Good Practices in Literacy and NFE Programmes - Literacyportal.net

Good Practicesin Literacy & Non-Formal EducationProgrammes:Asia-Pacific RegionUNESCO Islamabad2008

The author alone is responsible for the choices, presentation and interpretation of dataand information in this publication, and for the opinion expressed therein, which are notnecessarily those of UNESCO.Good Practices in Literacy & Non-Formal Education Programmes:Asia-Pacific RegionPages 88Copies 1000ISBN 978-969-8035-05-1Languages:English & UrduPhotos by: KLUBAN Dezine Workx, Islamabad.Produced by: Bashir Ahmed Tahir, Consultant, UNESCO Islamabad, Pakistan© UNESCO 2008Published by:UNESCO Islamabad, PakistanHouse Number 17, Street Number 8, Sector F-7/3,P.O. Box 2034Islamabad, PakistanPhone: +92-51-2611170-3, UAN: 111 710 745Fax: +92-51-2611175Email: Islamabad@unesco.orgURL: www.un.org.pk/unescoPrinters: AXA (Blend Art & Science), Rawalpindi.Printed in Pakistan2

FOREWORDWithin the broad framework of Education for All (EFA) and the Millennium Development Goals(MDGs), in 2006 UNESCO Islamabad in collaboration with the Ministry of Education haslaunched a project called Literacy Initiative for Empowerment (LIFE).. Under the LIFE initiative,UNESCO Islamabad is supporting a literacy project titled “Capacity Building for Improving theQuality & Scope of Literacy Programmes in Pakistan”. This project is aimed at improving thenational capacity to implement literacy programmes, with a particular focus on poverty reductionand the empowerment of women. The attainment of literacy leads to a lifelong learning processand thus contributes significantly to sustainable human development. It empowers individuals,groups and nations, enabling them to participate effectively and positively in the development ofsociety and the economy.This booklet has been prepared as a part of the LIFE project, to provide information on how todevelop, implement, manage and evaluate literacy programmes in the optimal and mostsustainable manner. It is designed to serve governmental, non-governmental organizations, andother stakeholders involved in the development of literacy programmes. It also aims to serve asa useful source of information for policy makers, educationists and literacy practitioners forcapacity building and provision of lessons learned from the experiences of other countries withsuccessful best practices in literacy and non-formal education (NFE).UNESCO is grateful to its partners, including the Federal Ministry of Education, the ProvincialLiteracy Departments and non-governmental organizations working on literacy in Pakistan, fortheir support to the preparation of this booklet; and looks forward to a continued collaboration withthese valued national partners.UNESCO Islamabad3

Background NoteThis booklet has been produced under UNESCO’s Literacy Initiative for Empowerment (LIFE)Project, titled: “Capacity Building for Improving Quality and Scope of Literacy Programmesin Pakistan”, which aims to enhance national capacity to implement literacy programmes,focusing on poverty reduction and the empowerment of women. The Ministry of Educationlaunched this project in 2006. A number of key literacy organizations from both government andthe private sector are actively involved in the implementation of the activities of this project, themain components of which include:• Capacity building of literacy and non-formal education (NFE) personnel• Materials/curriculum development• Gender empowerment• Pilot Community Learning CentresOne of the activities of the project is to produce an advocacy booklet on innovative andsuccessful approaches to literacy; and to disseminate and promote good practices leading to thesustainable development of literacy programmes at national, sub-regional and regional levels.The aim of this booklet is therefore to compile and highlight some of the innovative, successfulapproaches to literacy, together with the various approaches and practices adopted by fifteenselected countries from the Asia-Pacific region. Literacy programmes have been selected fromthe latter countries, with a total of twenty case studies (fourteen country studies and six fromPakistan) being included in the study.This booklet is intended to be a useful source of information for policymakers, educationalists andliteracy practitioners for both capacity building and dissemination of lessons learned from theexperiences of other countries, together with provision of examples of successful and innovativepractices in literacy and NFE in Pakistan and other countries of the Asia-Pacific region.4

ContentsForeword 3Background Note 4Table of Contents 5List of Tables 6Acronyms 71 Introduction & Background to the Study 91.1 The Context1.2 Aims & Objectives1.3 Methodology & Selection Criteria for CLC Programmes & Countries1.4 Indicators Used to Assess CLC Programmes1.5 Sources of Information1.6 Format of the Booklet2 Part I: Case Studies from the Countries of the Asia Pacific Region 122.1 Case Studies from the Asia-Pacific Region 12Case Study 1 NFE Models of the Bangladesh Rural AdvancementCommittee 12Case Study 2 Community Learning Centres in Bhutan 13Case Study 3 Rural Community Learning Centres in China 14Case Study 4 Total Literacy Campaign in India 16Case Study 5 Community Learning Centres in Indonesia 17Case Study 6 Community Learning Centres in Iran: Literacy MovementOrganization 18Case Study 7 Community Learning Centres in Kazakhstan 19Case Study 8 Community Learning Centres in the Maldives 20Case Study 9 Community Learning Centre Model, Myanmar 21Case Study 10 Community Learning Centres in Nepal 22Case Study 11 Community Learning Centres in Sri Lanka 24Case Study 12 Community Learning Centers in Thailand 25Case Study 13 Community Learning Centres in Uzbekistan 26Case Study 14 Community Learning Centres in Vietnam 272.2 CLC Programmes from the Asia-Pacific Region: Summary Findings 282.3 Lessons Learned: CLC Programmes from the Asia-Pacific Region 333 Part II: Case Studies of CLC Programmes from Pakistan 363.1 Background Context to Pakistan’s Literacy & NFE Programmes 363.2 Selected Case Studies of CLC Programmes from Pakistan 37Punjab Case Study 1: The Bunyad Literacy Community Council (Punjab) 37Punjab Case Study 2: The MMBMT, Punjab 38Balochistan Case Study 1: Community Learning Centres in Balochistan 40Balochistan Case Study 2: IDSP RLCs 415

Sindh Case Study 1: Women’s Literacy and Empowerment Program, SEF 42NWFP Case study 1: Elementary Education Foundation, (NWFP) 433.3 Summary of Findings of CLC Programmes in Pakistan 443.4 Lessons Learned from CLC Programmes in Pakistan 463.5. Recommendations & Way Forward for Pakistan 47List of TablesTable 1: General Characteristics of the 15 Countries represented by the Case Studies 9Table 2: Selected Indicators of Strengths & Innovative Practices as reflected by CountryProgrammes 28Table 3: Innovative Features of CLC Programmes in Selected Countries 29Table 4: Implementation Problems & Challenges in Selected Countries’ CLCProgrammes 30Table 5: Potential for the Sustainability of CLC Programmes in Selected Countries 31Table 6: General Characteristics of Pakistan 36Table 7: Selected Indicators of Strengths as Reflected by Selected CLC` Programmes in Pakistan 44Table 8: Innovative Features of Selected CLC Programmes in Pakistan 45Table 9: Problems & Challenges Faced by Selected Under-Implementation CLCProgrammes in Pakistan 45Table 10: Potential for the Sustainability of Selected CLC Programmes in Pakistan 456

AcronymsAECADBAGNCDAPPEALAPMATEOA/VBAPSBEOCBEPBERTIBLCCBPSBRACCAICBOCECECECCEDCERCCISCLCCLC MCCSOCLCoDEODNFEECCDECDEECEEFAEEFGNACDGNSGOHDIHRICTIGALIFELMOM&ENAPNFBENFCEDNFENFP&SENFPSENFPENGOAtoll Education CentreAsian Development BankAlliance Goth Nari Sangat for Community DevelopmentAsia and Pacific Programme of Education for AllAssistant Programme ManagerAssistant Township Education OfficerAudio/VisualBasic Adults Primary schoolBasic education for Older ChildrenBasic Education ProgrammeBasic Education Research & Training InstituteBunyad Literacy Community CouncilBasic Primary schoolBangladesh Rural Advancement CommitteeClean Air Initiative (for Asian Cities)Community Based OrganizationCommunity EducationContinuing EducationContinuing Education CentreContinuing Education DepartmentCommunity Education Resource CentreCommonwealth of Independent StatesCommunity Learning CentreCommunity Learning Centre Management CommitteeCommunity Social OrganizationCommunity Learning CoordinatorDistrict Education OfficerDepartment of Non-Formal educationEarly Childhood Care & DevelopmentEarly Childhood DevelopmentEarly Education Care & EducationEducation For AllElementary Education FoundationGoth Nari Alliance for Community DevelopmentGoth Nari SangatGovernment OrganizationHuman Development IndexHuman ResourcesInformation & Communication TechnologyIncome Generation ActivitiesLiteracy Initiative For EmpowermentLiteracy Movement OrganizationMonitoring and EvaluationNational Action PlanNon Formal Basic EducationNon-Formal and Continuing Education Division (Ministry of Education Bhutan)Non-Formal EducationNon-Formal Primary and Secondary EducationNon-Formal Primary and Secondary EducationNon-Formal Primary EducationNon-Governmental Organization7

NLMNRTINWFPPRCRCLCSDSSEFSKFTLCTPAUCUNDPUNESCOUNICEFUNLDVDCVLCVLTVRCWLECWLEPNational Literacy MissionNatural Resources Training Institute (Royal University of Bhutan)North Western Frontier Province (of Pakistan)Peoples Republic of ChinaRural Community Learning CentreSocial Development SocietySindh Education FoundationSoros Kazakhstan FundTotal Literacy CampaignTownship Project AssistantUnion CouncilUnited Nations Development ProgrammeUnited Nations Education, Scientific and Cultural OrganizationUnited Nations International Children Education FundUnited Nations Literacy DecadeVillage Development CommitteeVillage Learning CentreVillage Literacy TrainerVillage Reading CentreWomen’s Literacy and Empowerment CentreWomen’s Literacy and Empowerment Programme8

1 Introduction & Background to the Study1.1 The ContextUNESCO Islamabad is supporting a literacy project titled: “Capacity Building for Improving theQuality and Scope of Literacy Programmes in Pakistan”, which aims to improve the nationalcapacity to implement literacy programmes, focusing on poverty reduction and the empowermentof women. It was launched by the Ministry of Education, under its “Literacy Initiative ForEmpowerment (LIFE)” initiative, in 2006.1.2 Aims & ObjectivesOne of the activities of this project is to produce an advocacy booklet on innovative andsuccessful literacy approaches and practices that lead to the sustainable development of literacyprogrammes at national, sub-regional and regional levels. It aims to be a useful source ofinformation for policymakers and literacy practitioners for capacity-building and generation oflessons learned from the experiences of other countries; and to disseminate successful andinnovative practices in literacy and NFE from the Asia-Pacific region.1.3 Methodology & Selection Criteria for CLC Programmes & CountriesThe CLC programmes for assessment have been selected from fifteen countries in the Asia-Pacific Region. In total, twenty case studies (fourteen from various countries of the region and sixfrom Pakistan, one from each province), have been included in the study. The countries includedrepresent different regions and sub-regions, with different socio-economic development levelsand a wide variation in their literacy rates.Table 1, below, highlights the main characteristics of the selected countries.Table 1: General Characteristics of the 15 Countries Represented by the Case StudiesCountries Population Size2005/2006Avg. Annual Pop.Growth Rate (%)GDP AnnualGrowth (%)Literacy Rate age15 + % /yearBangladesh 144.3 million 1.8 (2006) 6.7 (2006) 47.5 (2000)Bhutan 647 thousands 1.6 (2006) 7.8 (2006) 59.5 (2005)China (PRC) 1.3 billion 0.6 (2006) 10.7 (2006) 90.9 (2000)India 1.1 billion 1.6 (2006) 8.4 (2006) Male 73.4 (2004)Female 47.8Indonesia 223 million 1.1 (2006) 5.5 (2006) 99.00 (2005)Iran 69.2 million 0.9 (2006) 5.8 (2006) 89.00 (2006)Kazakhstan 15.1 million (2005) 0.9 (2005) 9.7 (2006) 99.5 (2000)Maldives 337 thousands 2.3 (2006) 18.7 (2006) 96.3 (2000)Myanmar 51 million 0.9 (2006) 5.00 (2005) 89.9 (2000)Nepal 27.7 million 1.9 (2006) 1.9 (2006) 48.6 (2000)Pakistan 159 million 2.1 (2006) 6.2 (2006) 54.00 (2007)Sri Lanka 19.8 million 0.7 (2006) 7.4 (2006) 90.7 (2000)Thailand 64.7 million 0.8 (2006) 5.00 (2006) 92.6 (2000)Uzbekistan 26593 thousands 1.7 (2005) 2.4 (2004) 97.00 (2004)Vietnam 84.1 million 1.2 (2006) 8.2 (2006) 90.3 (2000)Source: World Development Indicators Database, April 2007Two types of programmes have been covered in this study: (i) those launched by governments; and(ii) programmes launched by non-governmental organisations (NGOs).9

