Good Practices in Literacy and NFE Programmes - Literacyportal.net
Good Practices in Literacy and NFE Programmes - Literacyportal.net Good Practices in Literacy and NFE Programmes - Literacyportal.net
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
- 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 and 10: 1 Introduction & Background to the
- Page 11: Part II, which consists of case stu
- Page 15 and 16: The main aim of the CLC initiative
- Page 17 and 18: Special & Innovative Features of th
- 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 25 and 26: Special & Innovative Features of th
- 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
2. PART I: Case Studies from Countries <strong>in</strong> the Asia Pacific RegionThe countries selected for <strong>in</strong>clusion <strong>in</strong> this study, together with the related CLC programmes arepresented below <strong>in</strong> matrix form.Countries Selected from the Asia-Pacific Region & CLC <strong>Programmes</strong>CountryBangladeshBhutanCh<strong>in</strong>a (PRC)IndiaIndonesiaIranKazakhstanMaldivesMyanmarNepalSri LankaThail<strong>and</strong>UzbekistanVietnamSelected CLC <strong>Programmes</strong>The <strong>NFE</strong> Models of the Bangladesh Rural Advancement Committee(BRAC)Community Learn<strong>in</strong>g CentresRural Community Learn<strong>in</strong>g CentresTotal <strong>Literacy</strong> Campaigns (TLC) ModelCommunity Learn<strong>in</strong>g Centres<strong>Literacy</strong> Movement Organization (LMO)Community Learn<strong>in</strong>g CentresCommunity Learn<strong>in</strong>g CentresThe Community Learn<strong>in</strong>g Centre (CLC) ModelCommunity Learn<strong>in</strong>g CentresCommunity Learn<strong>in</strong>g CentresCommunity Learn<strong>in</strong>g CentresCommunity Learn<strong>in</strong>g CentresCommunity Learn<strong>in</strong>g Centres2.1 Case Studies from the Asia Pacific RegionCase Study 1: The <strong>NFE</strong> Models of the Bangladesh Rural Advancement Committee (BRAC)Background ContextThe Basic Education Programme (BEP), of the BRAC, <strong>in</strong>itially known as Non-Formal PrimaryEducation (NFPE), <strong>and</strong> presently renamed as BPS, was started <strong>in</strong> 1985 with one primary schoolmodel, followed by a second primary school model called BEOC (Basic Education for OlderChildren) <strong>in</strong> 1987. It was <strong>in</strong>itiated as a three-year programme for children between the ages of 8<strong>and</strong> 10 years, <strong>in</strong>clud<strong>in</strong>g those never enrolled <strong>in</strong> 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 st<strong>and</strong>ards. AllBEP’s projects <strong>and</strong> activities are currently shaped by four major thematic issues: (i) l<strong>in</strong>kages <strong>and</strong>partnerships with the Government of Bangladesh; (ii), a gender focus <strong>and</strong> strategy; (iii) <strong>in</strong>clusionof ethnic m<strong>in</strong>orities; (iv) <strong>in</strong>clusion of children with disabilities.These model schools are established follow<strong>in</strong>g a needs assessment with<strong>in</strong> or near by a cluster ofvillages. The use of this cluster approach facilitates the monitor<strong>in</strong>g process <strong>and</strong> means thatteachers do not have to travel long distances to attend monthly refresher tra<strong>in</strong><strong>in</strong>gs. Thecommunity chooses the site for build<strong>in</strong>g a one-room school, <strong>and</strong> takes responsibility for itsma<strong>in</strong>tenance. A group of eligible students <strong>and</strong> a suitable teacher are selected from the samelocality. Preferred teachers are married women with at least 10 years experience of education<strong>and</strong> fairly good communications skills. The teachers rema<strong>in</strong> with the same group of studentsthroughout their 4-year learn<strong>in</strong>g cycle. Pre-service tra<strong>in</strong><strong>in</strong>g <strong>and</strong> refresher courses are organizedfor teachers. Modern methods of pedagogy <strong>and</strong> <strong>in</strong>teractive teach<strong>in</strong>g-learn<strong>in</strong>g processes basedon adult psychology are also commonly used. An extensive, participatory M&E system has beenestablished to properly monitor, assess <strong>and</strong> record the both the progress of the learners, <strong>and</strong> theefficiency of the teachers. These schools have been declared very successful effective modelson the basis of their achievements.12
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