Good Practices in Literacy and NFE Programmes - Literacyportal.net

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The curriculum of CLC programmes includes computer skills, language skills; production ofcarpets, folk art goods; training of farmers; marketing, financial and record keeping, the basics ofsmall business enterprise; amateur art and theatre training; cooking skills; training of touristguides; training in vocational trades such as welding etc.Their designated target groups include: the unemployed, including youth and girls; women,including single mothers; farmers, including tobacco producers; the adult population, particularlythe elderly and pensioners; youth and school children; vetinary students; entrepreneurs; invalids;children of preschool age; children from disadvantaged families, including families with manychildren and with one parent; civil servants, teachers, staff of local authorities; and minority ethnicgroups, repatriates, etc.Special & Innovative FeaturesThese include: constitutional support and the inclusion of the CLC programme in nationaleducation plans, especially in the EFA national action plans and UN Literacy Decade activities;earmarked budget allocations by the government and local authorities; and a major focus on skilltraining and catering to the needs of a range of designated target groups of the population.Challenges & Problems FacedA number of challenges have been identified, which include: government officials using a topdownapproach, not being ready to cooperate and assist in the establishment of CLCs; a lack ofunderstanding of the CLC concept among the community officials; non-availability of qualifiedhuman resources to unite and develop the community through lifelong education and learning;scarcity of funds; and poor coordination, networking and cooperation at both national andinternational levels.Potential for SustainabilityAnalysis indicates that sustainability would be enhanced through the realization of increasedefforts to enhance community participation; resource mobilization; capacity building; linkages andnetworking; and improved M&E and documentation systems.Case Study 8: Community Learning Centres in the MaldivesBackground Context IntroductionThe literacy rate in the Maldives is 98.5 per cent, with a marginally higher rate for females than formales. Traditional schools provide basic religious education; basic literacy and numeracy for pre schoolageand school-age children and operate through three different levels and categories of institutions.The Faculty of Technical Education (FTE) in Male’, prepares skilled and semi-skilled workers in varioustrades. The Rural Youth Vocational Training Centres in the atolls also impart training in different trades,linked to labour market needs and to self-employment generation and creation.The community education (CE) programmes are diversified in nature, but have a limitedcoverage, though they address a wide variety of target populations and offer an equal variety ofcourses, including basic literacy, adult education classes, condensed courses for over-agedchildren (“second chance education”), skill training (e.g. typing) and population education. Theradio station “Voice of the Maldives” also broadcasts various educational programmes of generalinterest. The Ministries of Gender & Youth Development and the Ministry of Health provide shorttermtraining in various trades and vocations, in response to specific sectoral needs.A nation-wide programme entitled Basic Education, with the aim of the eradication of illiteracy in thecountry, was first launched in 1980. This programme was conducted through a community-based20
volunteer campaign. Classes were organized and attended mostly by women, as the men wereaway fishing, which led to the achievement of a high literacy rate for women. At present,however, the programme is more geared towards the attainment of functional literacy. The Centre forContinuing Education is making efforts to provide literacy materials and conduct regular functional(post) literacy classes. Despite this, the lack of reading materials suitable for neo-literates isconsidered to be a real hindrance in meeting the goals of the National EFA Action Plan.Presently, an atoll education centre (AEC) on each atoll is supposed to provide both formal andnon-formal education. However, the AECs have failed to serve their intended purpose, and theatolls did not make use of the AEC’s contribution to the development, administration andsupervision of education adequately, if at all. To remedy this situation, CERCs were establishedin order to carry out continuing education activities.Special & Innovative FeaturesThese include the implementation of the programme through a community-based volunteercampaign; a high female participation rate due to the absence of men due to their engagement inmaritime economic activity; regularity of classes, and educational programmes with a content wasbased on literacy training being widely telecast.Challenges & ProblemsThe structure and organizational arrangements of the CERCs have not been very successful, inpart because the head teachers of the AECs are very involved in the day-to-day management offormal education and are thus unable to pay sufficient attention to the development of NFEprogrammes. The atoll community educators were found to lack sufficient motivation to promotecommunity education. As result, the resource centres (some of which had in fact started upactivities) became gradually inactive and eventually defunct. Other problems identified included:the low level of public interest demonstrated; and few, largely irrelevant reading materials.Potential for SustainabilityThe Centre for Continuing Education is trying to promote the use of these Centres by the islandcommunity, through providing reading materials and via creating opportunities for learners to gaindifferent (income generating) skills through the centres.Case Study 9: The Community Learning Centre Model, MyanmarBackground ContextCLCs were first introduced in Myanmar in 1994, under a UNESCO project, with a total of 71centres in 11 townships, in three areas and over three phases having been established by theend of the programme. Coverage included 83 villages and 80,000 potential participants. Theobjectives of the programme were to improve access to primary education for all; and promotequality in the learning process of both formal and non-formal basic education. Specific objectivesincluded: the provision of non-formal, continuing education and skills training programmes thatresponded to needs identified by the targeted communities themselves; provision of access toinformation in fields of expressed interest to the community; strengthening the capacities ofcommunities to themselves carry out education programmes that lead to an improvement in theirquality of life; as well as contributing to poverty alleviation.The CLCs were created at the initiative of communities themselves, with the assistance from theUNESCO education project. CLCs were mainly made functional through efforts of the CLC ManagementCommittee (CLC MC) and the good will of a few very dedicated volunteers. The Village Literacy Trainers21
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 and 16: The main aim of the CLC initiative
Page 19: of CLCs, participatory teaching-lea
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

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