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(4) DOCUMENT RESUME- ED 350 569 CS 011 048 AUTHOR Malmquist, Eve, Ed. TITLE Women and Literacy Development in the Third World. Papers Presented at an International Seminar on Women and Literacy Development--Constraints and Prospects (Linkoping, Sweden, August 1991). INSTITUTION Linkoping Univ. (Sweden). Dept. of Education and Psychology. SPONS AGENCY Swedish International Development Authority (SIDA).; United Nations Educational, Scientific, and Cultural Organization, Paris (France). REPORT NO ISBN-91-7870-972-5 PUB DATE 92 NOTE 379p. PUB TYPE Collected Works Conference Proceedings (021) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS *Developing Nations; *Females; Foreign Countries; *Literacy; *Sex Bias; *Sex Discrimination IDENTIFIERS Botswana; Brazil; Colombia; Egypt; India; Mexico; Mozambique; Pakistan; South Pacific; Tanzania; Thailand; *Third World; Zimbabwe ABSTRACT Organized to focus world-wide public attention on the massive gender inequalities in many areas of the world, a seminar entitled "Women and Literacy Development--Constraints and Prospects" was held in Sweden during August 1991. This book presents conference papers by female literacy experts from 12 developing nations (three in Latin America, five in Africa, three in Asia, and one in the South Pacific Region) on the literacy situation for girls and women in their respective countries. Papers in the book are:(1) "Women and Literacy Development in the Third World: A Rapsodic Overview" (Eve Malmquist);(2) "Women and Literacy Development in India" (Anita Dighe); (3) "Women and Literacy Development in Pakistan" (Neelam Hussain); (4) "Flowers in Bloom: An Account of Women and Literacy Development in Thailand" (Kasama Varavarn); (5) "Women and Literacy Development in the South Pacific Region" (Barbara Moore); (6) "Illiterate Rural Women In Egypt: Their Educational Needs and Problems: A Case Study" (Nadia Gamal El -Din);(7) "Women and Literacy Development in Botswana: Some Implementation Strategies" (Kgomotso D. Motlotle); (8) "Women and Literacy Development in East Africa with Particular Reference to Tanzania" (Mary Rusimbi); (9) "Women and Literacy Development in Mozambique" (Teresa Veloso); (10) "Women and Literacy Development: A Zimbabwean Perspective" (Maseabata E. Tsosane and John A. Marks); (11) "Women and Literacy Development in Mexico" (Geraldine Novelo Oppenheim); (12) "A Post-Literacy Project with the Women of the Indian Community of San Lorenzo, Colombia" (Mirvan Zuniga); (13) "Gender Subordination and Literacy in Brazil" (Fulvia Rosemberg); (14) "Women and Literacy: Summary of Discussions at the Intenlational Linkoping Seminar" (Ulla-Britt Persson and Neelam Hussain); and (15) "Concluding Remarks, Suggestions and Recommendations" (Eve Malmquist). (RS) INOM and Literacy Developmen in theThird World Eve Malmquist (ed) U.S. DEPARTMENT OP EDUCATION "PERMISSION TO REPRODUCETHIS C. Once of Educational Research and Improvement MATERIAL HAS BEENGRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC/ (Thisdocument has teen reproduced as received from the person or organization originating it 0 Minor changes have been made to Improve reproduction quality Points of view or opinions stated in this docu- RESOURCES mint do not necessarily represent official TO THE EDUCATIONAL P 1/4s OERI position or policy INFORMATION CENTER (ERIC) 95 4-S Linkoping University, Department of Education and Psychology I,in cooperation with UNESCO and SIDA Linkoping,-Sw-e-derr, 1992' . 'q't'sx; Lite' 2 Ul :1 4 Women and Literacy Development in the Third World Eve Malmquist (ed.) Linkoping University, Department of Education and Psychology in cooperation with UNESCO and SIDA Linkoping, Sweden, 1992 L. Department of Education and Psychology Linkoping University S-581 83 Linkoping, Sweden in cooperation with UNESCO and SIDA ISBN 91-7870-972-5 Graphic design of front cover: Ake Hallberg, Halmstad, Sweden. Illustration: Michel Claude, UNESCO Printed in Sweden by LJ Foto & Montage/Sam14 Ktintland, Linkoping 1992 Contents Page Introduction by Eve Malmquist, Linkoping, Sweden 5 I. Women and Literacy Development in the Third World. A Rapsodic Overview by Eve Malmquist, Linkoping, Sweden. 7 II. Women and Literacy Development in India by Anita Dighe, New Delhi, India. 42 III. Women and Literacy Development in Pakistan by Nee lam Hussain, Lahore, Pakistan. 62 IV. Flowers in bloom. An Account of Women and Literacy Development in Thailand by Kasama Varavarn, Bangkok, Thailand. 89 V. Women and Literacy Development in The South Pacific Region by Barbara Moore, Suva, Fiji. 116 VI. Illiterate Rural Women in Egypt. Their Educational Needs and Problems. A Case Study by Nadia Gamal El-Din, Cairo, Egypt. 148 VII. Women and Literacy Development in Botswana. Some Implementation Strategies by Kgomotso D. Motlotle, Gaborone, Botswana. 