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International Reading Association Literacy Award Noma Literacy Prize King Sejong Literacy Prizes Malcolm Adiseshiah International Literacy Prize 2001

Meeting from 2 to 6 July 2001 at UNESCO Headquarters in Paris, THE JURY, appointed by the Director-General to award the International Reading Association Literacy Award, the Noma Literacy Prize, the King Sejong Literacy Prizes and the Malcolm Adiseshiah International Literacy Prize in recognition of the services of institutions, organizations or individuals having distinguished themselves by making a particularly meritorious and effective contribution to the struggle against illiteracy,

Recalling that the International Reading Association Literacy Award, the Noma Literacy Prize, the King Sejong Literacy Prizes and the Malcolm Adiseshiah International Literacy Prize were established in 1979, 1980, 1989 and 1998 respectively through the generosity of the International Reading Association, the late Mr Shoichi Noma of Japan and the Governments of the Republic of Korea and India,

Recognizing that the demanding challenges of literacy cannot be met unless the necessary political will and commitment of Member States is aroused, the active participation of intergovernmental and non-governmental organizations, especially those working at the grass-roots level, is ensured and a broad movement of international solidarity is created,

Having examined twenty-seven nominations submitted by governments and one by a non-governmental organization in compliance with the stipulations and criteria of the General Rules Governing the Award of Prizes for Meritorious Work in Literacy, THE JURY has unanimously decided to award:

 

The International Reading Association Literacy Award

to WORKBASE, THE NATIONAL CENTRE FOR WORKPLACE LITERACY AND LANGUAGE, NEW ZEALAND, for:

1. raising the literacy skills of the New Zealand workforce, in particular the socially excluded and minority groups, through a range of innovative literacy programmes in the workplace to cater for the learning needs of low-skills employees;

2. convincing employers of the economic return of investing in workplace literacy and persuading them to release their employees during working hours to attend literacy courses in enterprise-based learning centres;

3. designing tailor-made, quality literacy and technical-skills programmes coupled with appropriate reading and teaching materials thus generating the interest and motivation of learners to assist in the courses; and

4. monitoring and evaluating the programmes in order to gather feedback from learners and managers, and seeking to identify benefits not only in terms of individual literacy skills gains, better health and safety records but also as regards increased quality and productivity.

 

The Noma Literacy Prize

to the INSTITUTO BRASILEIRO DE ESTUDOS ET APOIO COMUNITÁRIO (IBEAC), FEDERATIVE REPUBLIC OF BRAZIL, for:

1. conducting an extensive youth and adult education programme in the State of São Paulo involving civil society in projects relating to social exclusion, introducing a national participation campaign to foster better standards of living, education and culture for the marginalized people of the community, creating Community Councils of Education, Culture and Social Support at local and regional levels, and ensuring literacy education to every age group of the community;

2. successfully involving government agencies, civil society, the private sector and philanthropic enterprises in order to ensure technical and financial support for the programmes;

3. developing creative, diversified, practical materials in the design of the programmes, training teachers and using extensively various forms of media to advertise the availability of programmes; and

4. making it possible for participants, particularly youth, to attain a level of mastery of literacy skills and other knowledge enabling them to re-enter the formal schooling system and complete junior or high school studies.

 

The King Sejong Literacy Prizes

to the TIANSHUI EDUCATION COMMISSION, GANSU PROVINCE, PEOPLE'S REPUBLIC OF CHINA, for:

1. planning, piloting and implementing a large-scale literacy campaign on a comprehensive basis through carrying out preliminary surveys of target groups, forward planning, organizing on-site observations and periodic training courses for full-time literacy educators in the light of learners' actual needs;

2. adopting diverse and flexible forms of literacy programmes for every age group and suited to the target groups and their environments such as itinerant literacy teachers, home tutoring and group teaching in large villages;

3. focusing on increasing farmers' knowledge of science and technology, raising the awareness of parents for the need for schooling for their children as a means of preventing a future generation of illiterate adults; and

4. mobilizing all sectors of society, including the Communist Youth League (CYL), women's federations, secondary school students during the summer holidays and individual citizens to run literacy classes, establishing strong post-literacy programmes through cultural technical schools at township and village levels supported by books such as rural practical techniques and readers for farmers, thereby facilitating and strengthening literacy skills.

 

and

to the PROJECT ALFATIBONIT/ALFA DESALIN EXECUTED BY LA FONDATION PAUL GÉRIN-LAJOIE (FPGL), REPUBLIC OF HAITI, for:

1. creating a partnership with the Government of Haiti in the initiation of a community programme in a well-defined geographical, hard-to-reach, isolated area of Haiti, setting up structures to favour the participation of the poorest levels of society, notably women, strengthening actions aimed at developing basic education, and involving the local population in the setting up and functioning of classes;

2. combining literacy with other activities such as income-generating and motivational micro-enterprises with financial aid from the project, opening community dispensaries, training monitors, managing the environment and agriculture, imparting information on civic rights and health issues;

3. linking adult literacy and basic education to children's education thereby facilitating the creation of a literate atmosphere within the family; and

4. promoting literacy in the learners' mother tongue, Creole, and developing strong post-literacy activities to reinforce and sustain learning.