1.4 Indicators Used to Assess CLC ProgrammesThe performance and success levels of CLC programmes have been reviewed and assessedwith a focus on the identification of innovative approaches and methods. For this purpose, thefollowing list of indicators has been used:Assessment Indicators• Policy making and planning process• Needs assessment criteria• Relevance of the programme to community needs• Relevance of the programme to national EFA programme• Implementation and management procedures and methodologies• Infrastructure and provision of resources• Community participation in various activities and at different levels• Acceptance of the programme by the people/community• Support from local leaders and institutions/donors/NGOs• Curriculum development process and methods• Contents of courses and taught materials• Selection of teachers/facilitators• Qualification and training of staff and teachers• Commitment of staff• Delivery mechanisms and teaching/learning methods• Profile of beneficiaries and target groups (age, gender, socio-economic status)• Linkages with other educational and development activities• M&E and feedback systems• Impact and outcomes• Use of audio-visual (A/V) aids and ICT• Potential for Sustainability1.5 Sources of InformationSecondary sources have been used for reviewing CLC programmes in countries from the Asia-Pacific region (other than Pakistan). The review is based on UNESCO material, particularly thatfrom the APPEAL initiative. In addition, printed materials and relevant websites were alsosearched to locate relevant required information.The case studies from Pakistan were selected through a review of the relevant literature on someof the major CLC programmes implemented by the federal and provincial governments andNGOs, and following visits to all the provinces.1.6 Format of the BookletThis booklet is in two parts:Part I, which contains the fourteen case studies of the CLC programmes from the selectedcountries from the Asia-Pacific Region (Bangladesh, Bhutan, China, India, Indonesia, Iran,Kazakhstan, Maldives, Myanmar, Nepal, Sri Lanka, Thailand, Uzbekistan and Vietnam).10

Part II, which consists of case studies of the various CLC programmes launched in Pakistan bythe federal and provincial governments and also by some of the leading NGOs in the educationfield. The format for presentation of the case studies covers a summary of each selected countryprogramme, including its background, nature, scope, implementation methodology, innovativeapproaches adopted, problems and challenges faced and potential for the sustainability. Asummary of findings and lessons learned, together with a brief on the way forward andrecommendations are also provided in the last section of the booklet.11

2. PART I: Case Studies from Countries in the Asia Pacific RegionThe countries selected for inclusion in this study, together with the related CLC programmes arepresented below in matrix form.Countries Selected from the Asia-Pacific Region & CLC ProgrammesCountryBangladeshBhutanChina (PRC)IndiaIndonesiaIranKazakhstanMaldivesMyanmarNepalSri LankaThailandUzbekistanVietnamSelected CLC ProgrammesThe NFE Models of the Bangladesh Rural Advancement Committee(BRAC)Community Learning CentresRural Community Learning CentresTotal Literacy Campaigns (TLC) ModelCommunity Learning CentresLiteracy Movement Organization (LMO)Community Learning CentresCommunity Learning CentresThe Community Learning Centre (CLC) ModelCommunity Learning CentresCommunity Learning CentresCommunity Learning CentresCommunity Learning CentresCommunity Learning Centres2.1 Case Studies from the Asia Pacific RegionCase Study 1: The NFE Models of the Bangladesh Rural Advancement Committee (BRAC)Background ContextThe Basic Education Programme (BEP), of the BRAC, initially known as Non-Formal PrimaryEducation (NFPE), and presently renamed as BPS, was started in 1985 with one primary schoolmodel, followed by a second primary school model called BEOC (Basic Education for OlderChildren) in 1987. It was initiated as a three-year programme for children between the ages of 8and 10 years, including those never enrolled in any school or who had dropped out of the formalschool system. Under the programme, the former 3-year cycle has become a 4-year cycle tocover the 5-year curriculum (Grades 1-5), with all the competencies set by national standards. AllBEP’s projects and activities are currently shaped by four major thematic issues: (i) linkages andpartnerships with the Government of Bangladesh; (ii), a gender focus and strategy; (iii) inclusionof ethnic minorities; (iv) inclusion of children with disabilities.These model schools are established following a needs assessment within or near by a cluster ofvillages. The use of this cluster approach facilitates the monitoring process and means thatteachers do not have to travel long distances to attend monthly refresher trainings. Thecommunity chooses the site for building a one-room school, and takes responsibility for itsmaintenance. A group of eligible students and a suitable teacher are selected from the samelocality. Preferred teachers are married women with at least 10 years experience of educationand fairly good communications skills. The teachers remain with the same group of studentsthroughout their 4-year learning cycle. Pre-service training and refresher courses are organizedfor teachers. Modern methods of pedagogy and interactive teaching-learning processes basedon adult psychology are also commonly used. An extensive, participatory M&E system has beenestablished to properly monitor, assess and record the both the progress of the learners, and theefficiency of the teachers. These schools have been declared very successful effective modelson the basis of their achievements.12

Special & Innovative Features of the BRAC Education ProgrammeDuring all its phases, the BEP school component adopted and followed a somewhat uniqueapproach, which differs from that of most of other countries. Its salient innovative features includethe development and use of creative, innovative and modern strategies; practical approaches forplanning and implementing the programme; management of socio-cultural barriers and traditionaland attitudinal constraints through innovative approaches and community mobilization; effectivetraining activities and institution of a needs-based support system for teachers and other staff; useof mobile libraries and centres for continuing education for the completers of the BEP; and a lowcosteducation system. It has achieved a nominal drop-out ratio, which, according to BRAC studieshas been only 5% throughout the programme, since its inception.On the basis of its success level and achievements, this model is considered to have the potentialfor replication in other developing countries, including Pakistan.Challenges & Problems FacedDespite its remarkable achievements, use of innovative strategies and implementation methods,the BEP has faced a number of problems, including the challenge of prevailing extremecommunity-level poverty, socio-cultural constraints, biases against the education interventionsimplemented, attitudinal problems and scarcity of the required human and financial resources tocarry out programmes effectively. However, political will, as well as the use of innovative andeffective strategies, has helped to overcome these considerable challenges.Potential for SustainabilityThrough its achievements and strategic use of innovation, the BEP has proved itself to be aneffective, sustainable programme. It has developed community-based support mechanisms inaddition to its inherent internal and external strengths, which combine to enable it to survive andto make it sustainable.Case Study 2: Community Learning Centres in BhutanBackground ContextEducation in Bhutan is free. Presently, in addition to formal institutions, there are 375 NFEcentres with 12,838 non-formal learners across the Kingdom. The Government is committed toproviding community-based continuing education and skill training. It has recognized the need forestablishing CLCs, both within existing schools and outside formal schools, to achieve at leastone CLC in each gewog (block). The national plan for CLCs includes the strategies andprocedures for the expansion of these centres, as well as the anticipated role of communities inestablishing them, in order to effectively promote the CLCs as the most useful facilities at thecommunity level for continuing education and lifelong learning to improve the quality of life.The NFE programme has three levels: (i) basic literacy for 12 months; (ii) post literacy for 9months; and (iii) self learning, which is part of the continuing education programme. The demandfor NFE has been increasing over the years, mainly due to awareness created among localleaders and school principals. The target set by the Government is one hundred per cent literacyin the national language, Dzongkha, by the year 2012. There are 18 CLCs across the country inboth rural and urban areas, which have been established by UNESCO. Different government andnon-governmental organizations have also set up a variety of NFE programmes at thecommunity level. Additionally, some Buddhist monasteries and the Natural Resources TrainingInstitute (NRTI) organize NFE and language classes for local people living in the vicinity,to provide not only functional literacy, but also to disseminate information, knowledge and13

skills related to natural resource conservation and improved methods of farming, thus enhancinglevels of living, and incomes.CLCs carry out activities in the areas of literacy/NFE classes; basic literacy; and post-literacyclasses. Many CLCs have also established reading corners. A number of skill developmenttraining courses have been conducted at CLCs, as part of their income generating and povertyalleviation activities. Topics related to health, including HIV/AIDS prevention, are included in theregular curriculum of literacy programmes, at both basic and post literacy levels. Protection of thenatural environment is another subject covered in the curriculum of the CLCs. Culturalperformances and other recreational activities are also organized, which aim to promote local andtraditional values and provide access to information & communication technology (ICT). SomeCLCs are supplied with distance learning equipment (video, TV, radio and tape recorders) for thedevelopment of information and communication strategies.Special & Innovative Features of the CLC ProgrammeThe CLCs implement their activities through community participation including in the planning ofactivities and day-to-day management of the Centres; resource mobilization, (human, materialand financial); capacity building of CLC personnel; establishing linkages and networking, as wellas M&E at all levels. The CLC manager has to complete M & E forms, have them verified by theaffiliated school in question, and send them to the District Education Officers (DEOs) and theNon-Formal and Continuing Education Division (NFCED). The manager also sends separatedetailed reports on CLC activities at the end of each activity, for further support and information.Besides this reporting system, the local CLC committees meet at least three times a year to plan,review and evaluate the success and impact of CLC activities.Challenges & ProblemsThe major challenges faced at the grassroots level include lack of manpower and skilled labourfor the construction of CLCs; lack of skilled instructors and funds for the implementation of skilltraining; lack of marketing for products at CLCs; lack of planning and management skills; andlengthy administrative procedures and formalities for the construction of CLCs.Potential for SustainabilityThe potential for increased sustainability of Bhutan’s CLS include: mobilization of humanresources from other ministries and agencies to provide training at CLCs; encouragingcommunities to think of innovative ways to generate funding; provision of planning andmanagement training; study tours for CLC managers and committees; development of audiovisualmaterials to facilitate exchange of ideas with other countries and dissemination of lessonslearned, across the community of CLCs in the Asia-Pacific region.Case Study 3: Rural Community Learning Centres in ChinaBackground ContextIn China, CLCs for the implementation of community education in rural areas have been set upwith the aim of keeping pace with the rapid development of globalization; and to foster ruraleconomic development and to empower the rural population living in disadvantaged, povertystrickenareas. CLCs focus on contemporary socio-economic problems and also aim to meet thelearning needs of local people, through achieving sustainable all-round development. A numberof legislative measures have been taken for reforms in various allied sectors to provide a strongbase for development of rural communities through CLCs.14

The main aim of the CLC initiative is thus the development of rural communities, throughpopularizing science and technology; promoting economic development; implementing the nationalstrategy for development of the west of China; and imparting family education in rural areas.The main objectives of Rural Community Learning Centers (RCLCs) are as follows:(i)(ii)(iii)(iv)(v)to improve the function of education in rural economic reconstruction to realize thestate policy of “revitalizing the country through science and technology”;to promote the development of literacy education and post-literacy continuing education;to upgrade the quality of the labour force in using science and technology in localagricultural production;to increase the incomes of local farmers; andto establish a permanent, lifelong learning mechanism in rural areas to improve theability of farmers to initiate and maintain sustainable development.The main target group for RCLCs is the community as a whole, particularly including adults andyouth in the rural labour force (especially rural women and girls, ethnic minority groups and thosewho need training in income-generating skills).The activities of RCLCs include literacy education; education in health and sanitation; advocacyactivities; improving social services; income-generating activities; and improving living standards.A number of effective models for the comprehensive integration of agricultural production withscience, technology and education have been developed for implementation of these activities.Special & Innovative Features of the ProgrammeSome of the significant innovative features of the programme that have contributed to its successfall into the categories of institutional, legislative, process-oriented and socio-economicinterventions. Examples of these include:(i)(ii)(iii)(iv)(v)(vi)(vii)(viii)the establishment of the State Council to promote education;legal rationale and policy support for RCLCs and enactment of various laws tostrengthen CLCs as a whole;initiation of sectoral reforms;identification of specific and applied objectives;identification and selection of the most needy groups for participation;appropriate management and implementation strategies for RCLCs;focused and need-based activities for poverty alleviation; andestablishment of linkages of the CLCs with other poverty alleviation projects through asystem of “Action Models”.Challenges & Problems for CLC DevelopmentSome of the major challenges and problems faced during the CLC development process havebeen identified as including:(i)(ii)(iii)(iv)(v)(vi)inadequate understanding of the significance of CLCs on the part of target beneficiaries;uneven development at the initial stage;incomplete organizing mechanisms;improvement of the quality of implementation;lack of theoretical research to support practical interventions; andlack of experience in sharing education resources in a market economy.15

