Good Practices in Literacy and NFE Programmes - Literacyportal.net

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$Math Lesson Plans level 4 Term 1$

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 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 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

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