Literacy, Information, and Development in Morocco during the 1990s offers readers a two-level investigation of the culture of literacy. A handful of researchers approach literacy either through theory or through practice in general; however, this is the first study in the African context that tries to investigate the issue of literacy from both perspectives. At the first level, Touati provides an evaluation of the state policy towards literacy during the 1990s. She places a particular emphasis on the motives and assumptions behind policy-makers' increasing interest in literacy. Since 1990, the state has adopted a participatory approach which is based on a cross-sector strategy that encourages both public and private institutions to take part in the dissemination of literacy. This text explores the working factors that motivate Moroccan decision-makers to support the campaign for greater literacy. Such factors are founded on the assumption that providing literacy programs, training, and education are a means of furthering the country's development.
Morrocan officials also base their support for higher literacy rates on the belief that literacy is useful for both the individual and the society. At the second level, Touati offers an examination of the presumed benefits of literacy in Morocco. Literacy has been found to engender many personal, social, and economic benefits, but only when certain conditions are met. These conditions include the political will to disseminate literacy, the acknowledgement of the need for literacy in one's everyday life, the availability of job opportunities, and the eradication of poverty.
Samia Touati is a scholar and translator. She is the co-editor of Gathering the Tide: An Anthology of Contemporary Arabian Gulf Poetry (Garnet Publishing and Ithaca Press, 2011). Her past research projects have included Orality, Literacy and Secondary Orality: Rethinking Freshmen Composition at an American University in 21st Century Qatar, linguistic diversity and the idea of the nation, and the sociolinguistic and semiotic study of speech variety in Morocco. She is currently an adjunct faculty in the English Department at Virginia Commonwealth University in Qatar.
Part 1 List of Figures Part 2 List of Tables Part 3 Acknowledgements Part 4 Abstract (English) Part 5 Abstract (Arabic) Part 6 General Introduction Chapter 7 0.0. The Statement of the Problem Chapter 8 0.1. Object of the Study Chapter 9 0.2. Research Questions Chapter 10 0.3. Rationale and Methodology Chapter 11 0.4. Organisation of the Thesis Part 12 Chapter One: Survey of the Literature and Related Background Chapter 13 1.0. Introduction Chapter 14 1.1. Part One: Survey of the Literature Chapter 15 1.2. Part Two: The Linguistic and Social Profile of Morocco Chapter 16 1.3. Conclusion Part 17 Chapter Two: Research Design and Methodology Chapter 18 2.0. Introduction. Chapter 19 2.1. Research Design and Procedures Chapter 20 2.2. Methods Used in Evaluation Chapter 21 2.3. Field Research Accounts Part 22 Chapter Three: Literacy and Development: State Policy and Official Position during the 1990s Chapter 23 3.0. Introduction Chapter 24 3.1. Shift of Official Attitudes towards Literacy since 1990 Chapter 25 3.2. Educational Policy and Agendas during the 1990s Chapter 26 3.3. Literacy and Education in the National Press Chapter 27 3.4. Situation Analysis: Motives and Assumptions towards Literacy Chapter 28 3.5. Conclusion Part 29 Chapter Four: Literacy and Access to Information: Description, Discussion, and Interpretation of the Results Chapter 30 4.0. Introduction Chapter 31 4.1. The Personal Characteristics of the Subjects Chapter 32 4.2. Agents and Effects of Literacy Acquisition Chapter 33 4.3. Types of Literacy Acquired Chapter 34 4.4. Degrees of Literacy Achievement Chapter 35 4.5. Subjects and Access to the Information Sought Chapter 36 4.6. Subjects and the Use of Media Chapter 37 4.7. The Personal, Social and Economic Consequences of Literacy Chapter 38 4.8. Conclusion Part 39 General Conclusion: Results of the Study Chapter 40 5.0. Research Questions, Hypotheses and Instruments Chapter 41 5.1. Results and Implications Chapter 42 5.2. Recommendations Part 43 Appendices Chapter 44 6.0. Appendix 1 Chapter 45 6.1. Appendix 2 Chapter 46 6.2. Appendix 3 Chapter 47 6.3. Appendix 4 Part 48 Bibliography