Potential for SustainabilityThere are a number of strengths identified in the project which have the potential to increase itssustainability. These include: holding training workshops for capacity building; the developmentof relevant and need-based materials; advocacy innovations; establishment of models for projectimplementation; strengthening the M&E system; and cooperation and communication with othereducation experts. In addition, the RCLCs’ experience in China has been helpful for developingsustainable models for CLCs overall, through promoting understanding of CLC projects at thegrassroots level; and by strengthening the applicability of scientific research to enhancedevelopment levels.Case Study 4: The Total Literacy Campaigns Model in IndiaBackground ContextThe Total Literacy Campaign (TLC) in India was started in the late 1980s, after realization theneed for, and significance of, the eradication of illiteracy in the country, under the NationalLiteracy Mission (NLM). The first breakthrough came in Kerala, in Kottayam city, which was thenfollowed by other districts. The TLC Model is now accepted as the dominant strategy foreradication of adult illiteracy across India. These campaigns are area-specific, time-bound,volunteer-based, cost-effective and outcome-oriented. The main target beneficiaries are childrenbetween the ages of 9 to 14 years old, in areas not covered by the non-formal educationprogramme. Special care is taken to bring disadvantaged groups such as women, scheduledcastes and tribes and backward classes into the programme. The acclaimed, creditableperformance of the NLM received international recognition when it was awarded UNESCO'sNOMA Literacy Prize for 1999.The main aim of the TLC is the attainment of functional literacy through prescribed norms ofliteracy and numeracy. In addition to functional literacy, it also disseminates a “basket” of othersocially relevant messages, such as enrolment and retention of children in schools; immunization;propagation of small family norms; promotion of maternity and childcare; women's equality; andempowerment, peace and communal harmony. The TLC is implemented in a series of stages,which include:(i)(ii)(iii)(iv)(v)(vi)preparing the ground;creation of an organizational structure;implementation of a survey and preparation of a district profile;building the environment for community participation;training the task force (Key Resource Persons, Master Trainers and VolunteerTeachers); anddevelopment of the actual learning process, including the curriculum, development ofteaching-learning materials for TLC.Monitoring and supervision of TLC is carried out through a periodic system of reporting, and viavisits of the officials of the NLM, State Directorates of Adult/Mass Education and the StateResource Centres. The management information system in a campaign is based on the twinprinciples of participation and correction. It has to be accountable, credible; and instead of beingenrolment-oriented, it has to be outcome-oriented. At the time of writing, the programme hadcovered 596 out of 600 districts in the country since its launch, while a number of districts have“graduated” to forward to enter the post literacy and continuing education phases. Furthermore,the overall literacy level in India has risen from 52% in 1991 to 68.38% in 2001.16

Special & Innovative Features of the ProgrammeThe TLC has adopted and put into practice a number of innovative techniques for designing andimplementing the programme. These include: generation of strong political will at the nationallevel; the adoption of a holistic approach; application of the creative and multi-dimensionaltechniques for community mobilization; a massive outreach campaign for achieving 100% literacytargets; effective M&E systems; a focus on gender equity; safeguarding social and culturalvalues; environmental protection measures; and setting qualitative and quantitative targets.Challenges & Problems FacedDespite its evident strengths, the TLC programme has faced a number of problems, such as thenon-availability of competent teachers in the required numbers and the programme’s consequentreliance on comparatively low-quality teachers; the heavy burden of the teachers’ work-load and inrelation to low salaries; lack of interest demonstrated by the community/learners in some areas;financial and other resource constraints; and inappropriate and/or low quality post-literacy materials.Potential for SustainabilityThe TLC has both the potential and inbuilt mechanisms to achieve sustainability, because theprogramme is being run through comprehensive and broad-based community participation.Furthermore, its multi-stage implementation strategy provides another strong basis for sustainability.Case Study 5: Community Learning Centres in IndonesiaBackground ContextMore than 1,500 CLCs are spread across Indonesia’s 30 provinces. There are many kinds ofCLCs operating in the country, the type of which depends upon the characteristics of the targetcommunities. In addition to CLCs, there are many other community-based NFE programmessupported by the government or NGOs. The main aim of the CLCs is to promote basic literacyand NFE, in addition to the alleviation of some national education problems. Furthermore, toenable Indonesians to achieve the country’s compulsory nine years of education, CLCs offerequivalence education programmes for all ages, including school-age children. There are alsogood examples of entrepreneurial skill training and income-generating programmes at Indonesian CLCs.The government recognizes and acknowledges CLCs as being one of the key components of thenational education effort. CLCs run a number of programmes including Early Education Care &Education (EECE); literacy and non-formal primary and secondary education (NFP&SE); incomegeneration and poverty alleviation; health and sanitation, including HIV/AIDS prevention;promotion of local and traditional values; promotion of gender equality, human rights anddemocracy; use of information and communication technology (ICT); and on the environment. AllCLCs rely on community participation, as an institution “from the community, for the community,and by the community.” Resource mobilization to support CLCs takes place systematically fromlocal to national levels.At the national level and sometimes at the provincial level, trainers are trained in the areas ofCLC establishment and management, along with the technical aspects of each type of CLCprogramme. Monitoring and evaluation take place regularly at three levels:(i)(ii)(iii)the CLC level;the district level by the government; andvia the CLC federations/associations at district, provincial and national levels.17

Special & Innovative Features of the ProgrammeAnalysis of Indonesia’s experiences has identified the following innovative features:(i)(ii)(iii)increased public awareness about CLCs;support to serious academic research to explore intensively more effective models,approaches and methods;institutionalization of international linkage and networking, which has resulted inincreased political will for CLCs to enable them to obtain the support needed; moreintensive, effective and efficient channels among CLCs for sharing experiences; moreeffective planning for future development; and as another means for buildingpartnerships among global communities, to promote a peaceful and prosperous world.Challenges & Problems FacedThe large size of the country (which comprises more than 30,000 villages) presents a challengeto provide sufficient, well-developed CLCs of high quality to serve their needs. Another bigchallenge for the future is how to improve income-generating programmes, so that the resultingCLC business ventures can take part in the competitive global market.Potential for SustainabilityCLC federations or associations have been established at each level, district, provincial andnational. Each federation or association has annual programmes, planning and goals. They alsoconduct district, provincial and national meetings of CLCs. Through this organizational structure,CLCs have increased their capacity and efficiency to expand centres throughout the country inorder to achieve their vision. This infrastructure and its mechanisms are considered critical forensuring sustainability.Case Study 6: Community Learning Centres in Iran: The LMOBackground ContextThe relatively higher literacy rates in Iran compared to the rest of the Asia-Pacific region areattributable in part to the work of the Literacy Movement Organization (LMO). The government’spolicy emphasizes having the LMO both establish and operate CLCs for at least five years, with agradual devolution of the centres to the people and/or community social organizations (CSOs);preparing people/communities to resolve their own problems through the expansion of basic lifeskills training; using public facilities, especially schools when not in use, as sites for CLCs;gradually substituting CLCs for ordinary literacy activities; establishing and organizing CLCs inmost villages; designing and implementing CLC activities that are appropriate for rural people’sneeds in a few rural schools; and establishing CLCs in all prisons and military bases.Learners are distributed in different types of training courses at CLCs. At every CLC, there isan executive committee, which is responsible for establishment of the CLC, development ofthe village profile, carrying out the needs assessment, and the planning and management ofCLC activities and M&E. The CLC’s budget is provided by various partners, including thenational, provincial and district level educational organizations. All types of educationalresources are available at every centre for provision of training at all CLCs. All of thepersonnel of CLCs, including LMO directors in provincial offices, relevant deputies, heads ofLMO town offices, and education experts in provinces, are briefed and oriented on CLCactivities during national and district workshops. All of the instructors, facilitators and CLCmanagers participate in a weeklong workshop to become familiar with the regulations and goals18

of CLCs, participatory teaching–learning methods and basic life skills. The executive agencies, expertsand partner organization authorities are also oriented during these and other similar meetings.Instructors, learners and CLC participants are responsible for the monitoring and assessment of aCentre’s activities, as part of a continuous process of evaluation. For monitoring the trends ofCLC activities, systematic evaluations are carried out by LMO education supervisors, whoevaluate and monitor activities and provide written feedback to the responsible persons in charge.The creation, collection, classification and storage of the information and documents take place atdifferent levels of government (district, provincial and national) as well as at the CLC level itself.Special & Innovative FeaturesStrengthening and expanding teaching-learning participatory methods; preparation anddevelopment of various educational materials; and exchanging experiences among differentstakeholders have been identified as key innovative features of the LMO programme.Challenges & Problems FacedDespite their success, CLCs have faced a number of challenges and problems at the grassrootsand national levels. These, include: lack of financial resources; issues around monitoring and thesustainability of Centres; meeting the various demands and interests of the people with differentlevels of knowledge and experience; provision of appropriate sites for the Centres; provision ofequipment; and use of new educational technologies such as computers and other equipment.Potential for SustainabilityIn order to ensure sustainability and for processing and institutionalization of CLCs, together withthe involvement of other government organizations, a robust networking system has beenestablished by means of a number of councils and committees, such as the Executive Committeeof the CLC; the Instructors Council; and the Learners Council.Case Study 7: Community Learning Centres in KazakhstanBackground ContextThe Constitution and laws of local self-government in Kazakhstan have been made conducive tothe establishment of CLCs, which have been included in the national education plans, inparticular the EFA national action plans and activities for the UN Literacy Decade. There are sixCLCs supported by UNESCO and twenty six supported by the Soros Kazakhstan Fund (SKF) inthe country. However, the conceptualization of CLCs supported by SKF (launched in 2000)differs from that of UNESCO. The principal difference is that the SKF CLCs are usually located inschools or other education institutions, which are selected on a competitive basis and on theassumptions that in rural regions, only schools can unite the community and organize socialactivities; that only schools have the required premises available; and that almost the wholepopulation in villages are comprised of parents and that due to this, it is easier to involve them invarious CLC activities. At the initial stage, the intention was to set up Community EducationCentres, but this was changed to Community-Oriented Schools. Presently the SFK is increasingits support to Community Foundations. In addition to SKF activities, there are also a number ofother community-based programmes supported by government and NGOs.The CLC programmes in Kazakhstan are mainly dependent on community participation forresource mobilization; capacity building of staff; establishing linkages & networking with in CLCsystem and with other development programmes; effective M&E system and documentation anddissemination of reports.19

The curriculum of CLC programmes includes computer skills, language skills; production ofcarpets, folk art goods; training of farmers; marketing, financial and record keeping, the basics ofsmall business enterprise; amateur art and theatre training; cooking skills; training of touristguides; training in vocational trades such as welding etc.Their designated target groups include: the unemployed, including youth and girls; women,including single mothers; farmers, including tobacco producers; the adult population, particularlythe elderly and pensioners; youth and school children; vetinary students; entrepreneurs; invalids;children of preschool age; children from disadvantaged families, including families with manychildren and with one parent; civil servants, teachers, staff of local authorities; and minority ethnicgroups, repatriates, etc.Special & Innovative FeaturesThese include: constitutional support and the inclusion of the CLC programme in nationaleducation plans, especially in the EFA national action plans and UN Literacy Decade activities;earmarked budget allocations by the government and local authorities; and a major focus on skilltraining and catering to the needs of a range of designated target groups of the population.Challenges & Problems FacedA number of challenges have been identified, which include: government officials using a topdownapproach, not being ready to cooperate and assist in the establishment of CLCs; a lack ofunderstanding of the CLC concept among the community officials; non-availability of qualifiedhuman resources to unite and develop the community through lifelong education and learning;scarcity of funds; and poor coordination, networking and cooperation at both national andinternational levels.Potential for SustainabilityAnalysis indicates that sustainability would be enhanced through the realization of increasedefforts to enhance community participation; resource mobilization; capacity building; linkages andnetworking; and improved M&E and documentation systems.Case Study 8: Community Learning Centres in the MaldivesBackground Context IntroductionThe literacy rate in the Maldives is 98.5 per cent, with a marginally higher rate for females than formales. Traditional schools provide basic religious education; basic literacy and numeracy for pre schoolageand school-age children and operate through three different levels and categories of institutions.The Faculty of Technical Education (FTE) in Male’, prepares skilled and semi-skilled workers in varioustrades. The Rural Youth Vocational Training Centres in the atolls also impart training in different trades,linked to labour market needs and to self-employment generation and creation.The community education (CE) programmes are diversified in nature, but have a limitedcoverage, though they address a wide variety of target populations and offer an equal variety ofcourses, including basic literacy, adult education classes, condensed courses for over-agedchildren (“second chance education”), skill training (e.g. typing) and population education. Theradio station “Voice of the Maldives” also broadcasts various educational programmes of generalinterest. The Ministries of Gender & Youth Development and the Ministry of Health provide shorttermtraining in various trades and vocations, in response to specific sectoral needs.A nation-wide programme entitled Basic Education, with the aim of the eradication of illiteracy in thecountry, was first launched in 1980. This programme was conducted through a community-based20

