(ED/2005/WS/27)

U
United Nations Educational,
Scientific and Cultural Organization
UNESCO International Reading Association Literacy Prize
UNESCO King Sejong Literacy Prizes
2005
3

Meeting from 30 May to 3 June 2005 at UNESCO Headquarters in Paris, THE JURY, appointed by
the Director-General to award the UNESCO International Reading Association Literacy Prize and
the UNESCO King Sejong Literacy Prizes 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 adult illiteracy,
Recalling that the UNESCO International Reading Association Literacy Prize and the UNESCO
King Sejong Literacy Prizes were established in 1979 and 1989 respectively through the generosity
of the International Reading Association and the Government of the Republic of Korea,
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 grassroots level, is ensured
and a broad movement of international solidarity is created,
Observing the need for programme sustainability, the theme chosen for the 2005 UNESCO
International Literacy Prizes and the continuing focus on gender equality in accordance with the
United Nations Decade for Literacy which recognizes womens education and the goals of
Education for All and,
Having examined forty-five nominations submitted by governments and three nominations
submitted by international non-governmental organizations 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:


4

UNESCO International Reading Association Literacy Prize
To the Associao PROGRESSO, a non-governmental organization working, since 1990, for
community development in the provinces of Niassa and Cabo Delgado with low levels of education
and a scattered population, submitted by the Government of Mozambique,
For having:
designed and implemented a comprehensive literacy programme to empower local
communities and local structures and networks through the provision of knowledge, skills and
resources to ensure capacity-building and sustainability of activities for the benefit of local,
non-governmental and civil society organizations; successfully linked formal and non-formal
education through the voluntary mobilization of all levels of society such as schoolteachers,
secondary school students and out-of-school youth to teach literacy as well as private citizens
to teach in the mother tongue;
focused on the participation of all learners in literacy and post-literacy programmes by
providing quality-learning materials in local languages; promoted, through the use of local
language materials, local culture and womens position in society and the use of local
languages as a media for imparting literacy, non-formal education and lifelong learning
thereby enhancing the values of local culture;
created a positive literate environment by producing, for distribution over the last five years,
high-quality learning and teaching materials in local languages through the training of local
writers; worked closely with the International Society of Languages and the Association of
Mozambican Linguists and universities to ensure the production of quality materials; trained
experienced literacy educators, schoolteachers, literacy workers and women in material
writing; stimulated local writers to write stories and books used for the production of post-
literacy materials and literacy class resource materials;
developed the capacity to devise, edit, print and publish post-literacy and literacy materials on
a variety of topics targeted to the needs of the community thereby reducing production costs;
organized study and exchange visits between communities for learning/teaching through
example, set up annual book fairs to stimulate reading and exposure to books in local
languages.

5

UNESCO King Sejong Literacy Prizes
To the AULA Cultural Association submitted by the Government of Spain, a non-profit-making
association created in Palma de Mallorca by a neighbourhood movement, developing and adapting
to an ever-changing reality,
For having:
contributed to the creation of a literacy society by identifying and responding to a need and
demand for education, offered classes to adults to facilitate their access to literacy and other
training activities; carried out an intense programme of adult education activities since its
creation; diversified and created a wide range of new programmes to suit new target
populations and their needs keeping literacy and basic education as the foundation of these
programmes; extended programmes to populations in very diverse and varied situations,
especially women, immigrant groups from the African continent and south and east Europe,
young people without school qualifications or in danger of social exclusion as well as creating
partnerships with other organizations and NGOs; created occupation guidance programmes
for immigrant members of society especially for the women of these societies in order to
enhance equal opportunities; established classes for women focused on literacy training,
literacy for leisure and culture;
developed cooperative non-competitive learning based on mutual aid and respect, active
participation and a globalizing approach to learning using group dynamics as well as
individual coaching; encouraged personal autonomy and group development through different
dialogue-based educational programmes; aimed its programmes essentially at the weaker and
more disadvantaged groups; established working partnerships and relationships with
government ministries and other municipalities and associations; ensured sustainability by
diversifying sources of public and private funding; maintained a high number of volunteer
workers thus ensuring the Associations development;
developed active, flexible communication-based educational programmes to foster
development, interculturality and citizenship; designed these programmes to sensitize and
offer solutions to todays emerging situations; directed specific programmes to members of
civil society designed to develop skills for dealing with the media and at social organizations
and NGOs;
carried out a participatory research study/initiative, including a gender diagnosis, on the lives
of young people from nine of the worlds cities, worked in the field of international
cooperation to promote cultural and educational development to ensure continuous, solidarity-
based education for members of society and encourage critical awareness of everyday
problems.

6

and
To GOAL Sudan, a humanitarian organization, for its Womens Literacy Programme in Displaced
Communities using REFLECT approaches, with the dual objective of combining literacy with
empowerment, submitted by ACTIONAID International,
For having:
created a community-based project in the internally displaced peoples camps; established the
appropriate, learner-centred, participatory REFLECT approach to allow women to participate
more equitably in the achievement of development goals through the acquisition of literacy;
directed the programme specifically to several thousand war-displaced illiterate women to
improve family welfare and community recovery, reduce their level of illiteracy, enable
vulnerable families and communities to better meet their needs through womens
empowerment, promote the REFLECT methodology and expand its application in Sudan;
produced locally devised, regularly reviewed, teaching/learning materials, publications, radio
and television programmes relevant to participants lives facilitating analysis of various
situations and the action necessary to solve problems; produced regularly updated facilitators
manuals including guidelines, teaching practice and lesson planning; recorded discussion on
family planning and HIV/AIDS; introduced role plays and songs to raise community
awareness on such various topics as HIV/AIDS, polio, peace and the celebration of
International Womens Day and national events;
assisted groups in identifying problems and taking action such as basic maintenance of roads,
creation of local markets and small shops in isolated areas, establishment of new nursery
schools and promotion of various campaigns; developed income-generating activities that
have increased household income and impacted positively on the food and health situations of
families; increased womens sense of involvement and decision-making power in the
community and family;
involved participants in the monitoring and evaluation of the project; trained trainers and
project management staff, enlisted local volunteers as facilitators and supervisors; promoted
the creative and active involvement of learners through building on existing knowledge,
respecting traditions and using locally available materials thus ensuring relevance to local
contexts; encouraged the formation of community-based organizations to work in partnership
with GOAL for the continuation of the project.



7


THE JURY was pleased and reassured to note the growing international recognition of the value of
the UNESCO International Literacy Prizes reflected by the high number of this years candidatures
that have more than doubled in comparison with preceding years.
Finally, THE JURY wishes to recognize the efforts of the innumerable women and men throughout
the world who, day after day, often anonymously and under various and difficult conditions, serve
the cause of adult literacy with perseverance and devotion. THE JURY wishes to honour adult
learners everywhere for their determination and assiduity in their educational endeavours. Last but
not least, THE JURY wishes to draw attention to the contribution of governments, donor agencies
and of civil society, providing professional development, financial and material support towards the
goal of literacy for all which is the basis for lifelong learning, social progress, alleviation of poverty
and economic development.
Members of THE JURY are:
Alan Farstrup, President
Choi Un Shil
Ghada Ragheb Al-Jabi
Gorgui Sow
Miryan Zuniga