Good Practices in Literacy and NFE Programmes - Literacyportal.net

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Case Study 11: Community Learning Centres, Sri LankaBackground ContextNFE came into existence in 1971 in Sri Lanka, with the establishment of technical classes foradults who dropped out of formal schools prematurely. Literacy centres for out-of-school childrenaged 5-14 were introduced by the NFE Branch of the Ministry of Human ResourcesDevelopment, Education & Cultural Affairs.The main mission of Sri Lanka’s NFE is to provide and promote educational opportunities, withthe assistance of other agencies and in accordance with the national education policies andtrends, for children, adults, and persons with special educational needs who have left formalschooling. Its aims and objectives include:(i) provision of compulsory education opportunities for all children of school-going age (5-14 years) and technical education for those who have dropped out of formal schools;(ii) conducting educational development programmes for the community; and(iii) providing educational opportunities for children with special educational needs.NFE programmes have been launched for children of compulsory school-going age who have notentered school, or have dropped out in early grades. CLCs, on the other hand, are establishedfor education and skill development of community members and school dropouts.The main aims of Nepal’s CLCs are:(i)(ii)(iii)to meet the (educational) needs of the public;to develop innovational programmes suited to the expressed preferences of youth;to meet the demand for jobs and to use resources available in the area; and topromote literacy, generic and contextual skills.CLCs offer several types of literacy programmes including basic literacy, post-literacy andfunctional literacy. An example of one, the “Nana Sarana” programme for street children, ispresented below.Community Learning Centres for Children Living On and Off the Street “Nana Sarana”The Sri Lankan government has established CLCs for children living on and off the street, who areconsidered a nuisance to society (mainly due to the sub-culture to which they belong, which isconsidered to lack a solid value system)). The majority of people do not accept street children asactually or potentially useful citizens in society. These children are consequently not accepted in thenormal school setting, and do not get the opportunity to go to school and learn like other children oftheir age. The formal school setting is thus not a feasible educational option for these children, asschool laws and regulations call for stable residence, proper time-keeping, and formal dress andbehavior patterns. Nevertheless, these children, like all others, want to learn and to improve theirquality of life.To address this problem, the NFE Branch plans to introduce CLCs in 15 districts. NGOs, localmunicipalities, public health personnel and other relevant parties will be responsible for referring targetchildren to the CLCs.This programme is implemented by the NFE Branch, Ministry of Human Resource Development,Education and Cultural Affairs. Technical assistance for the programme comes from resource personsspecializing in the field of conducting functional literacy and numeracy programmes.24
Special & Innovative Features of the ProgrammeEstablishment of CLCs such as the “Nana Sarana” for street children is an innovative and uniquefeature of the CLC programme launched by the Sri Lanka Government.Challenges & ProblemsAmong the challenges facing the programme is that of lack of parental interested in theirchildren’s literacy. Furthermore, there are a lack of funding sources; a lack of knowledge aboutNFE among education and other officials; difficulties experienced in conducting national levelsurveys and the inability to obtain data from areas affected by armed conflictPotential for SustainabilityInitiatives such as CLCs for street children have the potential for replication in a sustainablemanner.Case Study 12: Community Learning Centres, ThailandBackground ContextThe main objective of NFE in Thailand is to provide equal access to education for out-of-schoollearners through a lifelong learning process. To achieve this objective, several implementationstrategies have been initiated through literacy programmes, basic education programmes, postliteracy programmes, continuing education programmes, and vocational and life skills training.CLCs were devised as a solid mechanism to provide lifelong continuing education in ruralcommunities in particular. This has marked a very significant transition of NFE provision from abureaucracy-oriented approach to a community-oriented one. In consequence, the Departmentof NFE (DNFE) has changed its role from that of an implementing agency to that of a facilitator.CLCs are set up and organized by the community and for the community, while the DNFEfacilitates implementation through collaboration with various government and non-governmentorganizations. The community itself is used as a learning base, complemented by various typesof educational media. The CLC is usually a resource centre with a wide selection of adulteducation learning materials, ranging from textbooks and handbooks to audio cassettes andvideo programmes, as well as some Clean Air Initiative (CAI) programmes. At CLCs, literacyand post literacy classes as well as other vocational skills training, all respond to the diverseneeds of community learners and their ways of life, and are also in accord with the democraticpath and a changing society. In addition, CLCs also provide a venue for conducting publicmeetings and social gatherings. Since CLCs belong to the entire community, all communitymembers are encouraged to participate in organizing educational and quality of life improvementactivities in their communities.Thus, the key requirements for CLC implementation are community involvement, participationand ownership.Special & Innovative FeaturesAt policy level, the CLCs were devised as a solid mechanism to provide lifelong continuingeducation in the rural communities. Two important aspects of their success include:(i)(ii)the transition of NFE provision from a bureaucracy-oriented to a community-orientedapproach; andthe changed role of the Department of NFE, from that of an implementing agency tothat of a facilitator.25
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 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: 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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