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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
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 and 12: Part II, which consists of case stu
Page 13: Special & Innovative Features of th
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

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