Good Practices in Literacy and NFE Programmes - Literacyportal.net

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(VLTs) are volunteers recruited by the CLC MC. They receive pre-service training plus in-servicerefresher training, based on APPEAL training materials. CLCs may require other types of resourcepersons, such as experts in traditional medicine, agriculture, traditional music and dance, and localhandicraft, a veterinary or specialists in handloom weaving who can help in holding skills trainingsessions. The philosophy for teacher training was based on learner-centred methods, which is vitalfor the adult learners. The VLT is responsible for assessing the learners’ achievements byobservation and by tests. The CLCs are multi-functional and an important strength is the explicit linksmade between education (literacy, post-literacy, NFPE), skills training, dissemination of informationand income-generating activities. CLCs have helped improve education and income opportunities,which have direct positive effects, both cultural and economic, on the quality of life, besidesgenerating increased levels of confidence, coherence and collaboration in the target villages. Womenhave particularly benefited, since their level of literacy is typically lower than that of men.Special & Innovative FeaturesThe implementation of the CLC component followed a rather unique approach, which differedfrom that of most other countries. One of the key persons in this structure was the CommunityLearning Coordinator (CLCo), who was the link between the education project, the public sectorand the communities via the Community Learning Organizer (CLO) and the CLC ManagementCommittee (CLC MC). The CLCo carries out a multitude of tasks including assisting in capacitybuilding of the CLCs; planning, organizing and monitoring NFE and NFPE activities, skill trainingfor learners; income generating activities carried out by the communities; and record keeping,supervision and monitoring of CLC activities, as well as reporting back to the zonal specialist andthe Assistant Programme Manager (APM).Challenges & Problems FacedMajor problems faced include: those of catering to an increasing number of school-going-age andout-of-school children, through NFE and CLC models; increasing the coverage rate; reaching outthe very poorest communities; addressing increasing demand; addressing a variety of sustainabilityissues; motivation of beneficiaries; the need for flexibility of activities; providing skill training, lifeskills; issues of language diversity; financial sustainability; networking and partnerships; curriculumand material development; and availability of public sector support for future initiatives.Potential for SustainabilitySustainability is being enhanced through supportive community initiatives; the use of volunteerismas well as of new methods of teaching and leaning in addition to conventional lecturing, such as theuse of puppets, storytelling, games, as well as practical work with projects and drawings.Case Study 10: Community Learning Centres, NepalBackground ContextIn Nepal, CLCs are a recent phenomenon. The Government's 10th Five-Year Plan includedCLCs as a key strategy for adult literacy and continuing education, to provide access tolife skills and appropriate learning and life skills implementation opportunities; makingCLCs more accessible to people with disabilities; and encouraging CLCs to use theexperience of older people and providing them with opportunities to learn and interact withothers. The programmes conducted at CLCs include education, income generation, women’sdevelopment, life skills training, literacy, early childhood development (ECD), library services,savings and credit, community forestry, preservation of the cultural heritage, and communitydevelopment. One of the objectives of the CLC concept is to enable communities to participatedirectly in planning, implementing, evaluating and analyzing their needs and interests, and22
how they can be fulfilled by CLC programmes. Participants generally consist of illiterate or semiliteratepeople; unschooled children, school dropouts, youth with limited technical skills; and girls,women and children living in marginal communities.CLCs in Nepal have been supported mainly by UNESCO and other donors, other than via variousforms of local resource support, such as community funding, endowments, cost-sharing, andsupport through provision of minimum infrastructure. However, local funding levels have beenfairly negligible. In the context of learning resources, local expertise has been used in addition toinputs from other non-local experts. CLCs have established and maintained networks with otherorganizations and institutions, in order to increase the extent of their available resources. Inprocess terms, the Steering Committee selects a local facilitator to be responsible for the overalloperations of the CLC; and facilitators are generally chosen on basis of experience, commitmentand ability to build a rapport with members of target communities.Monitoring and evaluation of Nepal’s CLCs and their programmes are the joint responsibility ofUNESCO and the Steering Committee. At the local level, monitoring is done by the CLC SteeringCommittee. The model set up for monitoring, supervision and evaluation includes a number ofapproaches, which include inter-CLC monitoring, group reflection, inter-CLC sharing; and jointteam evaluations.Special & Innovative Features of the ProgrammeThe establishment of CLCs has been a considerable achievement, which has contributed toimproving the pace of community development through mobilizing local resources. Some of thechanges which have occurred in the communities as a result of CLC interventions include:(i)(ii)(iii)(iv)(v)(vi)(vii)(viii)(ix)increased availability of the facilities needed to run community developmentprogrammes (libraries, training space, furniture and other material resources);creation of awareness among community and civil society organizations o localdevelopment issues;provision of forums for community, NGOs and CBOs to discuss local problems anddevelopment needs; improvement in local capacity;increased motivation to run local development programmes; increased communityparticipation;gradual (positive) change in the attitudes of local people;confidence-building and empowerment of target communities;the creation of opportunities for the members of educationally-disadvantagedcommunities;utilization of local expertise and other resources; andimplementation of income-generation activities.Challenges & Problems FacedDespite the above achievements, two main problems faced in relation to CLCs were identified asbeing constrained resources and facilities for the training; and limited capacity building ofmanagers and facilitators.Potential for SustainabilityNepal’s vision of sustainability for CLCs basically relies on community participation and strongcommunity ownership; as well as local-level resource mobilization (both financial and human); thecapacity building of CLC personnel; and putting in place a mandated structure for all CLCs.23
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 and 20: of CLCs, participatory teaching-lea
Page 21: volunteer campaign. Classes were or
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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