volunteer campaign. Classes were organized and attended mostly by women, as the men wereaway fishing, which led to the achievement of a high literacy rate for women. At present,however, the programme is more geared towards the attainment of functional literacy. The Centre forContinuing Education is making efforts to provide literacy materials and conduct regular functional(post) literacy classes. Despite this, the lack of reading materials suitable for neo-literates isconsidered to be a real hindrance in meeting the goals of the National EFA Action Plan.Presently, an atoll education centre (AEC) on each atoll is supposed to provide both formal andnon-formal education. However, the AECs have failed to serve their intended purpose, and theatolls did not make use of the AEC’s contribution to the development, administration andsupervision of education adequately, if at all. To remedy this situation, CERCs were establishedin order to carry out continuing education activities.Special & Innovative FeaturesThese include the implementation of the programme through a community-based volunteercampaign; a high female participation rate due to the absence of men due to their engagement inmaritime economic activity; regularity of classes, and educational programmes with a content wasbased on literacy training being widely telecast.Challenges & ProblemsThe structure and organizational arrangements of the CERCs have not been very successful, inpart because the head teachers of the AECs are very involved in the day-to-day management offormal education and are thus unable to pay sufficient attention to the development of NFEprogrammes. The atoll community educators were found to lack sufficient motivation to promotecommunity education. As result, the resource centres (some of which had in fact started upactivities) became gradually inactive and eventually defunct. Other problems identified included:the low level of public interest demonstrated; and few, largely irrelevant reading materials.Potential for SustainabilityThe Centre for Continuing Education is trying to promote the use of these Centres by the islandcommunity, through providing reading materials and via creating opportunities for learners to gaindifferent (income generating) skills through the centres.Case Study 9: The Community Learning Centre Model, MyanmarBackground ContextCLCs were first introduced in Myanmar in 1994, under a UNESCO project, with a total of 71centres in 11 townships, in three areas and over three phases having been established by theend of the programme. Coverage included 83 villages and 80,000 potential participants. Theobjectives of the programme were to improve access to primary education for all; and promotequality in the learning process of both formal and non-formal basic education. Specific objectivesincluded: the provision of non-formal, continuing education and skills training programmes thatresponded to needs identified by the targeted communities themselves; provision of access toinformation in fields of expressed interest to the community; strengthening the capacities ofcommunities to themselves carry out education programmes that lead to an improvement in theirquality of life; as well as contributing to poverty alleviation.The CLCs were created at the initiative of communities themselves, with the assistance from theUNESCO education project. CLCs were mainly made functional through efforts of the CLC ManagementCommittee (CLC MC) and the good will of a few very dedicated volunteers. The Village Literacy Trainers21

(VLTs) are volunteers recruited by the CLC MC. They receive pre-service training plus in-servicerefresher training, based on APPEAL training materials. CLCs may require other types of resourcepersons, such as experts in traditional medicine, agriculture, traditional music and dance, and localhandicraft, a veterinary or specialists in handloom weaving who can help in holding skills trainingsessions. The philosophy for teacher training was based on learner-centred methods, which is vitalfor the adult learners. The VLT is responsible for assessing the learners’ achievements byobservation and by tests. The CLCs are multi-functional and an important strength is the explicit linksmade between education (literacy, post-literacy, NFPE), skills training, dissemination of informationand income-generating activities. CLCs have helped improve education and income opportunities,which have direct positive effects, both cultural and economic, on the quality of life, besidesgenerating increased levels of confidence, coherence and collaboration in the target villages. Womenhave particularly benefited, since their level of literacy is typically lower than that of men.Special & Innovative FeaturesThe implementation of the CLC component followed a rather unique approach, which differedfrom that of most other countries. One of the key persons in this structure was the CommunityLearning Coordinator (CLCo), who was the link between the education project, the public sectorand the communities via the Community Learning Organizer (CLO) and the CLC ManagementCommittee (CLC MC). The CLCo carries out a multitude of tasks including assisting in capacitybuilding of the CLCs; planning, organizing and monitoring NFE and NFPE activities, skill trainingfor learners; income generating activities carried out by the communities; and record keeping,supervision and monitoring of CLC activities, as well as reporting back to the zonal specialist andthe Assistant Programme Manager (APM).Challenges & Problems FacedMajor problems faced include: those of catering to an increasing number of school-going-age andout-of-school children, through NFE and CLC models; increasing the coverage rate; reaching outthe very poorest communities; addressing increasing demand; addressing a variety of sustainabilityissues; motivation of beneficiaries; the need for flexibility of activities; providing skill training, lifeskills; issues of language diversity; financial sustainability; networking and partnerships; curriculumand material development; and availability of public sector support for future initiatives.Potential for SustainabilitySustainability is being enhanced through supportive community initiatives; the use of volunteerismas well as of new methods of teaching and leaning in addition to conventional lecturing, such as theuse of puppets, storytelling, games, as well as practical work with projects and drawings.Case Study 10: Community Learning Centres, NepalBackground ContextIn Nepal, CLCs are a recent phenomenon. The Government's 10th Five-Year Plan includedCLCs as a key strategy for adult literacy and continuing education, to provide access tolife skills and appropriate learning and life skills implementation opportunities; makingCLCs more accessible to people with disabilities; and encouraging CLCs to use theexperience of older people and providing them with opportunities to learn and interact withothers. The programmes conducted at CLCs include education, income generation, women’sdevelopment, life skills training, literacy, early childhood development (ECD), library services,savings and credit, community forestry, preservation of the cultural heritage, and communitydevelopment. One of the objectives of the CLC concept is to enable communities to participatedirectly in planning, implementing, evaluating and analyzing their needs and interests, and22

how they can be fulfilled by CLC programmes. Participants generally consist of illiterate or semiliteratepeople; unschooled children, school dropouts, youth with limited technical skills; and girls,women and children living in marginal communities.CLCs in Nepal have been supported mainly by UNESCO and other donors, other than via variousforms of local resource support, such as community funding, endowments, cost-sharing, andsupport through provision of minimum infrastructure. However, local funding levels have beenfairly negligible. In the context of learning resources, local expertise has been used in addition toinputs from other non-local experts. CLCs have established and maintained networks with otherorganizations and institutions, in order to increase the extent of their available resources. Inprocess terms, the Steering Committee selects a local facilitator to be responsible for the overalloperations of the CLC; and facilitators are generally chosen on basis of experience, commitmentand ability to build a rapport with members of target communities.Monitoring and evaluation of Nepal’s CLCs and their programmes are the joint responsibility ofUNESCO and the Steering Committee. At the local level, monitoring is done by the CLC SteeringCommittee. The model set up for monitoring, supervision and evaluation includes a number ofapproaches, which include inter-CLC monitoring, group reflection, inter-CLC sharing; and jointteam evaluations.Special & Innovative Features of the ProgrammeThe establishment of CLCs has been a considerable achievement, which has contributed toimproving the pace of community development through mobilizing local resources. Some of thechanges which have occurred in the communities as a result of CLC interventions include:(i)(ii)(iii)(iv)(v)(vi)(vii)(viii)(ix)increased availability of the facilities needed to run community developmentprogrammes (libraries, training space, furniture and other material resources);creation of awareness among community and civil society organizations o localdevelopment issues;provision of forums for community, NGOs and CBOs to discuss local problems anddevelopment needs; improvement in local capacity;increased motivation to run local development programmes; increased communityparticipation;gradual (positive) change in the attitudes of local people;confidence-building and empowerment of target communities;the creation of opportunities for the members of educationally-disadvantagedcommunities;utilization of local expertise and other resources; andimplementation of income-generation activities.Challenges & Problems FacedDespite the above achievements, two main problems faced in relation to CLCs were identified asbeing constrained resources and facilities for the training; and limited capacity building ofmanagers and facilitators.Potential for SustainabilityNepal’s vision of sustainability for CLCs basically relies on community participation and strongcommunity ownership; as well as local-level resource mobilization (both financial and human); thecapacity building of CLC personnel; and putting in place a mandated structure for all CLCs.23

Case Study 11: Community Learning Centres, Sri LankaBackground ContextNFE came into existence in 1971 in Sri Lanka, with the establishment of technical classes foradults who dropped out of formal schools prematurely. Literacy centres for out-of-school childrenaged 5-14 were introduced by the NFE Branch of the Ministry of Human ResourcesDevelopment, Education & Cultural Affairs.The main mission of Sri Lanka’s NFE is to provide and promote educational opportunities, withthe assistance of other agencies and in accordance with the national education policies andtrends, for children, adults, and persons with special educational needs who have left formalschooling. Its aims and objectives include:(i) provision of compulsory education opportunities for all children of school-going age (5-14 years) and technical education for those who have dropped out of formal schools;(ii) conducting educational development programmes for the community; and(iii) providing educational opportunities for children with special educational needs.NFE programmes have been launched for children of compulsory school-going age who have notentered school, or have dropped out in early grades. CLCs, on the other hand, are establishedfor education and skill development of community members and school dropouts.The main aims of Nepal’s CLCs are:(i)(ii)(iii)to meet the (educational) needs of the public;to develop innovational programmes suited to the expressed preferences of youth;to meet the demand for jobs and to use resources available in the area; and topromote literacy, generic and contextual skills.CLCs offer several types of literacy programmes including basic literacy, post-literacy andfunctional literacy. An example of one, the “Nana Sarana” programme for street children, ispresented below.Community Learning Centres for Children Living On and Off the Street “Nana Sarana”The Sri Lankan government has established CLCs for children living on and off the street, who areconsidered a nuisance to society (mainly due to the sub-culture to which they belong, which isconsidered to lack a solid value system)). The majority of people do not accept street children asactually or potentially useful citizens in society. These children are consequently not accepted in thenormal school setting, and do not get the opportunity to go to school and learn like other children oftheir age. The formal school setting is thus not a feasible educational option for these children, asschool laws and regulations call for stable residence, proper time-keeping, and formal dress andbehavior patterns. Nevertheless, these children, like all others, want to learn and to improve theirquality of life.To address this problem, the NFE Branch plans to introduce CLCs in 15 districts. NGOs, localmunicipalities, public health personnel and other relevant parties will be responsible for referring targetchildren to the CLCs.This programme is implemented by the NFE Branch, Ministry of Human Resource Development,Education and Cultural Affairs. Technical assistance for the programme comes from resource personsspecializing in the field of conducting functional literacy and numeracy programmes.24

Special & Innovative Features of the ProgrammeEstablishment of CLCs such as the “Nana Sarana” for street children is an innovative and uniquefeature of the CLC programme launched by the Sri Lanka Government.Challenges & ProblemsAmong the challenges facing the programme is that of lack of parental interested in theirchildren’s literacy. Furthermore, there are a lack of funding sources; a lack of knowledge aboutNFE among education and other officials; difficulties experienced in conducting national levelsurveys and the inability to obtain data from areas affected by armed conflictPotential for SustainabilityInitiatives such as CLCs for street children have the potential for replication in a sustainablemanner.Case Study 12: Community Learning Centres, ThailandBackground ContextThe main objective of NFE in Thailand is to provide equal access to education for out-of-schoollearners through a lifelong learning process. To achieve this objective, several implementationstrategies have been initiated through literacy programmes, basic education programmes, postliteracy programmes, continuing education programmes, and vocational and life skills training.CLCs were devised as a solid mechanism to provide lifelong continuing education in ruralcommunities in particular. This has marked a very significant transition of NFE provision from abureaucracy-oriented approach to a community-oriented one. In consequence, the Departmentof NFE (DNFE) has changed its role from that of an implementing agency to that of a facilitator.CLCs are set up and organized by the community and for the community, while the DNFEfacilitates implementation through collaboration with various government and non-governmentorganizations. The community itself is used as a learning base, complemented by various typesof educational media. The CLC is usually a resource centre with a wide selection of adulteducation learning materials, ranging from textbooks and handbooks to audio cassettes andvideo programmes, as well as some Clean Air Initiative (CAI) programmes. At CLCs, literacyand post literacy classes as well as other vocational skills training, all respond to the diverseneeds of community learners and their ways of life, and are also in accord with the democraticpath and a changing society. In addition, CLCs also provide a venue for conducting publicmeetings and social gatherings. Since CLCs belong to the entire community, all communitymembers are encouraged to participate in organizing educational and quality of life improvementactivities in their communities.Thus, the key requirements for CLC implementation are community involvement, participationand ownership.Special & Innovative FeaturesAt policy level, the CLCs were devised as a solid mechanism to provide lifelong continuingeducation in the rural communities. Two important aspects of their success include:(i)(ii)the transition of NFE provision from a bureaucracy-oriented to a community-orientedapproach; andthe changed role of the Department of NFE, from that of an implementing agency tothat of a facilitator.25

