Good Practices in Literacy and NFE Programmes - Literacyportal.net

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