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Testimonials
The success of literacy programs does not depend solely on the acquisition of skills in the classroom, but also on the application of new expertise in daily life – the use students make of their knowledge. The goal of literacy is not, therefore, simply to encourage learning, but more importantly, encourage the use of knowledge.

Mohamed Roufai, 22, married with two children, is a grain mill operator in Zinder, Niger. Mohamed never went to school. He would have liked to, but his parents had other plans for him. He started learning to read five years ago and can now read invitations, notices, and all other administrative documents. Literacy has also given him a personal sense of satisfaction.

Alima Souley Djibo, 51, took courses this year at a literacy centre along with her two granddaughters, Zara and Biba (19 and 15). Alima had never gone to school because her father had refused to send her. By signing up for literacy courses, Alima has taken back control of her own life; she now has access to the knowledge that was denied to her as a child. Today, Alima thinks literacy has given her confidence. Knowing how to read is practical, as she can now identify official buildings and administrative services with whom she has to deal.

Partenaires

International Forum on Informal Education and Literacy

Non formal Education and literacy in West Africa: Investing in Human Capital

In the fight against poverty, Niger faces enormous challenges. This Sahelian country has one of the lowest human development indexes in the world. The population’s illiteracy rate, which stands at over 80%, is a major factor in the country’s unfortunate status. In this context, non formal education, which involves promoting literacy among adults and youths who have been excluded from the formal education network, is an almost necessity in the social and economic development of a country that suffers from drought and acute, recurring food shortages.

 


CECI understands the extent of the problem. Thanks in part to the resources of its Uniterra program, of UNICEF, and of CIDA, CECI organized, from January 8 to 11, 2007 in Niamey, the capital of Niger, the International Forum on Non Formal Education and Literacy (FORIENF) in conjunction with the Réseau Éducation pour tous - Niger (REPTNI) and the Department of Basic Educationof Niger. The forum convened more than 100 literacy professionals from several African countries (Mali, Burkina Faso, Senegal, Guinea and Morocco) as well as Canadian partners representing the Fédération canadienne pour l’alphabétisation en français (FCAF), the Regroupement des groupes populaires en alphabétisation du Québec (RGPAQ), and the Richelieu International Foundation.


This significant event aroused great interest among political authorities in Niger. It gave remarkable visibility to non formal education and confirmed the importance of eliminating illiteracy as being one of the primary concerns of international cooperation agencies working actively in West Africa.


During the Forum, dialogues between participants gave rise to discussions on the strategic, political, and financial stakes involved in basic education, and to the exchange of ideas on innovative practices in the area of literacy. With regard to innovation, CECI distinguished itself with the implementation of the “contract out” concept, in which the State mandates civilian partners – non-profit operators, or NGOs – to deliver literacy services. Said Yahouza Ibrahim, director of CECI Niger, « ...significant progress has been made since the implementation of the “contract out” strategy; registrations by women at literacy centres, which had been low, have been completely reversed; drop-out rates have eased off; and success rates have increased significantly».


Literacy and education for all

The Niamey Forum on Non Formal Education was a major contribution by CECI and Uniterra to the United Nations’ Literacy Decade 2003-2012 and the “Education for All” worldwide campaign. The fact remains that non formal education and literacy are the poor cousins of the budgets allocated to education around the world. And yet it is primordial that we create literate societies if we are to eliminate poverty, reduce child mortality rates, curb demographic expansion, achieve equality of the sexes and ensure sustainable development, peace, and democracy.