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Are literacy classes working for women in Mali?

Evidence shows the benefits of adult literacy for women in a variety of developing countries, but others argue that the results of adult literacy programmes are poor. Research from rural Mali suggests that the participation of women in literacy programmes does not necessarily improve their socio-economic attitudes and practices. Why should this be the case and should development agencies therefore continue to assume that literacy programmes are always a good way to improve the lives of women?

The aim of the literacy programme, organised by a US development agency, was to increase the number of women and men who could administer development activities and correctly use the development materials. Despite the presence of women-only classes it was difficult for women to become literate and those who obtained literacy skills rarely used them.

The literacy classes did not succeed because few print materials can be found in the community. Also, the classes are in the local language, Bambara, and uses for written Bambara are limited outside the village context. However, unequal power and political forces also make it difficult for literacy to bring about social and economic changes in women’s lives, including:

The few women who use their literacy skills use them for specific purposes such as during personal income-generating activities. However, this was not covered by the literacy classes, rather the aim was to get women onto development committees.
Men dominate the larger income-generating and development activities for which literacy is required and male community leaders pick men to participate.
Men’s classes take precedent. Women’s classes were expected to take place after all domestic chores had been completed, at a late hour during which women generally relax and sociale. Classes were barely implemented during the year of study and learners had access to few resources.
Women’s attendance is dependent on male permission and not on whether she wants to attend. Sometimes women attended against their will.
Many areas in which educators look for ‘effects’ of literacy fall outside the women’s area where they have an influence, for example the impact on children’s education.
The community resisted changes in gender power relations and so classes were promoted to members through highlighting the improvements they would make to women’s traditional skills as wives and mothers.

Policy-makers need to recognise that for positive changes to occur, the entire socio-political and economic context of the community needs to change. Literacy classes and female literacy learners may be unable to carry the entire burden for bringing about this alteration, particularly if the community opposes it.

Literacy learning needs to be developed out of real literacy tasks identified by learners, although this still puts the burden of change on women. Further recommendations include:

determining through appropriate assessments what structural adjustments need to be made to make women’s literacy successful and what other factors influence women’s power in the community
recognising that there may be better options for bringing about socio-political change for women other than literacy classes.

Source(s):
'Women and literacy in Rural Mali: a study of the socio-economic impact of participating in literacy programs in four villages', International Journal of Education Development 23 (2003) 439-458 by L Puchner

Funded by: Social Science Research Council

id21 Research Highlight: 17 June 2004

Further Information:
Laurie Puchner
Department of Educational Leadership
Box 1125
Southern Illinois University Edwardsville
Edwardsville IL 62026-1125
USA

Tel: +1 618 650 3286
Fax: +1 618 650 3808
Contact the contributor: lpuchne@siue.edu

Southern Illinois University Edwardsville, USA

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