UNESCO literacy prizes for Mozambique & Madagascar

On Wednesday 22 July, UNESCO announced the recipients of the 2015 prizes for literacy efforts. Organizations in five countries (of which two in Africa - Madagascar and Mozambique) each received one of two categories of prizes:

• The UNESCO King Sejong Literacy Prize (2 annually)
• Associação Progresso, Mozambique
• National Institute of Education
  National Institute of Education, Sri Lanka
• The UNESCO Confucius Prize for Literacy (3 annually)
• La Plateforme des associations chargées de l’ASAMA et du post-ASAMA, Madagascar
• La Escuela Juan Luis Vives de Valparaíso, Chile
• Svatobor, Slovakia

King Sejong Literacy Prize

Of the two prizes, the King Sejong prize, named after the Korean monarch who designed Hangul (the Korean script), "gives special consideration to the promotion of mother-tongue languages in developing countries."

The Associação Progresso was described in the UNESCO release as "a Mozambican nongovernmental organization recognized for its effective ‘Literacy in Local Languages, Springboard for Gender Equality’ programme in Mozambican languages. It has achieved good results by building on international standards and research, training facilitators and involving the community in designing, monitoring and improving delivery."

Some background on Associação Progresso is available in a 2009 report mentioning its activities:*

“This case involves a partnership between Associação Progresso in Mozambique, and CODE, a Canadian organisation specialised in the promotion of quality primary education. Progresso and CODE have been working to increase the quality of education in the two Northern provinces of Mozambique for over 15 years. The activities in their joint programme, 'Promotion of a Literate Environment in Mozambique,' include the provision of reading and learning materials in Portuguese and local languages, skills development for primary teachers and adult literacy teachers, and training of education officers in specialised functions such as education planning, in-service training, and the monitoring of teaching and learning.

“Progresso and CODE work in close cooperation with the Mozambican Ministry of Education and Culture at the national and provincial levels. Their experience and innovative practices have influenced government policy, notably through the inclusion of a bilingual curriculum in the Government of Mozambique’s Education Sector Strategic Plan. ...”

It is unfortunate that such descriptions do not name the languages involved. If the activities are still concentrated in the north of the country, the languages might include for example: Makhuwa; Lomwe; Yao; and Nyanja.

Confucius Prize for Literacy 

The other prize, named after the ancient Chinese philosopher Confucius, recognizes "the activities of outstanding individuals, governments or governmental agencies and NGOs whose work in literacy serves rural adults and out-of-school youth, particularly women and girls." Often these also involve first languages.

According to the UNESCO release, La Plateforme des associations chargées de l’ASAMA et du post-ASAMA (Platform of Associations in Charge of ASAMA** and Post-ASAMA) is "an NGO in Madagascar that developed a comprehensive approach to achieve the Millennium Development Goals (MDGs) by establishing partnerships between the national authorities and 66 other NGOs. The programme provides a range of literacy courses for illiterates who account for 40% of the population, technical and vocational training at all levels and supports graduates in their efforts to find employment or start their own business."

It is not specified which language or languages are used, and I haven't found further information on that question elsewhere, but it may include literacy in Malagasy.

Past African winners of UNESCO literacy prizes

In past years, other African organizations have also received UNESCO literacy prizes. A list of African awardees over the previous seven years is presented below, with brief information on languages, where available.

Year	King Sejong Literacy Prize	Confucius Prize for Literacy
2014	L’Association pour la promotion de l’éducation non formelle du Burkina Faso (BF-APENF), Burkina Faso. - "activities in five local languages"	L’Association algérienne d’alphabétisation « IQRAA » (which means "read" in Arabic), Algeria. Bridges to the Future initiative of Molteno Institute for Language and Literacy, South Africa & International Literacy Institute, USA. - "reaches primary school children and illiterate adults through a specially designed multilingual computer program that tries to bring a more cohesive learning experience to the learner."
2013	La Fédération des associations de promotion des langues du Guéra, Chad.  - literacy in maternal languages of Guéra region	Savoir pour mieux vivre (SAPOMIVIE), Ivory Coast. - literacy in maternal languages and a publication "translated into 23 languages including Senufo and Bambara. Maninka, Attié, Abidji, Kulango or Dan syllabaries are used." (Gban is also mentioned)  Directorate of Adult Education of the Ministry of Education, Namibia.  - "basic literacy course consists of a 3-year training, averaging some 240 hours per annum. The first two years combine basic mother tongue functional literacy, offered in eleven local languages and life skills. English is introduced during the third part of the training."
2012	National Adult Literacy Programme, Pentecostal Church, Rwanda. - (no specific mention of languages) (Honorable mention) Programme d’alphabétisation fonctionnelle à l’intention des femmes et des filles à travers des groupes de femmes et la formation tout au long de la vie of the Direction de l’alphabétisation et de l’éducation des adultes, Niger. - "covers not only reading, writing and counting in the mother tongues but also life skills and practical and productive activities" (Honorable mention) Programme d’alphabétisation et de post-alphabétisation : autonomisation et intégration socio-économique des femmes marocaines of the Direction de l’élimination de l’analphabétisme, Morocco.  - (no specific mention of languages)	(no African recipients this year)
2011	Service national d’alphabétisation, Burundi. - "The government-funded courses take place in more than 900 centres across the country and are delivered in the national language, Kirundi."	Collectif ALPHA UJUVI, D.R. Congo. - "... Peace Hut scheme ... runs alongside literacy classes for adults and young people in both Swahili and French."
2010	General Directorate of Adult Training, Cape Verde. - "Portuguese language lessons draw on real life in Cape Verde and are held in the national language, Crioulo, in all of the 17 education and adult education centres scattered throughout the archipelago."	Females for Families program of the Governrate of Ismailia, Egypt. - (no specific mention of languages) (Honorable mention) Women Land Rights Project, Coalition of Women Farmers, Malawi. -  (no specific mention of languages)
2009	Tin Tua, Burkina Faso. - "curriculum in five local languages covering basic literacy and numeracy skills along with practical knowledge about health, hygiene, human rights, gender and farming."	(no African recipients this year)
2008	Reflect and HIV/AIDS program of People's Action Forum, Zambia. - "The Jury admired the association’s use of local languages in teaching the rural women in their literacy programmes to be autonomous, following the motto: 'rather than wait for government to decide, people should be involved in the decision-making process.'"	Adult and Non-Formal Education Association (ANFEAE), Ethiopia. Operation Upgrade, South Africa. [information on the above two awardees from Wikipedia]

