Good Practices in Literacy and NFE Programmes - Literacyportal.net
Good Practices in Literacy and NFE Programmes - Literacyportal.net Good Practices in Literacy and NFE Programmes - Literacyportal.net
For an effective implementation of CLCs, great importance is given to the capacity-building ofCLC personnel. A number of trainings at national/sub-regional levels are organized annually. TheContinuing Education Department (CED) has conducted some projects for CLC development andhas also collected statistics across the country related to facilities, equipment, number oflearners, and training courses.Special & Innovative Features of ProgrammeOrientation meetings to introduce laws, policies and guidelines from the central to the grassrootslevel; Great importance is given to the capacity building of CLC personnel; Training aboutmethods of agricultural production and health problems is focused; Use of the CLCs asinformation centres by the local people; The CLCs help maintain traditional forms of employmentin localities, including traditional culture.Challenges & Problems FacedVietnam has development CLCs across a large part of the country. However, there is still a biggap between the numbers of CLCs located in the North vs. the South. For example, the numberof CLCs in the North (2,244) is ten times higher than in the South (288). In general, CLCs are setup on land belonging to People’s Committees and use their facilities. The number of effectiveCLCs constitutes about one-third of the total number of CLCs, but till today, there are many CLCsthat are short of libraries, books, training manuals for CLC personnel and workbooks for learners.Potential for SustainabilityThe CLCs help people to link closely with administrative officers and to understand their work.CLCs help localities keep a peaceful atmosphere in rural areas where the living conditions andincomes are always lower than in urban areas; and also help to bring about improvements in ruralareas, including increased family incomes and an improved quality of life, access to lifelonglearning and building self-reliance.2.2 CLC Programmes in the Asia Pacific Region: Summary Findings at a GlanceThe review and assessment of CLC programmes from the Asia Pacific Region shows that all theprogrammes shared common features and characteristics in terms of their aims and objectives,nature and implementation methods, as well as in their strengths, problems and achievements.However, a number of variations were also observed.In this section, the commonalities and variations have been summarized in the form ofcomparative tables, with a focus on the strengths, innovative features, challenges and problemsfaced, and the potential for the sustainability of the programmes. Table 2 below presentsindicators of strength; and Table 3 shows innovative features, by programme. Table 4 examinesproblems and challenges in implementation; and Table 5 looks at issues of sustainability.28
Table 2: Selected Indicators of Strengths as Reflected by Country ProgrammesBangladeshBhutanChinaIndiaIndonesiaIranKazakhstanCountriesIndicatorsEffective√ √ √ √ √ √ √ √ √ √ - √ √ √ √policy/PlanRelevance with √ √ √ √ √ √ √ √ √ √ √ √ √ √ √communityneedsEasy Access √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Relevance with √ √ √ √ √ √ √ √ √ √ √ √ √ √ √EFA/NFE/CEGood√ √ √ √ √ √ √ √ √ √ - √ √ √ √managementResource√ √ √ √ √ √ √ √ √ √ √ √ √ √ √provisionEnhanced√ √ √ √ √ √ √ √ √ √ √ √ √ √ √communityparticipationProgramme √ √ √ √ √ √ √ √ √ √ √ √ √ √ √acceptanceProvision of local √ √ √ √ √ √ √ √ √ √ √ √ √ √ √supportUseful√ √ √ √ √ √ √ √ √ √ √ √ √ √ √curriculum &contentsFunctional√ √ √ √ √ √ √ √ √ √ √ √ √ √literacy/ SkillbasedcontentsTrained &√ √ √ √ √ √ √ √ √ √ √ √ √ √ √efficientteachers/staffInteractive & √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Effective deliverymethodsMarginalized √ √ √ √ √ √ √ √ √ √ √ √ √ √ √target groupsFeedback√ √ √ √ √ √ √ √ √ √ √ √ √ √ √through M&ELinkages with √ √ √ √ √ √ √ √ √ √ - √ √ √ √otherprogrammesPotential for √ √ √ √ √ √ √ √ √ √ √ √ √ √ √SustainabilityNo or Nominal √ √ √ √ √ √ √ √ √ √ √ √ √ √ √drop-out ratesLow cost system √ √ - - - - - - - - - - - -Use of A/V Aids - √ √ - - - - √ - - √ √ √ √& ICTMaldivesMyanmarNepalPakistanSri LankaThailandUzbekistanVietnam29
