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

通过一项民族志研究，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于我2019年在非政府组织运营的达尔塔利巴的生活经历。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受教育程度和她们离开后的生活之间的不协调。在5所非政府组织寄宿学校中，女孩的平均通过率为90%，而全国平均通过率为53%，但很少有人能够实现上大学或获得有薪工作的目标。我的假设是，尽管达尔塔利巴有积极的影响，但房屋内部的问题，如权威人物使用恐惧和暴力，造成了阻碍达尔塔利巴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，城市/农村和性别之间的教育机会和成就存在巨大差异。在农村地区，女孩入学率仅为26%，而男孩入学率为79%。在多山的高阿特拉斯地区，教育的最大障碍之一是地理；学校离女孩们居住的偏远村庄太远，无法每天往返，道路基础设施也很差。为了应对农村女性教育危机，摩洛哥于1999年启动了达尔塔利布方案。dar taliba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。塔利班由政府和非政府组织共同管理。以前只有一项研究评估了Dar taliba （Muskin, Kamime, Adlaoui: 2011）。研究发现，与全国7%的辍学率相比，14个试点宿舍的辍学率下降到1%，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%。虽然本研究提供了定量的证据，支持dar taliba对教育成就的积极、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上的空白，为dar taliba的影响提供一个全面的评估，探索在统计分析中经常被忽视的重要方面。在评估“达尔塔利巴”的总体影响这一更广泛的目标范围内，我将讨论以下问题：高阿特拉斯地区女孩受教育的障碍是什么？塔利班的短期影响是什么？女孩们继续面临哪些障碍？4. “达尔塔利巴”在个人和社区层面的长期影响是什么？我将主要在一个寄宿公寓进行研究，并采用人种学方法，并辅以其他公寓的定性/定量数据。我的方法将包括参与观察，定性访谈和收集女孩受教育程度的定量数据。研究已经证明，教育女孩带来巨大的价值，而不仅仅是在个人层面上。受过良好教育的女孩将有更好的教育和更健康的孩子，这反过来又有助于建立能够服务于国家发展目标的人力资本。因此，女性教育既有助于人类的长期发展，也有助于缩小性别差距。促进女童，特别是农村地区女童未来的成功，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更广泛的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体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.