Good Practices in Literacy and NFE Programmes - Literacyportal.net

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Challenges & Problems FacedMajor problems faced include:(i)(ii)(iii)inadequate or missing needs assessment of the community and target groups;challenges in designing the curriculum;difficulties recruiting resource-persons, local savants and technical experts; and fund raising.Potential for SustainabilityThe research-based implementation and supervision of the project helped local people gain newvocational skills and enhance their employment security. Members of the target groups selectedtheir vocations through a critical thinking process that in the future will help them to strengthen theirvocational stability. The project also helped local people increase their income and decrease theirliving expenses, ultimately contributing to a reduction of poverty in the targeted communities.Case Study 13: Community Learning Centres, UzbekistanBackground ContextUzbekistan is actively implementing the Action Plan of the Dakar Forum on EFA. CLCs forhandicrafts skills development have been established under the National Action Plan (NAP) onEFA and the respective legal framework of local municipalities, district branches of stateinspection for the preservation of cultural monuments, handicrafts associations and educationinstitutions. This new policy has contributed to the generation of a positive image of CLCs and inestablishing favorable and stable conditions for long-term cooperation with local stakeholders andeven with donors and other development agencies. In 1999, the concept of lifelong educationwas introduced in Uzbekistan, with a pilot project on establishing and developing CLCs,supported by UNESCO within the framework of its APPEAL initiative.Since most of the country’s population lives in a rural social environment with a strong sense ofcommunity, the CLC provides an opportunity for individuals to acquire knowledge and skillsthrough structured activities and non-formal learning. The main aim of the programme is therealization of lifelong, continuing education (formal, non-formal and informal). The CLCs areregarded as important and effective delivery mechanisms for literacy and lifelong education, withan emphasis on community participation in alleviating poverty through the promotion of quality oflife programmes. The approach used also promotes cultural, physical and spiritual developmentthrough various continuing education programmes, and enables each individual to become a selfreliant,productive and independent member of society, who can acquire new skills andcapabilities to cope in a rapidly changing world.Each CLC prepares a need-based action plan whose programmes focus on activities related toliteracy, life skills, vocational training, environmental education and human rights awareness, foodprocessing, agriculture, computer literacy, new ICTs, health education, a healthy lifestyle, reproductivehealth, and the prevention of HIV/AIDS and drug abuse. The main target groups include children,youth, out-of-school children, women; adult learners, disadvantaged people and the unemployed.The CLC resource centre staff and the local administrator monitor daily activities in order to observeand collect information that acts as feedback for both programme implementers and participants.Special & Innovative Features of the ProgrammeInnovative features identified include:(i)(ii)flexible criteria for establishing CLC, depending on its type and target groups;provision of access to continuing education and lifelong learning;26
(iii)(iv)(v)(vi)preparation of an action plan by each CLC, based on its needs;catering to the needs of a range of target groups;emphasis on community participation to alleviate poverty and the promotion ofcultural, physical and spiritual development through quality of life programmes; andenabling each individual to become a self-reliant, productive and independent member ofsociety, who can acquire new skills and capabilities to cope in a rapidly changing world.Challenges & ProblemsThe lack of regular financial funding sources for the sustainable development of CLC activitieshas proved to be a challenge. Other difficulties faced include:(i)(ii)(iii)(iv)a shortage of user-friendly training materials for community representatives;lack of internet connectivity at most CLCs, due to poor communication infrastructurein rural areas in particular;certification of specialists not being widely recognized in the labour market; andweak networking among professional associations and communities.Potential for SustainabilityIncreased awareness among local people about lifelong learning has been created, and there isan increased capability on the part of communities to face the issues and challenges ofdevelopment. Use of improved techniques and skills in areas relevant to everyday life, thedevelopment of a sense of ownership and a change in the attitudes of local people; andgeneration of enhanced self-confidence and self-reliance amongst community members have allincreased the potential sustainability of the programme.Case Study 14: Community Learning Centres, VietnamBackground ContextIn Vietnam, there are 595 CECs at the district level and 2,532 CLCs at the commune level,across the country. In every commune there is now a primary school, a lower secondary schooland an early childhood care centre. For the development of CLCs, the government has includedthe CLC plan as part of the EFA National Action Plan for 2003-2015. According to this plan, itwas proposed that 50 per cent of the communes would have CLCs by 2005 and 90 per cent by2010. A slogan has been generated for CLCs by the Vietnamese government whichencapsulates its aims: "Development, Consolidation and Quality."ICLCs in Vietnam are considered to be commune-based units, organized by the local people tomobilize support for literacy, post-literacy and lifelong learning for all children, youths and adults. TheCLC is also the NFE-cum-learning model, as well as the local delivery mechanism for reaching theun-reached, disadvantaged and under-served population groups living in remote or difficult areas.CLCs in Vietnam perform a number of education-related activities in various educational and socioeconomicsectors, such as agricultural production, health and environment, leisure; as well as supportfor social and community activities. For organizing activities at CLCs, the organizers conductmeetings, training courses and adult education classes. The meetings introduce laws, policies andguidelines from the central to the grassroots level. The training courses help people learn more aboutmethods of agricultural production that could increase the value or quality of their products. Whenrural areas are affected by “bird flu,” or other health problems, local people can use the CLCs toobtain more information on the issues at hand. In particular, CLCs help maintain traditional forms ofemployment in localities, including those related to traditional culture.27
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 and 24: how they can be fulfilled by CLC pr
Page 25: Special & Innovative Features of th
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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