________
* Réal Lavergne and Jacqueline Wood, "Civil Society and Aid Effectiveness: Exploration of Experience and Good Practice. A Reference Document" (2nd ed.), Prepared for the Advisory Group on Civil Society and Aid Effectiveness, August 31, 2009.
** ASAMA stands for Asa sekoly avotra ho an'ny Malagasy in Malagasy and Action Scolaire d'Appoint pour les Malagasy Adolescent in French.

Looking back and looking forward

For those who have read this blog before, it would come as no surprise that there has been a hiatus in posting followed by another post like this, breaking the silence. So with this I'd like to catch up and look ahead.

I last posted over three years ago, just before the International Mother Language Day 2010 - something I've paid attention to over the years. IMLD is also the occasion on which the winner of the Linguapax Award is given in recognition of "actions carried out in different areas in favour of the preservation of linguistic diversity, revitalization and reactivation of linguistic communities and the promotion of multilingualism." In 2013, Africa had another awardee, the Mauritian organization Ledikasyon pu Travayer (education for workers in Morisyen, the French-based Indian Ocean islands creole language of Mauritius).

However, last year, the first two (very distinguished) African recipients of the Linguapax Prize passed away - Neville Alexander of South Africa (Linguapax Award 2008) in July 2012, and Maurice Tadadjeu of Cameroon (Linguapax Award 2005) a few months later in December.

When I last posted on this blog in early 2010, Niger was in a muddle, politically speaking, and Mali was apparently a model; now Niger seems stable and Mali is recovering from a terrible year. I do not plan to spend too much time in this blog on issues relating to governments and conflict, though in some cases such issues will be hard to ignore. However the focus will continue to be on African languages and the "information society," along with related aspects of development and education.

2010

During most of the rest of 2010 I was based in Djibouti, and had the opportunity to follow up on and observe some US military civil affairs projects in northern Uganda and eastern Ethiopia. From the point of view of African languages, what was particularly interesting was to note aspects of training of community animal health workers in Oromo language (''Oromiffa'') in the Harari region of Ethiopia, and in Karamojong (''ŋaKaramojoŋ'') in Moroto, Uganda (my third trip to that country). While English was also used in both cases, the first languages of the trainees (Oromo and Karamojong) were central to learning. (I compiled a list of veterinary and animal terms in Karamojong, cross-checked with several references.)

2011

From late 2010 was back in the US with family again, and focused on different work and home priorities. In 2011 there were two conferences of note that had particular importance for applied work with African languages:

• Conference on Human Language Technology for Development (HLTD 2011), Alexandria, Egypt, 2-5 May 2011. This was organized by PAN Localisation and ANLoc, with support from IDRC and was hosted by the Bibliotheca Alexandrina. In a sense, this consideration of human language technologies (HLTs; understood to include a range of applications for manipulating and transforming languages) for development is the logical extension of efforts to localize software and internet content. It will be a key area to follow in coming years.
• Action for Global Information Sharing 2011 (AGIS11), Addis Ababa, Ethiopia, 1-2 December 2011. This was co-sponsored by the Localisation Research Centre and UNECA, along with others. Although technically not the first time for meeting of African language localizers with members of the localization industry, as a smaller scale meeting happened at the 2005 LISA Cairo conference almost exactly 6 years earlier), this was evidently much more significant in scale.

2012

One noted with great interest the efforts of Translators Without Borders (TWB) in early 2012, which included a translation center in Kenya.

In July, I personally had the opportunity to participate in Wikimania 2012 in Washington, DC, including the Tech@State event on "Wiki.gov." On the Wikimania proper side of things, there was a renewal of discussion concerning African language Wikipedias, including some discussion of potential links with a medical translations project (which not surprisingly has connections with TWB).

2013

In 2013 I've been working in Asia for the first time in half a decade, this time in Afghanistan, coordinating survey research. This has obvious multilingual dimensions here, many of which are relevant to multilingual societies elsewhere in Asia and Africa. An aspect I've been particularly interested in exploring is "cross-language qualitative data analysis," which surprisingly (or maybe not so surprisingly, given how language is often a secondary consideration in other areas of endeavor, even when an obvious factor) has only relatively recently gotten serious attention.

Although I have limited time for it, have begun working again with the material from the Fulfulde Lexicon (1993). This entailed converting old files in WordPerfect 5.1 format (not as hard as it might seem, but not straightforward). A major part of the object is to prepare to integrate the material in Kamusi's online platform.

So with that brief retrospective, I'd like to resume but with a slightly different approach here on out - ideally shorter and more frequent posts, pivoting off of items of interest from diverse sources ...