160 VIII.Women and Literacy Development in East Africa with Particular Reference to Tanzania by Mary Rusimbi, Dar es Salaam, Tanzania. 187 VIX. Women and Literacy Development in Mozambique by Teresa Veloso, Maputo, Mozambique. 223 X. Women and Literacy Development. A Zimbabwean Perspective by Maseabata E. Tsosane and John A. Marks, Harare, Zimbabwe. 247 XI. Women and Literacy Development in Mexico by Geraldine Novelo Oppenheim, San Angel, Mexico. 278 / XII. A Post-Literacy Project with the Women of the Indian Community of San Lorenzo, Colombia by Miryan Zaniga, Cali, Colombia. 291 XIII.Gender Subordination and Literacy in Brazil by Fidvia Rosemberg, Sao Paulo, Brazil. 302 XIV. Women and Literacy. Summary of Discussions at the International Link6ping Seminar by Ulla-Britt Persson, Linkoping, Sweden, with contributions by Nee lam Hussain, Lahore, Pakistan. A. Macro-level factors. 338 B. Micro-level factors 341 XV. Concluding Remarks, Suggestions and Recommendations. by Eve Malmquist, Linkiiping, Sweden. 344 APPENDICES A. Writing Guide 359 B. Authors of this publication 362 5 Introduction The city of Linkoping, Sweden, was chosen as the site for an international seminar on the theme "WOMEN AND LITERACY DEVELOPMENT - CONSTRAINTS AND PROSPECTS" during August 1991. The seminar was arranged by Linkoping University, Sweden, and spon- sored by UNESCO's Participation Program, Paris, France, Swedish Inter- national Development Authority (SIDA), Stockholm, Sweden, Swedish National Commission for UNESCO, and Swedish National Commission for International Literacy Year 1990. Female literacy experts from twelve developing countries (three in Latin America, five in Africa, three in Asia, and one in The Caribbean) were especially invited and asked to prepare a brief, engaging, informative and provocative paper for the seminar on the literacy situation for women in their respective country. The intent to publish all the papers, presented at the seminar, in a special handbook was announced in advance to all the invited participants, and a writing guide for authors of chapters for the planned handbook was attached to the invitation. The present volume includes an introductory, rapsodic overview on the theme Women and Literacy Development in the Third World, and evaluative descriptions of the literacy situation for girls and women in the following countries: India, Pakistan, Thailand, The South Pacific Region, Egypt, Botswana, Tanzania, Mozambique, Zimbabwe, Mexico, Colombia, and Brazil. In addition, a summary of discussions, held at the seminar, is presented, as well as some concluding remarks, suggestions and recommendations. The purpose of the publication is identical with the stated objectives of the international seminar: to focus general, world wide public attention to the existenceof multiple deprivation and massive gender inequalities in many areas of the world; to arouse awareness of the urgent need of renewed dedicationand efforts at all levels required to overcome the intolerablediscrimination, that is a common experience faced by many women; to get reviews carried out of the major issues and problems inconnection with women's literacy acquisition from a number of selectedThird World countries; and to discuss in some detail some compelling questions related to the literacy development of girls and women. 6 Sixty-five per cent and maybe even more of the world's illiteratesare women. This is simply one of the many statistical figures, which highlights the necessity of particular priority on the needs, concerns, and problems of women as individuals, as well as on their situation and roles in relation to broader issues of regional and national development in our plans of action for the improvement of literacy among women throughout the world.' We sincerely hope that models of strategies (procedures) used, and successes as well as failures, portrayed in literacy education for women in various countries, described in this handbook can be of value for literacy programmes also in other areas, where similar situations exist. May I conclude by expressing our great appreciation and thanks to the sponsoring bodies mentioned above. And logically, my thoughts and feelings of gratitu& lead to Director General Birgitta Ulfharnmar, Swedish Ministry of Education, and to Dr. Phil. Agneta Lind, SIDA. No doubt, it was their conviction, transferred to the donor organizations, which led to the decisions of financial support, without which the arrangement of this seminar had not been possible. Secondly, I would like to thank the administrative personnel, headed by Dr. Phil. Hakan Hu lt, Director of the Department of Education and Psychology at Linkoping University for its professional and personal commitments.
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