 

The Malcolm Adiseshiah International Literacy Prize

to the DIRECTION DE L'ALPHABETISATION ET DE L'ÉDUCATION DE BASE (DAEB), REPUBLIC OF SENEGAL, for:

1. reaching out to the rural population, particularly women and out-of-school children and those who have left early or who never attended school, in order to reduce the illiteracy rate in the most disadvantaged regions of the country, actively seeking the participation of women in the programme to correct disparities between the sexes and stressing gender issues during the learning;

2. supporting the efforts of the government in the implementation of its new literacy policy, promoting literacy activities and experimenting with alternative education models and post-literacy activities implemented by non-governmental organizations and other local operators;

3. strengthening national capacities for delivery, follow-up and evaluation of non-formal education activities, active methodology and tools, and new methods of delivery, experience sharing, documentation and statistical management, and strengthening of action research; and

4. creating a literate environment through post-literacy activities including the production of specially designed, easy-to-read books and newspapers in national languages to develop further and strengthen learners' literacy skills.

 

THE JURY, conscious of the need to reward, make known and encourage the many individuals, projects and activities in the field of literacy that can serve as examples and sources of inspiration, has further unanimously decided to award honourable mentions to the following institutions and organizations:

International Reading Association Literacy Award

to the ASSOCIATION DES ÉGLISES DE PENTECÔTE DU RWANDA, RWANDESE REPUBLIC, for: (1) making its first priority the struggle against illiteracy within the framework of its welfare and sociocultural programme and persevering with literacy work under extremely difficult circumstances and despite limited financial resources; (2) reconstructing literacy centres in several provinces and establishing pilot literacy centres in Kigali town, rural Kigali and Gitarama; (3) introducing new and more efficient methodology and training of literacy educators; and (4) integrating national reconciliation with the literacy programme as well as with the struggle against sexually transmitted diseases and the AIDS pandemic.

Noma Literacy Prize

to the MAHILA SAMAKHYA PROGRAMME: EDUCATION FOR WOMEN'S EQUALITY, REPUBLIC OF INDIA, for: (1) raising women's civic awareness, understanding and questioning of their environment in order to improve their economic, social, political and civic conditions; (2) linking literacy - reading the words to reading the world; (3) empowering women to transform their lives through changing deep-rooted cultural practices and negative traditions, and to create a learning environment for themselves and their children; and (4) addressing a wide range of issues such as equal minimum wages, improving civil amenities, accessing resources, ensuring educational opportunities, particularly for girls, participating actively in the political sphere, and questioning and addressing social issues such as violence against women and children.

King Sejong Literacy Prizes

to the FEDERAL LITERACY ASSOCIATION, FEDERAL REPUBLIC OF GERMANY, for: (1) launching an effective nationwide mass-media campaign to raise public awareness of the illiteracy situation in the country; (2) providing, anonymously, through modern technological means information on literacy classes and how to access them; (3) producing easy-to-read and motivational materials for young people and adult beginners with the involvement of the adult learners themselves and specialist German magazines on literacy and basic skills education; and (4) seeking partnerships with the public and private sectors not only to sensitize them to the problem but also to obtain financial support.

and

to the ADULT EDUCATION DIVISION, MINISTRY OF EDUCATION, STATE OF ISRAEL, for: (1) adapting the Hebrew language programme designed for educated immigrants from the West to meet the specific needs of illiterate Ethiopian immigrants; (2) using a transitional bilingual approach starting from the Amharic language moving to Hebrew and taking account of Ethiopian cultural background; (3) involving and training educated Ethiopians as teachers as a way of providing learners with a secure environment; and (4) designing and producing new materials tailor-made to meet the basic needs of the learners.

Malcolm Adiseshiah International Literacy Prize

to the MINISTÈRE DES PÊCHES MARITIMES, KINGDOM OF MOROCCO, for: (1) recognizing the importance of investing in literacy skills for seaboard fishermen; (2) improving the quality and productivity of fishermen; (3) opening, through literacy and vocational training, avenues leading to greater employment opportunities and responsibilities on board ship; and (4) developing a special learning package for this type of education related to questions concerning the sea and fishing activities.

Finally, THE JURY wishes to recognize the work being carried out by the:

HIJA DE MARÍA AUXILIADORA DE COLOMBIA, MEDELLÍN, REPUBLIC OF COLOMBIA

and

THE BIBLE TRANSLATION AND LITERACY (EA), REPUBLIC OF KENYA

and wishes to encourage them to continue with these worthwhile efforts.

THE JURY wishes to honour the innumerable women and men throughout the world who, day after day, often anonymously and under difficult conditions, serve the cause of literacy with perseverance and devotion. Lastly, and not least, THE JURY wishes to draw attention to the contribution of donor agencies and of civil society, providing human, financial and material support towards the goal of literacy for all.

 

Members of THE JURY are:

Martha M. Mvungi (Chairperson),
Laila Kamel,
Ran-soo Kim,
Thomas G. Sticht,
Rosa María Torres

 

INTERNATIONAL LITERACY PRIZES 2001

PRIZES (5)

International Reading Association Literacy Award
Workbase, the National Centre for Workplace Literacy and Language, New Zealand

Noma Literacy Prize
Instituto Brasileiro de Estudos et Apoio Comunitário (IBEAC), Federative Republic of Brazil

King Sejong Literacy Prizes
Tianshui Education Commission, Gansu Province, People's Republic of China Projet Alfatitbonit/Alfa Desalin, Republic of Haiti

Malcolm Adiseshiah International Literacy Prize
Direction de l'Alphabétisation et de l'Éducation de Base (DAEB), Republic of Senegal

 

HONOURABLE MENTIONS (5)

International Reading Association Literacy Award
Association des Églises de Pentecôte du Rwanda, Rwandese Republic

Noma Literacy Prize
Mahila Samakhya Programme: Education for Women's Equality, Republic of India

King Sejong Literacy Prizes
Federal Literacy Association, Federal Republic of Germany Adult Education Division, Ministry of Education, State of Israel

Malcolm Adiseshiah International Literacy Prize
Ministère des Pêches Maritimes, Kingdom of Morocco

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