The High Atlas Foundation has recently begun the next phase of its literacy program, marking a significant milestone for women across several cooperatives affected by the 2025 earthquake. Recognizing that each community faces unique challenges, particularly those still rebuilding their homes, the literacy classes have been implemented using a flexible, context-sensitive approach.

The launch of the literacy classes was deliberately phased, allowing each cooperative to join the program when conditions were favorable. This approach aligns closely with the Training of Trainers methodology, which emphasizes tailoring adult literacy instruction to learners’ real-life circumstances rather than adhering to a fixed schedule. By putting women’s lived realities at the center of planning, we aim to foster engagement, consistency, and meaningful learning.

To strengthen the program, we partnered with the National Agency for the Fight Against Illiteracy(ANLCA) in Marrakech, who provided training for all instructors. After the training, we received tailored books for the participants. These materials are specifically designed for different types of cooperatives (agriculture and artisanal) helping women not only develop reading and writing skills but also gain practical knowledge and guidance to support and grow their businesses.

Once the supplies were prepared, we distributed them to each group, ensuring that every participant had the resources necessary to engage fully in the literacy classes. The materials immediately began supporting women in applying what they learn to their work, from managing agricultural tasks and understanding business records to improving artisanal techniques and marketing strategies. This integration of literacy and practical business skills has helped create a smooth start for each group and reinforced the program’s dual focus on education and economic empowerment.

Group-Specific Implementation

1. Zarbiat Achbarou Cooperative (Tameslouht Commune)

• Participants: 17 women
• Start: August 2025
  Having recovered from the immediate impacts of the earthquake and completed much of their housing reconstruction, these women have shown remarkable dedication, attending classes regularly and actively participating in sessions. Their commitment highlights the resilience and determination within the community.

2. Sal Atlas Cooperative (Ethnayn Ourika Commune)

• Participants: 24 women
• Start: September 2025
  With relatively stable conditions compared to other earthquake-affected areas, the women of Sal Atlas have quickly adapted to the program, demonstrating strong engagement and enthusiasm for improving their literacy skills.

3. Timiyourine Nissae Tinmel Cooperative (Talat N’Yacoub Commune)

• Participants: 18 women
• Start: October 2025
• Schedule: 16 hours per month
  Ongoing housing reconstruction challenges delayed the start for this cooperative. The program has been adjusted to allow participants to balance recovery priorities with literacy learning, ensuring the program remains realistic and achievable.

4. Tifawt Ouidraren Cooperative (Aghbar Commune)

• Participants: 20 women
• Start: October 2025
  The remote location and continued post-earthquake impacts informed the timing and pace of the literacy classes. Instructors are providing flexible, step-by-step support, recognizing the additional challenges participants face in daily life.

5. Jawhara Ourika Cooperative (Ourika Commune)

• Participants: 25 women
• Start: November 2025
  This cooperative was given additional time for participants’ living conditions to stabilize. The scheduled start ensures that women can fully engage in the classes without being overburdened by ongoing recovery responsibilities.

All instructors, trained with ANLCA’s support, use learner-centered, participatory methodologies. Classes are adaptive, step-by-step, and responsive to each group’s context. This flexibility allows instructors to provide high-quality literacy education even in post-crisis environments, creating a supportive space where women can learn at their own pace.

By phasing the start of classes according to each group’s needs, and providing relevant, business-oriented materials, the program ensures sustainability, inclusivity, and meaningful participation. It also reflects a broader philosophy: literacy programs are most effective when they acknowledge and adapt to learners’ realities, particularly in communities recovering from natural disasters.

HAF would like to sincerely thank Josh Hooper-Kay and Samar Abdelwehab, and their family and friends, for the financial support to make this literacy empowerment program experienced.