Girls Education in the High Atlas Mountains: The impact of dar taliba in the High Atlas region of Morocco

通过一项人种学研究，我将评估达尔·塔里巴(女孩寄宿处)在摩洛哥高阿特拉斯地区个人和社区层面的短期和长期影响，以确定它们是否是支持农村地区女孩发展的有效模式。该项目的灵感来自我2019年在非政府组织运营的达尔·塔里巴生活的经历。虽然我对她们的积极影响有了第一手的了解，但我也发现了这些女孩的教育水平与她们离开后的生活之间的不协调。在5个非政府组织寄宿机构中，女孩的平均学校通过率为90%，而全国平均水平为53%，但很少有人继续实现上大学或获得有偿工作的目标。我的假设是，尽管达尔·塔里巴产生了积极的影响，但内部问题，如权威人物使用恐惧和暴力，造成了障碍，阻碍了达尔·塔里巴发挥其最大潜力。联合国可持续发展目标旨在实现性别平等，特别是在教育机会和入学率方面。在摩洛哥，城乡和性别之间在受教育机会和受教育程度方面存在很大差距。农村地区的女孩入学率仅为26%，而男孩的入学率为79%。在多山的High Atlas地区，教育的最大障碍之一是地理因素；学校距离女孩居住的偏远村庄太远，无法每天前往，而且道路基础设施非常差。为了应对农村女性教育危机，摩洛哥于1999年启动了达尔·塔里布方案。达尔塔里巴靠近当地学校，为来自偏远村庄的学生提供食宿，使他们能够接受中学教育。达尔·塔里巴由政府和非政府组织共同经营。仅在之前的一项研究中对达尔·塔里巴进行了评估(Muskin，Kamime，Adlaoui：2011)。研究发现，14个试点宿舍的辍学率降至仅1%，而全国的辍学率为7%，女孩的学业成功率几乎翻了一番，从2005年的43%增加到2006年的84%。尽管这项研究提供了数量证据支持达累斯塔里巴对教育程度的积极短期影响，但它没有提供达尔·塔里巴的内部运作或女孩离开家后的个人发展和生活的定性数据。我的研究将填补这一学术知识空白，提供对达尔·塔里巴影响的全面评估，该评估探索了统计分析中经常被忽视的重要方面。在评估达尔·塔里巴总体影响的更广泛目标范围内，我将解决以下问题：1.在高阿特拉斯地区，女孩教育的障碍是什么？2.达尔·塔里巴有什么短期影响？3.女孩继续面临什么障碍？4.达尔·塔里巴在个人和社区层面的长期影响是什么？我将主要在一所寄宿公寓进行研究，并采用民族志方法，用来自其他机构的定性/定量数据补充这一点。我的方法将包括参与者观察、定性访谈和收集关于女孩教育成就的定量数据。研究证明，教育女孩带来了巨大的价值，而不仅仅是个人层面。受过良好教育的女孩将生出受过更好教育、更健康的孩子，这反过来又有助于建立能够为国家发展目标服务的人力资本。因此，女性教育可以为人类的长期发展和缩小性别差距做出贡献。促进女孩未来的成功，特别是在农村地区，在实现联合国可持续发展目标方面发挥着关键作用。除了确定支持北非和广大发展中世界女童教育和农村发展的可持续方式外，我的研究还可能影响国家和国际行为者未来的投资和优先事项。

Through an ethnographic study, I will evaluate the short and long-term impact of dar taliba (girls' boarding houses) at the individual and community level in the High Atlas region of Morocco to determine whether they are an effective model to support girls' development in rural zones.This project is inspired by my experience living in an NGO-run dar taliba in 2019. Although I gained a first-hand insight into their positive impact, I also identified an incongruity between the girls' level of educational attainment and their lives after leaving. Across the 5 NGO boarding houses, girls achieve an average school pass rate of 90%, compared to the national average of 53%, but few go on to achieve their goals of studying at university or obtaining paid jobs. My hypothesis is that despite the positive impact of dar taliba, issues within the houses, such as the use of fear and violence by authority figures, create barriers that prevent dar taliba from achieving their maximum potential.The UN SDGs aim to achieve gender equality, particularly in access to education and enrolment rates. In Morocco there is a great disparity in educational access and attainment across urban/rural and gender lines. The number of girls attending school in rural areas is just 26%, while for boys it is 79%. One of the most significant barriers to education in the mountainous High Atlas region is geographic; schools are too far to travel every day from the remote villages where girls live, and road infrastructure is very poor.In response to the crisis in rural female education, in 1999 Morocco initiated the Dar Talib programme. Located close to local schools, dar taliba provide board and lodging to students from remote villages, enabling them to access secondary education. Dar taliba are run by both the government and NGOs.Dar taliba have been evaluated in just one previous study (Muskin, Kamime, Adlaoui: 2011). The study found that dropout rates across 14-pilot dormitories fell to just 1%, compared to the national rate of 7%, and girls' academic success rate almost doubled from 43% in 2005 to 84% in 2006. Although this study provides quantitative evidence supporting the positive, short-term impact of dar taliba on educational attainment, it does not provide qualitative data regarding the internal operation of dar taliba or girls' personal development and lives after they leave the houses. My research will fill this gap in academic knowledge, providing a holistic evaluation of the impact of dar taliba which explores important aspects often overlooked in statistical analysis.Within the broader aim of assessing the overall impact of dar taliba, I will address the questions:1. What are the barriers to girls' education in the High Atlas region?2. What short-term impact do dar taliba have?3. What barriers do girls continue to face? 4. What is the long-term impact of dar taliba at the individual and community level?I will base my study primarily in one boarding house and adopt an ethnographic approach, supplementing this with qualitative/quantitative data from other houses. My methods will include participant observation, qualitative interviews and quantitative data gathered on girls' educational attainment.Research has proven that educating girls brings great value, not just at the individual level. Well-educated girls will have better educated and healthier children, which in turn helps to build the human capital that can serve a country's development goals. Female education can therefore contribute to both long-term human development and gender gap reduction.Promoting the future success of girls, especially in rural zones, plays a pivotal role in meeting the UN SDGs. My research could influence future investments and priorities of national and international actors, in addition to identifying sustainable ways to support girls' education and rural development in North Africa and the wider the developing world.