishes research employing a variety of methods and approaches, including (but not limited to) survey research, experimental designs, case studies, ethnographic observations and interviews, grounded theory, phenomenology, historical investigations, and narrative inquiry as well as articles that address theoretical and philosophical issues pertinent to adult and continuing education.