Challenges & Problems FacedMajor problems faced include:(i)(ii)(iii)inadequate or missing needs assessment of the community and target groups;challenges in designing the curriculum;difficulties recruiting resource-persons, local savants and technical experts; and fund raising.Potential for SustainabilityThe research-based implementation and supervision of the project helped local people gain newvocational skills and enhance their employment security. Members of the target groups selectedtheir vocations through a critical thinking process that in the future will help them to strengthen theirvocational stability. The project also helped local people increase their income and decrease theirliving expenses, ultimately contributing to a reduction of poverty in the targeted communities.Case Study 13: Community Learning Centres, UzbekistanBackground ContextUzbekistan is actively implementing the Action Plan of the Dakar Forum on EFA. CLCs forhandicrafts skills development have been established under the National Action Plan (NAP) onEFA and the respective legal framework of local municipalities, district branches of stateinspection for the preservation of cultural monuments, handicrafts associations and educationinstitutions. This new policy has contributed to the generation of a positive image of CLCs and inestablishing favorable and stable conditions for long-term cooperation with local stakeholders andeven with donors and other development agencies. In 1999, the concept of lifelong educationwas introduced in Uzbekistan, with a pilot project on establishing and developing CLCs,supported by UNESCO within the framework of its APPEAL initiative.Since most of the country’s population lives in a rural social environment with a strong sense ofcommunity, the CLC provides an opportunity for individuals to acquire knowledge and skillsthrough structured activities and non-formal learning. The main aim of the programme is therealization of lifelong, continuing education (formal, non-formal and informal). The CLCs areregarded as important and effective delivery mechanisms for literacy and lifelong education, withan emphasis on community participation in alleviating poverty through the promotion of quality oflife programmes. The approach used also promotes cultural, physical and spiritual developmentthrough various continuing education programmes, and enables each individual to become a selfreliant,productive and independent member of society, who can acquire new skills andcapabilities to cope in a rapidly changing world.Each CLC prepares a need-based action plan whose programmes focus on activities related toliteracy, life skills, vocational training, environmental education and human rights awareness, foodprocessing, agriculture, computer literacy, new ICTs, health education, a healthy lifestyle, reproductivehealth, and the prevention of HIV/AIDS and drug abuse. The main target groups include children,youth, out-of-school children, women; adult learners, disadvantaged people and the unemployed.The CLC resource centre staff and the local administrator monitor daily activities in order to observeand collect information that acts as feedback for both programme implementers and participants.Special & Innovative Features of the ProgrammeInnovative features identified include:(i)(ii)flexible criteria for establishing CLC, depending on its type and target groups;provision of access to continuing education and lifelong learning;26

(iii)(iv)(v)(vi)preparation of an action plan by each CLC, based on its needs;catering to the needs of a range of target groups;emphasis on community participation to alleviate poverty and the promotion ofcultural, physical and spiritual development through quality of life programmes; andenabling each individual to become a self-reliant, productive and independent member ofsociety, who can acquire new skills and capabilities to cope in a rapidly changing world.Challenges & ProblemsThe lack of regular financial funding sources for the sustainable development of CLC activitieshas proved to be a challenge. Other difficulties faced include:(i)(ii)(iii)(iv)a shortage of user-friendly training materials for community representatives;lack of internet connectivity at most CLCs, due to poor communication infrastructurein rural areas in particular;certification of specialists not being widely recognized in the labour market; andweak networking among professional associations and communities.Potential for SustainabilityIncreased awareness among local people about lifelong learning has been created, and there isan increased capability on the part of communities to face the issues and challenges ofdevelopment. Use of improved techniques and skills in areas relevant to everyday life, thedevelopment of a sense of ownership and a change in the attitudes of local people; andgeneration of enhanced self-confidence and self-reliance amongst community members have allincreased the potential sustainability of the programme.Case Study 14: Community Learning Centres, VietnamBackground ContextIn Vietnam, there are 595 CECs at the district level and 2,532 CLCs at the commune level,across the country. In every commune there is now a primary school, a lower secondary schooland an early childhood care centre. For the development of CLCs, the government has includedthe CLC plan as part of the EFA National Action Plan for 2003-2015. According to this plan, itwas proposed that 50 per cent of the communes would have CLCs by 2005 and 90 per cent by2010. A slogan has been generated for CLCs by the Vietnamese government whichencapsulates its aims: "Development, Consolidation and Quality."ICLCs in Vietnam are considered to be commune-based units, organized by the local people tomobilize support for literacy, post-literacy and lifelong learning for all children, youths and adults. TheCLC is also the NFE-cum-learning model, as well as the local delivery mechanism for reaching theun-reached, disadvantaged and under-served population groups living in remote or difficult areas.CLCs in Vietnam perform a number of education-related activities in various educational and socioeconomicsectors, such as agricultural production, health and environment, leisure; as well as supportfor social and community activities. For organizing activities at CLCs, the organizers conductmeetings, training courses and adult education classes. The meetings introduce laws, policies andguidelines from the central to the grassroots level. The training courses help people learn more aboutmethods of agricultural production that could increase the value or quality of their products. Whenrural areas are affected by “bird flu,” or other health problems, local people can use the CLCs toobtain more information on the issues at hand. In particular, CLCs help maintain traditional forms ofemployment in localities, including those related to traditional culture.27

For an effective implementation of CLCs, great importance is given to the capacity-building ofCLC personnel. A number of trainings at national/sub-regional levels are organized annually. TheContinuing Education Department (CED) has conducted some projects for CLC development andhas also collected statistics across the country related to facilities, equipment, number oflearners, and training courses.Special & Innovative Features of ProgrammeOrientation meetings to introduce laws, policies and guidelines from the central to the grassrootslevel; Great importance is given to the capacity building of CLC personnel; Training aboutmethods of agricultural production and health problems is focused; Use of the CLCs asinformation centres by the local people; The CLCs help maintain traditional forms of employmentin localities, including traditional culture.Challenges & Problems FacedVietnam has development CLCs across a large part of the country. However, there is still a biggap between the numbers of CLCs located in the North vs. the South. For example, the numberof CLCs in the North (2,244) is ten times higher than in the South (288). In general, CLCs are setup on land belonging to People’s Committees and use their facilities. The number of effectiveCLCs constitutes about one-third of the total number of CLCs, but till today, there are many CLCsthat are short of libraries, books, training manuals for CLC personnel and workbooks for learners.Potential for SustainabilityThe CLCs help people to link closely with administrative officers and to understand their work.CLCs help localities keep a peaceful atmosphere in rural areas where the living conditions andincomes are always lower than in urban areas; and also help to bring about improvements in ruralareas, including increased family incomes and an improved quality of life, access to lifelonglearning and building self-reliance.2.2 CLC Programmes in the Asia Pacific Region: Summary Findings at a GlanceThe review and assessment of CLC programmes from the Asia Pacific Region shows that all theprogrammes shared common features and characteristics in terms of their aims and objectives,nature and implementation methods, as well as in their strengths, problems and achievements.However, a number of variations were also observed.In this section, the commonalities and variations have been summarized in the form ofcomparative tables, with a focus on the strengths, innovative features, challenges and problemsfaced, and the potential for the sustainability of the programmes. Table 2 below presentsindicators of strength; and Table 3 shows innovative features, by programme. Table 4 examinesproblems and challenges in implementation; and Table 5 looks at issues of sustainability.28

Table 2: Selected Indicators of Strengths as Reflected by Country ProgrammesBangladeshBhutanChinaIndiaIndonesiaIranKazakhstanCountriesIndicatorsEffective√ √ √ √ √ √ √ √ √ √ - √ √ √ √policy/PlanRelevance with √ √ √ √ √ √ √ √ √ √ √ √ √ √ √communityneedsEasy Access √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Relevance with √ √ √ √ √ √ √ √ √ √ √ √ √ √ √EFA/NFE/CEGood√ √ √ √ √ √ √ √ √ √ - √ √ √ √managementResource√ √ √ √ √ √ √ √ √ √ √ √ √ √ √provisionEnhanced√ √ √ √ √ √ √ √ √ √ √ √ √ √ √communityparticipationProgramme √ √ √ √ √ √ √ √ √ √ √ √ √ √ √acceptanceProvision of local √ √ √ √ √ √ √ √ √ √ √ √ √ √ √supportUseful√ √ √ √ √ √ √ √ √ √ √ √ √ √ √curriculum &contentsFunctional√ √ √ √ √ √ √ √ √ √ √ √ √ √literacy/ SkillbasedcontentsTrained &√ √ √ √ √ √ √ √ √ √ √ √ √ √ √efficientteachers/staffInteractive & √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Effective deliverymethodsMarginalized √ √ √ √ √ √ √ √ √ √ √ √ √ √ √target groupsFeedback√ √ √ √ √ √ √ √ √ √ √ √ √ √ √through M&ELinkages with √ √ √ √ √ √ √ √ √ √ - √ √ √ √otherprogrammesPotential for √ √ √ √ √ √ √ √ √ √ √ √ √ √ √SustainabilityNo or Nominal √ √ √ √ √ √ √ √ √ √ √ √ √ √ √drop-out ratesLow cost system √ √ - - - - - - - - - - - -Use of A/V Aids - √ √ - - - - √ - - √ √ √ √& ICTMaldivesMyanmarNepalPakistanSri LankaThailandUzbekistanVietnam29

Table 3: Innovative Features of CLC Programmes in Selected CountriesCountry Innovative FeaturesBangladesh Creative, innovative and modern strategies/practical approaches for planning/implementation; managing socio-cultural barriers and traditional and attitudinal constraintsthrough innovative approaches and community mobilization; effective training activitiesand needs-based support system for teachers and other staff; use of mobile libraries andcentres for continuing education for completers of the BEP; low-cost education systemand nominal drop-out ratio.Bhutan Community participation in planning and day-to-day management; resource mobilization;capacity building of personnel; linkages, networking and M&E at all levels.China Establishment of the State Council to promote education; legal rationale and policy(PRC) support for rural CLCs; sectoral reforms; specific and applied objectives; selection of themost needy groups; appropriate management and implementation strategy; needs-basedactivities for poverty alleviation and linkages between CLCs and other projects.India Strong political will at the national level; adoption of the holistic approach; creative andmulti-dimensional techniques for community mobilization; a massive campaign forachieving 100% literacy targets; effective M&E system; gender equity mainstreamed;safeguarding the social and cultural values; environmental protection measures; andsetting the qualitative and quantitative targets.Indonesia Increased public awareness about CLCs; support to serious academic research to exploreintensively more effective models, approaches and methods; Institutionalization ofinternational linkage and networking.Iran Strengthening and expanding teaching-learning participatory methods; development ofvarious educational materials; and exchange of experiences among different stakeholders.Kazakhstan Constitutional support and inclusion of the CLC programme in national education plans, inparticular EFA national action plans and UN Literacy Decade; budget allocation for CLCs bygovernment and local authorities; major focus on skill training catering to various target groups.Maldives Implementation of the programme through a community-based volunteer campaign; highparticipation rate of females as the men were away fishing; in addition to regular classes,educational programmes were telecast with content was based on literacy training.Myanmar Use of a unique approach, role of the Community Learning Coordinator (CLCo), as a keyperson and the link between the education project, the public sector and the communities.Nepal Focus on the improving the pace of community development through mobilizing localresources; provision of all the facilities needed to run community developmentprogrammes; provision of forums for community people, NGOs and CBOs to discuss localproblems and development needs; Improvement in the capacity of local people; motivationto run local development programmes; increased community participation; gradual changein the attitudes of local people; confidence building and empowerment of educationallydisadvantaged communities and utilization of local expertise and resources and incomegenerationactivities.Sri Lanka Establishing a Community Learning Centres for Children Living On and Off the Street(“Nana Sarana” CLC for Street Children).Thailand At the policy level, the CLCs were devised as a firm mechanism to provide lifelongcontinuing education in rural communities; transition of NFE provision from a bureaucracyorientedto a community-oriented approach; and changed role of the Department of NFE,from an implementing agency to a facilitator.Uzbekistan Flexible criteria for establishing CLC, depending on its type and target groups; provision ofaccess to continuing education and lifelong learning; preparation of an action plan by eachCLC, based on its needs; catering of various target groups; emphasis on communityparticipation to alleviate poverty and to promote cultural, physical and spiritualdevelopment through promotion of quality of life programmes; enabling each individual tobecome a self-reliant, productive and independent member of society, who can acquirenew skills and capabilities to cope in a rapidly changing world.Vietnam Orientation meetings to introduce laws, policies and guidelines from the central to thegrassroots level; considerable importance given to the capacity building of CLC personnel;focused training on methods of agricultural production and health problems; use of CLCsas information centres by the local people; CLCs help maintain traditional forms ofemployment in localities, including traditional culture.30