- 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 and 26: Special & Innovative Features of th
- Page 27: (iii)(iv)(v)(vi)preparation of an a
- 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
For an effective implementation of CLCs, great importance is given to the capacity-build<strong>in</strong>g ofCLC personnel. A number of tra<strong>in</strong><strong>in</strong>gs at national/sub-regional levels are organized annually. TheCont<strong>in</strong>u<strong>in</strong>g Education Department (CED) has conducted some projects for CLC development <strong>and</strong>has also collected statistics across the country related to facilities, equipment, number oflearners, <strong>and</strong> tra<strong>in</strong><strong>in</strong>g courses.Special & Innovative Features of ProgrammeOrientation meet<strong>in</strong>gs to <strong>in</strong>troduce laws, policies <strong>and</strong> guidel<strong>in</strong>es from the central to the grassrootslevel; Great importance is given to the capacity build<strong>in</strong>g of CLC personnel; Tra<strong>in</strong><strong>in</strong>g aboutmethods of agricultural production <strong>and</strong> health problems is focused; Use of the CLCs as<strong>in</strong>formation centres by the local people; The CLCs help ma<strong>in</strong>ta<strong>in</strong> traditional forms of employment<strong>in</strong> localities, <strong>in</strong>clud<strong>in</strong>g traditional culture.Challenges & Problems FacedVietnam has development CLCs across a large part of the country. However, there is still a biggap between the numbers of CLCs located <strong>in</strong> the North vs. the South. For example, the numberof CLCs <strong>in</strong> the North (2,244) is ten times higher than <strong>in</strong> the South (288). In general, CLCs are setup on l<strong>and</strong> belong<strong>in</strong>g to People’s Committees <strong>and</strong> use their facilities. The number of effectiveCLCs constitutes about one-third of the total number of CLCs, but till today, there are many CLCsthat are short of libraries, books, tra<strong>in</strong><strong>in</strong>g manuals for CLC personnel <strong>and</strong> workbooks for learners.Potential for Susta<strong>in</strong>abilityThe CLCs help people to l<strong>in</strong>k closely with adm<strong>in</strong>istrative officers <strong>and</strong> to underst<strong>and</strong> their work.CLCs help localities keep a peaceful atmosphere <strong>in</strong> rural areas where the liv<strong>in</strong>g conditions <strong>and</strong><strong>in</strong>comes are always lower than <strong>in</strong> urban areas; <strong>and</strong> also help to br<strong>in</strong>g about improvements <strong>in</strong> ruralareas, <strong>in</strong>clud<strong>in</strong>g <strong>in</strong>creased family <strong>in</strong>comes <strong>and</strong> an improved quality of life, access to lifelonglearn<strong>in</strong>g <strong>and</strong> build<strong>in</strong>g self-reliance.2.2 CLC <strong>Programmes</strong> <strong>in</strong> the Asia Pacific Region: Summary F<strong>in</strong>d<strong>in</strong>gs at a GlanceThe review <strong>and</strong> assessment of CLC programmes from the Asia Pacific Region shows that all theprogrammes shared common features <strong>and</strong> characteristics <strong>in</strong> terms of their aims <strong>and</strong> objectives,nature <strong>and</strong> implementation methods, as well as <strong>in</strong> their strengths, problems <strong>and</strong> achievements.However, a number of variations were also observed.In this section, the commonalities <strong>and</strong> variations have been summarized <strong>in</strong> the form ofcomparative tables, with a focus on the strengths, <strong>in</strong>novative features, challenges <strong>and</strong> problemsfaced, <strong>and</strong> the potential for the susta<strong>in</strong>ability of the programmes. Table 2 below presents<strong>in</strong>dicators of strength; <strong>and</strong> Table 3 shows <strong>in</strong>novative features, by programme. Table 4 exam<strong>in</strong>esproblems <strong>and</strong> challenges <strong>in</strong> implementation; <strong>and</strong> Table 5 looks at issues of susta<strong>in</strong>ability.28