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

高阿特拉斯山脉的女童教育：dar taliba 对摩洛哥高阿特拉斯地区的影响

• 批准号: 2438949
• 金额: --
• 依托单位: University of Oxford
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2438949
• 关键词: Girls; Education; Atlas; Mountains; impact

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.

通过人种学研究，我将评估dar taliba（女孩寄宿公寓）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。这个项目的灵感来自我2019年在非政府组织经营的dar taliba的生活经历。虽然我获得了第一手资料，了解了她们的积极影响，但我也发现了女孩们的教育水平与她们离开后的生活之间的不协调。在5个非政府组织的宿舍中，女孩的平均学校及格率为90%，而全国平均水平为53%，但很少有人能实现上大学或获得有报酬工作的目标。我的假设是，尽管塔利班运动产生了积极影响，但内部的问题，如权威人士使用恐惧和暴力，造成了阻碍塔利班运动发挥最大潜力的障碍。联合国可持续发展目标旨在实现性别平等，特别是在受教育机会和入学率方面。在摩洛哥，城乡之间和性别之间在受教育机会和教育程度方面存在巨大差距。农村地区上学的女孩人数仅为26%，而男孩人数为79%。在高阿特拉斯山区，最大的教育障碍之一是地理因素：学校距离女孩居住的偏远村庄太远，每天都要去上学，道路基础设施非常差，为了应对农村妇女教育的危机，摩洛哥于1999年发起了达累斯萨拉姆方案。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，使他们能够接受中等教育。Dar taliba由政府和非政府组织管理，仅在以前的一项研究中对Dar taliba进行了评估（Muskin，Kamime，Adlaoui：2011）。研究发现，14所试点宿舍的辍学率下降到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%上升到2006年的84%。虽然这项研究提供了量化证据，支持dar taliba对教育程度的积极、短期影响，但它没有提供关于dar taliba内部运作或女孩离开家庭后的个人发展和生活的定性数据。我的研究将填补学术知识的这一空白，提供一个全面的评估达尔塔利班的影响，探讨在统计分析中经常被忽视的重要方面。在评估达尔塔利班的整体影响的更广泛的目标，我将解决的问题：1。高阿特拉斯地区女童受教育的障碍是什么？2.塔利班有什么短期影响？3.女孩仍然面临哪些障碍？4.塔利班在个人和社区层面的长期影响是什么？我的研究将主要基于一个寄宿家庭，并采用人种学方法，补充其他房屋的定性/定量数据。我的方法将包括参与观察、定性访谈和收集的关于女孩教育程度的定量数据。研究证明，教育女孩带来了巨大的价值，而不仅仅是在个人层面。受过良好教育的女孩将生下受过更好教育和更健康的子女，这反过来又有助于建设人力资本，为国家的发展目标服务。因此，女性教育有助于人类的长期发展和缩小性别差距。促进女孩，特别是农村地区女孩的未来成功，在实现联合国可持续发展目标方面发挥着关键作用。我的研究可以影响国家和国际行为者未来的投资和优先事项，除了确定可持续的方式来支持北非和更广泛的发展中国家的女孩教育和农村发展。