Table 4: Problems & Challenges faced by the Selected Countries in the Implementation of CLCProgrammesCountryBangladeshBhutanChina(PRC)IndiaIndonesiaIranProblems & ChallengesExtreme poverty in the community, socio-cultural constraints, biases, attitudinal problemsand scarcity of human and financial resources.Lack of manpower and skilled labour for the construction; lack of skilled instructors forskill training; lack of funds for the skill training; lack of marketing for products; lack ofplanning and management skills and Lengthy administrative procedures and formalities.Inadequate understanding of the significance of CLCs; uneven development at the initialstage; Incomplete organizing mechanism; low quality of implementation; of theoreticalresearch and Lack of experience in sharing education resources in a market economy.Non-availability of the competent teachers; reliance on the comparatively low-qualityteachers; heavy burden of work-load on the teachers; low salaries; lack of interest amongthe community/learners in some of the areas; resource constraints; and inappropriateand/or low quality post-literacy material.A large number of target area (more than 30,000 villages); demand for more and welldevelopedCLCs of high quality; and need for improved income-generating programmes.Lack of financial resources; M&E of the centres; meeting various demands and interestsof the people with different levels of knowledge and experience; provision of appropriatesites for the centres; provision of the equipment and new educational technologiesdemanded by people.Kazakhstan Top-down approach by government; lack of understanding among the communityofficials; lack of qualified human resources for the community mobilization for lifelongeducation/learning; lack of funds; and lack of coordination, networking and cooperation.MaldivesMyanmarNepalSri LankaThailandUzbekistanVietnamThe structural arrangement of the CERCs; headmasters of the AECs are over burned inmanagement of formal education and are unable to pay attention to the development ofNFE programmes; Lack of motivation among community educators; low level of publicinterest shown and Few reading materials are not relevant to the needs of the readers.Catering of increasing number of school-going-age and out-of-school children; Increasingthe coverage rate; reaching out the very poorest communities; addressing the increasingdemand; addressing a variety of sustainability issues.Enhancement of an interactive/participatory process by using local expertise & localresources; involvement of local people in the design of CLC programmes; focus on thelong-term and income-generating activities; establishing partnerships with otherorganizations & stakeholders; mobilization of local resources in the implementation oflocal development programmes; institutionalization of the local M&E system;emphasizing on the operation of the CLC as an evolutionary process; enabling the localstakeholders to take charge of the entire gamut of CLC affairs to develop it as a donorfacilitatedand community-managed institution.Lack of parental interest in their children’s literacy; lack of funding; lack of knowledgeabout the NFE among officials; difficulties in conducting national level surveys; Inability toobtain data from areas affected by armed conflict.Needs assessment of the community and target group; designing the curriculum;recruiting resource persons, local savants and technical experts and fund raising.Lack of regular financial sources; shortage of user-friendly training materials; lack ofInternet connectivity at most CLCs; certification of specialists not widely recognized in thelabour market and Weak networking among professional associations and communities.A big gap exist in the number of CLCs in North and South Vietnam, with the number inthe North (2,244) being ten times higher than in the South (288)); the number ofgood/effective CLCs constitutes one-third of the total number of CLCs; and up to the timeof writing, many CLCs remain short of libraries, books, training manuals for CLCpersonnel and workbooks for learners.31

Table 5: Potential for the Sustainability of the CLC Programmes in Selected CountriesCountryBangladeshBhutanChina (PRC)IndiaIndonesiaPotential Indicators for SustainabilityPolitical will and innovative and effective strategies and development of a communitybasedsupport mechanism besides its internal and external strengths to survive.Mobilization of human resources from other ministries and agencies to provide trainingat CLCs; encouragement of the communities to think of innovative ways to generatefunding; provision of planning and management training; study tours for CLC managersand committees; development of A/V materials to exchanging ideas with othercountries.Holding training workshops for capacity building; development of relevant and needbasedmaterials; advocacy innovations; setting up models for project implementation;strengthening the M&E system; and cooperation and communication with othereducation experts.Inbuilt mechanism for comprehensive and broad – based community participation andmulti-stage implementation strategy.CLC federations or associations established at each level, district, provincial andnational, having annual programmes, planning and goals and regular meetings atdistrict, provincial and national levels.Iran Institutionalization of CLCs; involvement of other government organizations;Networking by means of a number of councils and committees such as the ExecutiveCommittee of the CLC; and establishment of the Instructors Council and LearnersCouncil.KazakhstanMaldivesMyanmarNepalSri LankaThailandUzbekistanVietnamRealization and efforts to enhance community participation; resource mobilization;Capacity building; Linkages and networking; and M&E and documentation systems.Efforts to promote the use of these centres by the island community by providingreading materials and creating opportunities for learners to gain different skills throughthese centres.Supportive community initiatives; volunteerism and use of new methods oflearning/teaching besides conventional lecturing, such as use of puppets, storytelling,games, practical work with projects and drawings.Community participation and ownership; resource mobilization (both financial andhuman); capacity building of personnel and a mandated structure.Initiatives like CLCs for street children may be replicated.Research-based implementation & supervision of projects; provision of new vocationalskills; enhancement of the employment security for local people to increase theirincomes.Increased awareness among local people about lifelong learning; increased capabilityof communities to face the issues and challenges of development; improvedtechniques and skills in areas relevant to everyday life; development of a sense ofownership and a change in the attitude of local people; and self-confidence and selfrelianceamongst community members.CLCs help people closely link with administrative officers and understand their work.CLCs help localities maintain social stability in rural areas where the living conditionsand incomes are always lower than in urban areas; and also help to improve levels ofliving such as increased family incomes and quality of life, access to lifelong learningand building self-reliance.32

2.2 Lessons Learned from the CLC Programmes of the Asia-PacificRegionThe analysis of the experiences of CLC programmes across the Asia-Pacific region is based anassessment of innovative approaches, achievements, challenges faced and the existing potential forthe sustainability of various country programmes. It has identified the following findings and lessonslearned which may be useful for launching successful CLC programmes elsewhere in the region. CLCs are definitely very useful institutions outside the formal education system. However, theplanning and management of CLC activities at the local level remain a considerable challenge. The sustainability of CLC activities is another concern for the future. Therefore, theexpansion of CLCs must proceed very cautiously. The RCLCs’ experience in China has been helpful in generating the following lessons:- Generation of an understanding of CLC projects at the grassroots level must bestrengthened;- Efficiency can be upgraded by improving management;- Optimal use of local education resources to achieve optimal results;- Strengthening the applicability of scientific research will enhance the developmentlevels of CLC activities;- Conducting activities in line with ground realities will enhance communityparticipation and interest;- Strategies must be developed that address upcoming future needs, as well as the present;- Efforts towards achieving standardization are important for successfulinterventions;- Increasing funding (from whatever sources – national, local or international) is apre-requisite for success;- Merging CLC initiatives into local administrative structures can help in achievingbetter results. Indonesian experiences indicate that there are three main lines of action that could befollowed for supporting CLCs in the future:- Increase public awareness about CLCs;- Support serious academic research to explore intensively more effective models,approaches and methods that are useful for the future development of CLCs;- Institutionalize international linkages and networking between CLCs in eachcountry, by supporting the creation of a CLC federation or association at theinternational level. There are many benefits from this institutionalized networking,such as increased political leverage for CLCs to obtain the required support fromthe individuals; more intensive, effective and efficient channels created betweenCLCs for sharing experiences and planning their future development; and anothermeans for building partnerships among communities globally, to promote a morepeaceful and prosperous world. The success and sustainability of CLCs is based upon the following factors:- Strengthening and expanding participatory teaching-learning methods;- Preparation and development of various contextually-relevant educational- materials;- Exchanging experiences between different stakeholders;- Creating opportunities for various stakeholders to exchange their expertise;- Provision of appropriate financial resources and support for establishing CLCs,which will help to promote literacy and NFE programmes;33

- Delegation of responsibility to the target communities can increase the impact ofdesired outcomes;- Experience indicates that people need life skills instruction more than abstractknowledge, and in instances where it is provided as a fundamental part of the CLCcurriculum, people welcome the programmes;- Education programmes will be more successful when they are based on learners’needs and interests; and- Where there is no innovation or creativity, there is no success in the programme. CLCs are a powerful mechanism for empowering communities. They need to befurther strengthened. The problem of community development should be viewed as along-term activity – it takes time and requires investments (human, financial, technicaland capacity building) to produce results. The concerned local authorities should beactively involved at all stages of establishing and operating CLCs. In selecting futureCLCs, it is beneficial to work with (credible) local NGOs to determine their optimallocation, since the latter have gained both experience and visibility on communitydevelopment issues. Some of the main reasons for the failure of the Community Education ResourceCentres (CERCs) in the Maldives, have been the following:- The staff were employed part-time and were selected from the formal educationsystem, which lacked the capacity to pay attention to the development of nonformaleducation programmes;- The atoll community educators did not have enough motivation to promotecommunity education activities;- There was a lack of public interest in CERCs;- Reading materials were not relevant to the contextual background, and did notaddress the needs of the readers;- Some materials are too factual and lack lighter, recreational reading content. CLCs may be used as a foundation for community development endeavours, through:- Promoting an interactive and participatory process and by using local expertiseand local resources;- Involvement of local people in the design of CLC programmes, which can make astrong contribution to their achieving success;- Focusing on long-term and income-generating programmes; Establishingpartnerships with other organizations and stakeholders;- Developing strategies for mobilizing local resources - human, material, financial –in the implementation of local development programmes;- Institutionalizing the local monitoring and evaluation system, which should consistof local stakeholders;- Emphasizing the operation of the CLC as an evolutionary process- Enabling and empowering local stakeholders to take charge of the entire gamut ofCLC affairs (technically, professionally and financially); and- Revamping the CLC structure to become a donor-facilitated, but communitymanagedinstitution, to assure its sustainable operation Initiatives for specific “at-risk” target groups, such as CLCs specifically targeting street children,should be replicated; and innovative programmes for youth groups should be introduced. Research-based implementation and supervision of projects have been found to help local peoplegain new vocational skills and enhance their employment security. Members of the target groupsselected their vocations through a critical thinking process that in the future will help them to34

strengthen their vocational stability. The project also helped local people increase theirincome and decrease their living expenses, ultimately contributing to a reduction ofpoverty in the targeted communities. In order to launch successful CLCs, the following measures should be taken intoconsideration:- Regular flow of financial sources to assure sustainability CLC activities;- Provision of user-friendly training materials;- Proper communications infrastructure and internet connectivity at the CLCs;- Accreditation and recognition of CLC Certificates in the labour market; and- Establishment of strong networking among professional associations andcommunities. For developing future CLCs, the particular strengths of CLCs in Vietnam can be builtupon, through internalizing the following observations:- The Vietnam CLCs assist learners to increase family incomes and improve theirquality of life; enhance access lifelong learning and build self-reliance.- The Vietnam CLCs help the community to create awareness of rural development;assist in generating a strong sense of community enrich the commune’s life, throughpreservation of traditional cultures and creation of jobs at the local level. This helpsrealize the role and the importance of CLCs for poverty alleviation; and in generationof social justice in education from the community level upwards. For planning successful CLCs, the following steps would be helpful:- Develop a set of resource materials on the management of CLCs;- Train CLC personnel to build their capacity;- Strengthen effective linkages to mobilize more resources;- Document the achievements and lessons from the best CLCs and- Expand both internal and external networks for CLC development.35

3. Part II: Case Studies of Community Learning Centres, PakistanThe CLC programmes selected for review in Pakistan are presented below in matrix form.Selected CLC Programmes from PakistanProvincePunjabBalochistanSindhNWFPSelected CLC ProgrammesThe Bunyad Literacy Community CouncilThe CLCs of the MMBMT, MianwaliCommunity Learning CentresThe Reflective Learning CentresWomen’s Literacy and Empowerment Program, Sindh Education FoundationProgramme of the Elementary Education Foundation3.3.1 Community Learning Centres in PakistanBackground ContextThe Islamic Republic of Pakistan, located in South Asia, is the sixth most populous country in theworld. The total area of the country is 796,095 square kilometres. Pakistan consists of a federation offour provinces, namely Punjab, Sindh, the Northwest Frontier Province (NWFP), and Balochistan,as well as the federally administered Tribal and Northern Areas (FATA and FANA). Each provinceis further divided into district governments under the country’s devolution programme. The majority ofthe population of the country is Muslim (96.19%), with the major minorities being Christians(2.48%) and Hindus (1.04%). Pakistan is basically an agrarian country and most of its population isengaged in agriculture. Table 6, below, presents some basic data on Pakistan and its population.CountryPopulation Size2005/2006Table 6: General Characteristics of PakistanAvg. AnnualPop. GrowthRate (%)GDPAnnualGrowth(%)Literacy Rate age 15+ % /yearPakistan 159 million 2.1 (2006) 6.2 (2006) Total: 54.00 (2007)Male: 66.25Female: 41.75Sources: World Development Indicators Database, April 2007; National Commission for Human Development,Pakistan, Progress Monitoring Report, April 2007The Literacy Situation in PakistanAlthough adult literacy in Pakistan has increased at the rate of about one per cent per annumsince 1981, it still remains very low, including in comparison to other countries in South Asia. Inthe area of adult literacy, a number of programmes and projects with a main focus on femaleliteracy have been initiated in both the public and private sectors. In addition, non-formal basiceducation schools are complementing formal school primary education courses by offeringlearning opportunities in those settlements where there are no regular primary schools at present,or where, despite the location of a primary school, there are still children who are out of school.However, lifelong and continuing education have to date received little attention in Pakistan.The issue of effective coordination in EFA planning, implementation and monitoring & evaluation hasbeen accorded critical importance at almost all levels. This recognition emerged from the strong36

