Good Practices in Literacy and NFE Programmes - Literacyportal.net

Table 3: Innovative Features of CLC Programmes in Selected CountriesCountry Innovative FeaturesBangladesh Creative, innovative and modern strategies/practical approaches for planning/implementation; managing socio-cultural barriers and traditional and attitudinal constraintsthrough innovative approaches and community mobilization; effective training activitiesand needs-based support system for teachers and other staff; use of mobile libraries andcentres for continuing education for completers of the BEP; low-cost education systemand nominal drop-out ratio.Bhutan Community participation in planning and day-to-day management; resource mobilization;capacity building of personnel; linkages, networking and M&E at all levels.China Establishment of the State Council to promote education; legal rationale and policy(PRC) support for rural CLCs; sectoral reforms; specific and applied objectives; selection of themost needy groups; appropriate management and implementation strategy; needs-basedactivities for poverty alleviation and linkages between CLCs and other projects.India Strong political will at the national level; adoption of the holistic approach; creative andmulti-dimensional techniques for community mobilization; a massive campaign forachieving 100% literacy targets; effective M&E system; gender equity mainstreamed;safeguarding the social and cultural values; environmental protection measures; andsetting the qualitative and quantitative targets.Indonesia Increased public awareness about CLCs; support to serious academic research to exploreintensively more effective models, approaches and methods; Institutionalization ofinternational linkage and networking.Iran Strengthening and expanding teaching-learning participatory methods; development ofvarious educational materials; and exchange of experiences among different stakeholders.Kazakhstan Constitutional support and inclusion of the CLC programme in national education plans, inparticular EFA national action plans and UN Literacy Decade; budget allocation for CLCs bygovernment and local authorities; major focus on skill training catering to various target groups.Maldives Implementation of the programme through a community-based volunteer campaign; highparticipation rate of females as the men were away fishing; in addition to regular classes,educational programmes were telecast with content was based on literacy training.Myanmar Use of a unique approach, role of the Community Learning Coordinator (CLCo), as a keyperson and the link between the education project, the public sector and the communities.Nepal Focus on the improving the pace of community development through mobilizing localresources; provision of all the facilities needed to run community developmentprogrammes; provision of forums for community people, NGOs and CBOs to discuss localproblems and development needs; Improvement in the capacity of local people; motivationto run local development programmes; increased community participation; gradual changein the attitudes of local people; confidence building and empowerment of educationallydisadvantaged communities and utilization of local expertise and resources and incomegenerationactivities.Sri Lanka Establishing a Community Learning Centres for Children Living On and Off the Street(“Nana Sarana” CLC for Street Children).Thailand At the policy level, the CLCs were devised as a firm mechanism to provide lifelongcontinuing education in rural communities; transition of NFE provision from a bureaucracyorientedto a community-oriented approach; and changed role of the Department of NFE,from an implementing agency to a facilitator.Uzbekistan Flexible criteria for establishing CLC, depending on its type and target groups; provision ofaccess to continuing education and lifelong learning; preparation of an action plan by eachCLC, based on its needs; catering of various target groups; emphasis on communityparticipation to alleviate poverty and to promote cultural, physical and spiritualdevelopment through promotion of quality of life programmes; enabling each individual tobecome a self-reliant, productive and independent member of society, who can acquirenew skills and capabilities to cope in a rapidly changing world.Vietnam Orientation meetings to introduce laws, policies and guidelines from the central to thegrassroots level; considerable importance given to the capacity building of CLC personnel;focused training on methods of agricultural production and health problems; use of CLCsas information centres by the local people; CLCs help maintain traditional forms ofemployment in localities, including traditional culture.30