Good Practices in Literacy and NFE Programmes - Literacyportal.net

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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
Page 1 and 2: Good Practicesin Literacy & Non-For
Page 3 and 4: FOREWORDWithin the broad framework
Page 5 and 6: ContentsForeword 3Background Note 4
Page 7 and 8: AcronymsAECADBAGNCDAPPEALAPMATEOA/V
Page 9: 1 Introduction & Background to the
Page 13 and 14: Special & Innovative Features of th
Page 15 and 16: The main aim of the CLC initiative
Page 19 and 20: of CLCs, participatory teaching-lea
Page 21 and 22: volunteer campaign. Classes were or
Page 23 and 24: how they can be fulfilled by CLC pr
Page 27 and 28: (iii)(iv)(v)(vi)preparation of an a
Page 29 and 30: Table 2: Selected Indicators of Str
Page 31 and 32: Table 4: Problems & Challenges face
Page 33 and 34: 2.2 Lessons Learned from the CLC Pr
Page 35 and 36: strengthen their vocational stabili
Page 37 and 38: ealization that, unless all of the
Page 39 and 40: (i)(ii)(iii)(iv)(v)(vi)(vii)(viii)s
Page 41 and 42: The potential for sustainability in
Page 43 and 44: Potential for SustainabilityLegal a
Page 45 and 46: Table 8: Innovative Features of the
Page 47 and 48: 3.5 Recommendations & Way Forward f

Good Practices in Literacy and NFE Programmes - Literacyportal.net

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