ealization that, unless all of the principal EFA actors and stakeholders are effectively involved ateach stage, the achievement of EFA goals and targets may not be possible. EFA units atnational, provincial and district levels are intended to provide a platform to the respective fora forthe effective coordination and monitoring & evaluation of EFA activities and programmes at therespective levels.Community Learning Centers in PakistanThe paradigm of community involvement in development is not new in Pakistan. In practice it hasbeen proposed - and indeed implemented - in many forms for a number of decades, but hasyielded varying results. Over the past fifty years, the Government of Pakistan has incorporatedthis concept in programmes of village aid and rural development. These community-basedprogrammes, in their respective ways, have made useful contributions. Nevertheless, due tohighly centralized decision-making, literacy has suffered the most as a result of lack ofdecentralized, community-based initiatives.In Pakistan, the Punjab province has the largest number of CLCs, while other provinces havebeen gradually establishing CLCs over the past few years.In the following section, some selected case studies of Pakistan’s CLC programmes from all thecountry’s four provinces have been reviewed with the aim of assessing their nature, scope,planning and implementation process, with a special focus on highlighting their strengths,innovations, problems and challenges faced and the potential for their sustainability.3.2 Selected Case Studies from PakistanPUNJAB Case Study 1: Bunyad Literacy Community CouncilBackground ContextBunyad Literacy Community Council (BLCC) is an NGO working for female literacy and girls’education in the country, especially in the Punjab. The BLCC literacy and non-formal basiceducation programmes mainly focus on girls and women from poor, underprivileged communitiesin both rural and urban settings. The approach to their problems is holistic, and is characterizedby efforts to develop cross-sectoral linkages (e.g. literacy/education with health, micro credit)wherever possible. The BLCC, in recognition of its exceptional work in the fight against illiteracy,was awarded UNESCO’s Comenius Medal in 1998 and the King Sejong Literacy Prize in 2002.BLCC initiated CLCs from the time of their inception in 1998. The areas in which they werestarted up included the poorest of the province’s deprived districts, with the lowest literacy rates,particularly in the western and southern Punjab. Bunyad, with fourteen partners working in twelvedistricts, has used CLCs (also known as BERTIs or Basic Education Research TrainingInitiatives) in order to motivate grassroots communities to improve their quality of life enrich theirlivelihoods and promote a learning atmosphere. The original nine CLC sites, which expandedlater on to fourteen, were identified by Bunyad and supported by UNESCO, and subsequentlybecame NGOs in their own districts and have started up smaller CLCs using their own resources.Bunyad realizes that in the Punjab there needs to be one CLC in each Union Council (UC) - of whichthere are 5,400. The initial focal point can be the middle school, which could become a beacon oflearning for the deprived rural communities. Grassroots programmes can use CLCs as a place toshare their ideas and experiences with each other. With high dropout rates and increasing illiteracy, the37

government needs to include CLCs in the Education Sector Reforms Plan, for sustaining thelearning process and encouraging continuing education.Special & Innovative FeaturesThe BLCC used a number of creative and innovative techniques to establish and run their CLCsin a sustainable manner. The main thrust of their approach has been on community ownership;resource mobilization; capacity building; and creation of linkages and networking. The salientfeatures of the CLC programme were education and training; community development and selfreliance. Community participation was ensured in the following ways: use of local resources;provision of financial support; offering skills/expertise and donating books. The impact and resultsof using this strategy have been identified as enhanced community empowerment; participatorydecision-making/self-reliance and resource-sharing.Challenges & Problems FacedDespite these very evident successes, a number of challenges remain. There is little financialsupport, especially from the Federal or Provincial Governments, and political interference is adamper on literacy mobilization. Rural communities remain very poor, and volunteerism ishampered by growing poverty. Institutionally, the line departments are too authoritarian, and thereis a lack of support by local governments for the promotion of a learning environment.Furthermore, policy makers do not understand the concept and utility of the CLCs, whilstscattered, poor communities need continual motivation and mobilization support, with resultantmanpower, timeline and budget implications.Potential for SustainabilityThe BLLC has political will, in addition to using innovative and effective strategies and over timehas developed an effective community-based support mechanism. Its own demonstratedinternal and external strengths and will to survive clearly also play an important part in ensuringsustainability. The BLCC has established the Institute of Community Education (ICE) – Link forCapacity Building and Future Directions in CLC Sustainability. Over the years, the BLCC hasdeveloped a training division which specializes in social development in general, and NFBE andliteracy in particular.PUNJAB Case Study 2: Community Learning Centres of MMBT, MianwaliBackground ContextMalik Maula Bakhsh Memorial Trust (MMBMT) was established in 1990 with the aim of promotingfemale literacy and women’s development in rural areas of District Mianwali, and initiated itsNFPE project for rural women. In 1998, the MMBMT collaborated with UNESCO to establishCommunity Learning Centers (CLCs) within its seven project areas in the district, for impartingvocational and technical training to the local population, for income generation, poverty alleviationand enhancing the general level of education and awareness. The CLCs are now the learningnuclei for each community-operated project, providing a platform for interaction, discussion, selfexpression,learning, feedback and outreach.Special & Innovative FeaturesA number of innovative and special features characterize the approach taken by the MMBT,which should indeed be the hallmarks of all CLCs. They include:38

(i)(ii)(iii)(iv)(v)(vi)(vii)(viii)sensitivity to, and understanding of the local culture and social environment; avoidingattempts to enforce rapid changes or sudden external influences;developing a working organization based on just and equitable partnerships; a focuson local human resource development through use of local material resources;safeguarding partnership interests by building amicable, trustworthy and conflict-freerelations with the community;conducting needs assessments and baseline surveys; community involvement,participation and contribution in development projects;community motivation, awareness, organization and training to enhance participation;creating improved employment and income generation opportunities;a focus on long-term sustainability through local capacity-building, decentralizationand delegation of responsibility to community; andflexibility, innovation and adaptability.Challenges & Problems FacedSocio-cultural constraints and the prevailing religious environment lead to attitudinal problems atcommunity level which hinder the promotion of literacy initiatives at the district level. Otherchallenges faced include:(i)(ii)(iii)(iv)existing low literacy rates;poverty and lack of resources to access the educational facilities by the poor people;the non-availability of appropriate funds for promoting NFE and for establishing CLCsin the required numbers; andpoor coordination between government departments and NGOs for launching effectiveliteracy programmes.Potential for SustainabilityThe CLCs established by MMBMT are now self-sustained enterprises, managed and operated bylocal community-based organizations under guidance from MMBMT. It is a matter of pride forthese centres that, after the one-time introductory grant of US$1000 per CLC from UNESCO,they are now financially self-sustaining through mobilization of local resources and governmentsupport. Each learning centre is linked with the non-formal school system in its project area; actsas a resource centre; and provides facilities for vocational, skill or technical training as per localrequirements. This sustainability is based on a number of factors, which include:(i)(ii)(iii)the assurance of active participation and contributions of the community at each stageof CLC development;transparency and an open, ethical working environment, which must form the base ofall policies, decisions, relations, interactions and operations;phased initiation through pilot projects, which would help to safeguard resources,assess achievements and incorporate modifications.The timing of delivery of implementation, strengthening and expansion of CLCs must follow andadapt to the capabilities, requirements and development pace of the local community; Maximumefforts and time should be devoted to comprehensive community training for the effective futuremanagement, maintenance and sustainability of CLCs. Furthermore, meticulous selection ofcompetent consultants, training teams and working groups is an essential prerequisite tosustainability in the longer term. Consultants, master trainers and supervisors must be fieldbased,to ensure their full-time availability for comprehensive and intensive community training,organization, guidance and monitoring.39

BALOCHISTAN Case Study 1: Community Learning Centres Across the ProvinceBackground ContextA major intervention strategy for improving non-formal education in Balochistan has been theintroduction of CLCs in the province. The first CLC was established there with a few donatedsewing machines and a volunteer instructor, and has developed to become a success story in thehistory of the province. Subsequent centres received support from UNESCO. Currently, existingCLCs are located in Quetta and Pishin. Both centres offer skill training related to sewing,embroidery and computer literacy.The Asian Development Bank (ADB) provided assistance to the NFE project for rural womenlocated in Kanak (Mastung district), to establish and operate a learning centre for women agedbetween 15-25 years. Its objectives were to provide training in basic and functional literacy, offerskill training in various areas, help women to set up savings and micro-credit services, andintroduce marketing techniques.In 1993, a resource centre was established at the district NFE office with the assistance of thegovernment and UNICEF (both of which provided sewing machines to students). The centrecombined women’s literacy with vocational training (emphasizing sewing and embroidery skills,which were seen as “suitable” socially-accepted skills for women. Instructors also providedinformation about marketing, population planning, vaccinations, first aid, child-care and otherrelated health concerns. At the end of each training session, the “graduates” received sewingmachines and other tools. A few months later, a survey of the former students revealed thatmore than 85 per cent were still using these sewing machines for income generating activities.Two resource centres were also established at Killi Kotwall near Quetta, one for men and one forwomen.Under a number of other initiatives, ten functional literacy centres were established aroundQuetta with the help of the federal government. Twenty literacy centres were established inMastung district with the support of UNESCO. Income-generating and post-literacy materialswere developed for CLCs and the newly-literate via UNESCO-supported programmes.Workshops were organized to mobilize the community, the provincial government and to harnesslocal potential in the field of NFE and functional literacy. Motivational campaigns were launched topublicize NFE activities and posters, calendars, handouts, badges, etc., were produced, topromote adult literacy in the province.Special & Innovative FeaturesThese include community participation in provision of materials; skill training; women- focusedactivities; linkages, networking and M&E. There was also a concerted emphasis on both adultliteracy and vocational training. Delivery mechanisms included the use of a mobile library, as wellas lectures on social and health issues. Three hundred families benefited from the Centres, whichremained functional for three years before being handed over to the local community.Challenges & Problems FacedThe very considerable physical challenges facing Balochistan impact negatively on all developmentinterventions in the province, and CLCs are no exception. The province experiences thesimultaneous problems of a large geographical area and scattered population; lack of trainedteachers; lack of skilled instructors for skill training; lack of financial resources at both provincial anddistrict levels; lack of planning and management skills; as well as lengthy administrative proceduresand formalities; and problems related to access and travel to educational facilities of any type,particularly for young girls and boys.Potential for Sustainability40

The potential for sustainability includes community participation in provision of materials and sharingresponsibilities; provision of women-focused activities; establishment of linkages and networkingopportunities; skill training and vocational education programmes aimed at poverty alleviation.BALOCHISTAN Case Study 2: The Reflective Learning Centres of IDSPBackground ContextIDSP was selected by UNESCO in September 2002 to launch a programme based on analternative methodology for literacy and basic education for out-of-school adolescents betweenthe ages of 9 to 19. This programme was a part of an innovative project entitled “Breaking thePoverty Cycle of Women: Empowering Adolescent Girls and Boys to become Agents of SocialTransformation”. This was a regional project simultaneously implemented in four countries ofSouth Asia - Pakistan, India, Nepal and Bangladesh. In Pakistan, it was initially started in twodifferent localities on the outskirts of Quetta district - Sabeel and Mominabad - where twoReflective Learning Centers (RLCs) were established with the aim benefiting adolescent girls andboys from poor rural areas, through empowering them via capacity-building and addressing theirpoverty condition. They were provided with diverse opportunities for an eighteen month period, inthe areas of education, non-formal science education, health and legal counseling, selfawareness,training in information and communication technology(ICT), skill development andmicro finance. There are twelve Reflective Learning Spaces located around the two mainresource centres in the project areas in Mominabad and Sabeel. The programme is workingefficiently to promote basic literacy, education and indigenous skills.Special & Innovative FeaturesThis programme has four innovative features, including connecting the “three L’s” - learning,literacy and livelihoods; translating learners’ curiosity in curriculum making; and use of a reflectiveapproach to teaching and learning; and diversifying the teachers’ role.Challenges & Problems FacedThe most pertinent challenge faced was not only innovative demonstration in itself, but indetermining how to take it to scale, whilst providing cohesive institutional, legal mechanisms forits continuity. Furthermore, learning was also not confined to the typically defined learning aidsand environment. Rather, it required a wider focus, while creating learning environment aroundthe existing lives and livelihoods of adolescents and engaging and creating young humanresources that can sustain, expand, and multiply the actions and lessons in context of adeveloping nation which lacks systems and contextual approaches towards development.Potential for SustainabilityThe formation of Citizen Community Boards (CCBs) by communities under the country’sDevolution Programme, and through them, submission of proposal to the local government, whilstsimultaneously generating funds from local resources presents a strong opportunity forsustainability - where CCBs are robust and functional. Provision of technical inputs and provisionof training on institution-building to the local communities; the participation in national exhibitionsto generate resources; and the “adoption” of the existing centres by the Directorate of Literacyand Non-formal Education all constitute interventions that can assist long term sustainability.Since July 2007, the CLCs have taken on financial responsibility for themselves, and thegovernment of Balochistan is committed to taking the concept to scale as well as to a process ofpartnership between IDSP, World Bank and the Government for replicating this approach in sixother districts of the province.41

