Good Practices in Literacy and NFE Programmes - Literacyportal.net

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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
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 and 14: Special & Innovative Features of th
Page 15: 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 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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