Progress Achieved towards
Illiteracy Eradication (1997-2007)
Progress & Innovations Illiteracy-free Society Program
Even though the MOE could successfully constrict illiteracy rate among adult males/females, however, a group of hard-to-reach illiterate people still was unable to benefit merely from regular programs: Illiteracy Eradication Centers (IEC), hence, the idea concerning “Illiteracy- free Society Project (IFSP)” had first come out to light.
The idea of the project is based on serving the illiterates at their own work places, creating up some flexible and attractive teaching program, supported by enough incentives as a motivation towards joining such program. In this regard, several oriented programs have been designed to fill the needs of the illiterate at their own places and work locations, in order to act positively in the community. In addition, a number of sub-projects branch out of that source program. These projects, although each one of them separately aims at a certain category of illiterate men and women, have one single common objective: to eradicate illiteracy.
(5/1) Illiteracy-free Ministry Project (IFP):
This project is exclusively designed for the benefit of government employees and laborers. Practically speaking, the idea is to devote two hours out of the illiterate’s duty-time for the sake of having some illiteracy eradication lessons. This project is first put into effect at the MOE as an experiment, which afterwards was widespreaded to the rest of the government sectors. The IFP has passed several stages as follows:
(5/1/2) Collecting data & Enumeration Stage:
A particular count form was designed for counting the number of illiterate male and female workers at the MOE. That form was rapidly distributed to the entire directorates of education in KSA. Then, each directorate has done its mission. Eventually, the grand total number of the illiterate was 4797 males, and 4540 females, both were elected from different ages.
(5/1/3) Project Plan Stage:
Shortly after the statistical data was collected from the entire MOE sectors, as well as from the schools all over the provinces in the country, a preliminary plan had been compiled, supported by an integral outlook vision about the whole project. Next, a course time was determined for the project to take action, together with the curricula scheme, textbooks, and instructors.