SINDH Case Study 1: Women’s Literacy & Empowerment Programme, Sindh EducationFoundationBackground ContextOne of the core programmes of the Sindh Education Foundation (SEF), the Women’s Literacyand Empowerment Programme (WLEP), works towards providing disadvantaged adult womenwith educational and self-development opportunities and contributes to their process ofempowerment. The programme operates through 40 Women’s Literacy and EmpowermentCenters (WLECs) established in under-served areas of Karachi, Sehwan and Tando Allah Yar.The Centres ensure provision of learning facilities. The teachers are hired from within thecommunity and are provided with both training and ongoing pedagogical support by the WLEPteam. Regular meetings are carried out with the community members to ensure theirparticipation, involvement and ownership of the initiative at the grassroots. Awareness-raisingsessions on health, nutrition, early childhood development, cleanliness and hygiene are alsoconducted with the learners, as well as with the community at large. To organize women andharmonize efforts for programme sustainability and in order to strengthen WLEC-communityrelations, women’s organizations called Goth Nari Sangats (GNS) have been established in eachcentre through a democratic process. Two GNS consortiums, Alliance Goth Nari Sangat forcommunity development (AGNCD) and Goth Nari Alliance for community development (GNACD),are now registered under Social Welfare Act 1961 as autonomous bodies.Some of the major activities of the project include:(i)(ii)(iii)(iv)the formation and registration of GNS consortiums; training and capacity building ofteachers; interactive theatre;management by NGOs;provision of institutional support funds to WLECs; enhancing community involvement;development of post-literacy material; and project implementation through networkingand formation of linkages.Special & Innovative Features of the ProgrammeThese include:(i)(ii)(iii)(iv)(v)a legal rationale and policy support; specific and applied objectives to involve womenthrough organizations;enhanced community participation;selection of the most needy groups; an appropriate management and implementationstrategy;needs-based activities for poverty alleviation; andestablishment of linkages and networking between the CLCs and other projects.Challenges & Problems FacedAmong the challenges faced under this programme are:(i)(ii)(iii)(iv)an inadequate understanding of the significance of CLCs;issues of urban-rural disparity;the large number of target areas; anda lack of human and financial resources.42

Potential for SustainabilityLegal and policy support by the government underpins the initiative’s future sustainability. Theestablishment of specific and applied objectives and the creation of women’s organizations,together with enhanced community participation, a contextually-appropriate management andimplementation strategy, needs-based activities for poverty alleviation and linkages andnetworking of the CLCs with other projects, all combine to enhance sustainability.NWFP Case Study 1: Elementary Education FoundationBackground ContextThe EEF is the leading, sole quasi-governmental institution of NWFP for the promotion of literacythrough community participation. The EEF was established to improve literacy, with particularfocus on women, through the creation of community schools and employment of teachers indeficient areas; to improve quality of education through teachers training; to promote communityparticipation; for mainstreaming the educational content imparted in religious schools andmosques; to introduce innovative educational programmes relating to literacy and to provideloans to NGOs for the establishment of elementary education schools. It is presentlyimplementing literacy projects, including EEF Model of Girls Community Schools; a project onOperationalization of Girls Community Primary Schools; and the establishment of 140 GirlsCommunity Primary Schools and a Teachers Training Programme.The EEF conducted a needs assessment for establishing schools and work through CSOs. The localcommunity is supposed to provide the accommodation for the community schools. The processinvolves the formation of a civil society organization (CSO) comprising parents, elders, religiousteachers and members of the Union Council. CSOs not only provide accommodation for the schoolbut are also involved in recruitment of teachers. The aim is to create ownership, as the CSO isresponsible for the management and supervision of schools as well as for the performance of theteachers and students. Teachers are recruited from the same locality and where possible, the samevillage as that in which the school is located. Community participation is assured duringimplementation of projects. Cost-effectiveness is also considered before launching a project.Special & Innovative FeaturesEfforts towards the generation of political will at the provincial level; carrying out a needsassessment before establishing schools; a focus on community mobilization and participation;institution of an effective M&E system, combined with safeguarding social and cultural values arethe key features of this programme, in addition to setting both qualitative and quantitative targets;and putting in place cost-effective approaches.Challenges & Problems FacedAmong the problems faced are:(i)(ii)(iii)(iv)(v)(vi)(vii)reliance on comparatively low-quality teachers;low salaries;socio-cultural constraints;lack of interest among the community/learners in some project areas;resource constraints;a reliance on the government or donor resources; andtime constraints on the implementation of a large programme.43

Potential for SustainabilityThe following factors have been identified as being potentially helpful in enhancing thesustainability potential of the programme:(i)(ii)(iii)(iv)(v)(vi)generation of political will at the provincial government level; community mobilization andparticipation;working to enhance and ensure acceptance of the programme among marginalizedcommunities;safeguarding social and cultural values; andestablishing both qualitative and quantitative targets, supported bycost-effective planning and implementation approaches; andan effective M&E system for obtaining feedback on the progress of the programme.3.3 Summary of Findings of the selected CLC Programmes in Pakistan: At a GlanceThe review and assessment of the CLC programmes from Pakistan indicates that, although allthese programmes had some common factors and characteristics in their aim and objectives,nature and implementation methods, as well as in their strengths, problems and achievements,on the other hand, all of them show considerable variations. In this section, all the commonalitiesand variations have been summarized, in the form of comparative tables, with a focus on therelative strengths, innovative features, challenges and problems faced and the potential for thesustainability of the programmes.Table 7 shows selected indicators of the strengths of Pakistan’s CLC programmes. Table 8identifies their innovative features; whilst Table 9 looks at problems and challenges. Table 10examines the potential for sustainability.Table 7: Selected Indicators of Strengths of CLC Programmes in PakistanIndicatorsProvincePunjab Balochistan Sindh NWFPEffective policy/plan √ - √ √Relevance with community needs √ √ √ √Easy Access √ - √ √Relevance with EFA/NFE/CE √ √ √ √Good management √ - √ √Resource provision √ √ √ √Enhanced community participation √ - √ √Programme acceptance √ √ √ √Provision of local support √ √ √ √Useful curriculum & contents √ √ √ √Functional literacy/skill-based contents √ √ √ √Trained & efficient teachers/staff √ √ √ √Interactive & effective delivery methods √ - √ √Marginalized target groups √ √ √ √Feedback through M&E √ √ √ √Linkages with other programmes √ √ √ √Potential for sustainability √ √ √ √No or nominal drop-out rates √ - √ √Low cost system √ - - √Use of A/V Aids & ICT √ - √ -Use of library √ √ √ -44

Table 8: Innovative Features of the Selected CLC Programmes in PakistanProvincePunjabBalochistanSindhNWFPInnovative FeaturesUse of innovative and modern strategies; practical approaches for planning/implementation; community mobilization, participation, empowerment andownership; use of local resources; effective training activities for the teachers andother staff ; needs-based materials; use of mobile libraries; low-cost educationsystem and nominal drop-out ratio; linkages and networking.Community participation in provision of materials; skill training; women focusedactivities; linkages and networking; and M&E.Legal rationale and policy support; specific and applied objectives to involvewomen through organizations; enhanced community participation; selection of themost needy groups; appropriate management and implementation strategy;needs-based activities for poverty alleviation and linkages and networking of theCLCs with other projects.Political will present at the provincial level; needs assessment carried out;community mobilization and participation in place; effective M&E system;safeguarding social and cultural values; and setting qualitative and quantitativetargets.Table 9: Problems & Challenges Faced by the Selected CLC Programmes Under Implementation inPakistanProvincePunjabBalochistanSindhNWFPProblems & ChallengesA large number of target areas; little financial support, especially from government;political interference; rural communities remain very poor; volunteerism is hampered bygrowing poverty; line departments are too authoritarian; no support from government,(especially local governments) for promoting a learning environment; policy makers donot understand CLCs; scattered communities must be constantly motivated andmobilized.A vast geographical area with a low-density, scattered population; lack of trainedteachers; lack of skilled instructors for skill training; lack of funds; lack of planning andmanagement skills; and lengthy administrative procedures and formalities.Inadequate understanding of the significance of CLCs; considerable urban-ruraldisparities; large number of target areas; lack of resources.Reliance on comparatively low-quality teachers; low salaries; socio-cultural constraintsincluding purdah (seclusion) norms which particularly affect girls and women; lack ofinterest among the community/learners in some areas; resource constraints.45

Table 10: Potential for the Sustainability of CLC Programmes in PakistanProvincePunjabBalochistanSindhNWFPPotential Indicators for SustainabilityPolitical will; innovative and effective strategies; development of a community-basedsupport mechanism besides its internal and external strengths, in order to survive.Community participation in provision of materials; women-focused activities; linkagesand networking.Legal and policy support by government; specific and applied objectives andestablishment of women’s organizations; enhanced community participation;appropriate management and implementation strategy; needs-based activities forpoverty alleviation; linkages and networking by CLCs with other projects.Political will at the provincial level; community mobilization and participation;safeguarding the social and cultural values; setting the qualitative and quantitativetargets; effective M&E system.3.4 Lessons Learned from the Provincial Case Studies of PakistanThe main lessons learned from the assessment and analysis of the CLC programmes launched inall the provinces of Pakistan are presented below.These include:‣ The need to increase ownership by communities, to help them to better manage CLCs.‣ Improvements in the quality of skill training and technical guidance.‣ Introduction of counseling for youths, women and children.‣ Development and improved utilization of the institutional mechanism of CitizensCommunity Boards.‣ Introduction of more income generating activities for women.‣ Incorporating these activities as an integral part of women’s literacy programmes.‣ An emphasis on non-formal scientific education and the popularization of science toempower adolescent women.‣ Helping learners at CLCs to understand the practical applications of science in daily life.‣ Establishing an effective marketing structure to assist entrepreneurs completing CLCprogrammes, especially those raising poultry (Balochistan)‣ Replicating CLCs in other communities.‣ Use Community Model Schools for Girls set up during the 1990s as CLCs, if they are notbeing effectively used at present (Balochistan).‣ Paying more attention to collecting and disseminating information.‣ Managing CLCs with a view to their sustainability.‣ Working harder to create the environment and atmosphere of a “learning society”.46

3.5 Recommendations & Way Forward for PakistanKeeping in view the present low literacy rates in Pakistan and the results of the numerous andconstant efforts since 1947, a number of initiatives are still required to fulfill national andinternational commitments made by the Government of Pakistan.In the light of the above analysis, the assessment of the case studies and the lessons learnedfrom the experiences of different countries, and in all the provinces of Pakistan, the followingrecommendations are presented as a suggested way forward. Consideration and implementationof these initiatives may be helpful in enhancing the literacy rate in Pakistan.1. Appropriate Policies, Legal Frameworks & Action PlansAppropriate policies, legal frameworks and action plans at the national and provincial levelsshould be promulgated and implemented with a robust political will. Provision of all requiredresources (including financial, human, physical and social) should be assured on a regular basisand with in the appropriate time limits, to maintain the continuity of literacy initiatives.2. Development of an Infrastructure BaseA strong infrastructural base and network for CLCs and NFE institutions should be establishedand maintained on a long term basis to assist in meeting the targets set.3. Use of Participatory ApproachesParticipatory approaches should be adopted to enhance ownership levels, through involvinglocal communities, NGOs, CSOs, government Line Departments and other relevantstakeholders.4. Need-Based Literacy & Marketable SkillsNeeds-based skills promotion, together with marketable literacy and post-literacy programmesshould be offered in the CLCs instead of ordinary literacy programmes.5. Linkages & NetworkingAn appropriate mechanism for the creation of linkages between CLCs and formal schoolsshould be established, to mainstream those graduating from CLCs into the formal educationalsystem.6. Effective Follow-up MechanismsBesides the above steps, an effective follow-up and monitoring mechanism should also bedeveloped and implemented, to assist in ensuring sustainability as well as for achievement of thedesired educational objectives.7. Consolidation & StandardizationConsolidation and standardization of the NFE and CLC programmes is desirable. All bestpractices should be documented, organized and these materials should be made available forsharing and replication at a broader level.47

8. Institutionalization & Scale UpThere is a strong need for the institutionalization and scaling up of the successful CLCprogrammes, through establishing coordination with other partners.9. Learning from Other Countries’ ExperiencesPakistan can benefit from the experiences of other countries in the Asia-Pacific region, throughreplication of some of the best-practice examples of successful CLC programmes from theregion, in Pakistan, to assist in achieving literacy targets. In this regard, the programmes inBangladesh, India, Sri Lanka, Iran, Indonesia, China, Nepal, Uzbekistan, Thailand and Vietnammay be particularly useful as models for Pakistan.48