The rate of illiteracy among Moroccans over 10 years of age dropped to 38.5% at the end of 2006, from 43% in 2004, Le Matin reported on Thursday (April 19th). Fifteen percent of children between the ages of 9 and 14 do not regularly attend schools, a national survey on illiteracy showed. The survey of 12,000 households was conducted by the state secretariat in charge of literacy. In geographical terms, the region of Casablanca has the lowest illiteracy rate (23%), while the regions of Taza-Al Hoceima, Tadla-Azilal and Souss registered the highest rate, reaching 45%. The illiteracy rate is much higher in rural areas where it is over 55%. The average in urban areas does not exceed 27%. The government has launched a programme which seeks to teach one million people per year to read and write, to bring the illiteracy rate below 20% by 2010 and to complete eradicate it by 2015.

Illiteracy in Morocco

This essay deals with illiteracy in Morocco, which, in general, deprives individual members of the community of the use of writing, communication and knowledge. The problem is then approached from the standpoint of the theory of human capital and development in general. The postulate of emancipation through literacy starts from the positive link between literacy and economic development. Furthermore, the indicators of human development (IHD) are classified among the composite indicators and best express the state of economic and social development. In addition, the UNDP introduced the human poverty indicator (IPH) in 1997; this indicator focuses on the poorest individuals and groups. As for the extent of illiteracy in Morocco, it remains very high among the population, and an analysis of illiteracy according to age groups and sectors is cause for concern. Changes in the organization of literacy campaigns and the resources earmarked for the fight against illiteracy saw some increase right after independence. The illiteracy rate was reduced in relative terms by a series of campaigns. The factors for evaluating the fight against illiteracy are set forth by the National Center for Youth and the Future (Centre National de la Jeunesse et de l'Avenir) (CNJA), with more or less positive results. In contrast, there is the observation that the textbooks are not adapted to the learners and the types of learning media do not fit the categories of learners; moreover, there is a lack of organization and coordination, and particularly a lack of motivation and awareness on the part of the beneficiaries. In addition, the premises for a new literacy promotion policy were mentioned; the forecasts of the corresponding development plan will mainly be carried out by public-sector actors, the overall campaign, NGO's and, finally, private companies. In terms of successfully implementing a national literacy plan and the attendant results, the text comes back to the question of mobilization to catch up in meeting the objectives and to overcome the numerous technical and logistical difficulties, in view of the fact that the fight against illiteracy remains a national priority