Good Practices in Literacy and NFE Programmes - Literacyportal.net

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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
Table 4: Problems & Challenges faced by the Selected Countries in the Implementation of CLCProgrammesCountryBangladeshBhutanChina(PRC)IndiaIndonesiaIranProblems & ChallengesExtreme poverty in the community, socio-cultural constraints, biases, attitudinal problemsand scarcity of human and financial resources.Lack of manpower and skilled labour for the construction; lack of skilled instructors forskill training; lack of funds for the skill training; lack of marketing for products; lack ofplanning and management skills and Lengthy administrative procedures and formalities.Inadequate understanding of the significance of CLCs; uneven development at the initialstage; Incomplete organizing mechanism; low quality of implementation; of theoreticalresearch and Lack of experience in sharing education resources in a market economy.Non-availability of the competent teachers; reliance on the comparatively low-qualityteachers; heavy burden of work-load on the teachers; low salaries; lack of interest amongthe community/learners in some of the areas; resource constraints; and inappropriateand/or low quality post-literacy material.A large number of target area (more than 30,000 villages); demand for more and welldevelopedCLCs of high quality; and need for improved income-generating programmes.Lack of financial resources; M&E of the centres; meeting various demands and interestsof the people with different levels of knowledge and experience; provision of appropriatesites for the centres; provision of the equipment and new educational technologiesdemanded by people.Kazakhstan Top-down approach by government; lack of understanding among the communityofficials; lack of qualified human resources for the community mobilization for lifelongeducation/learning; lack of funds; and lack of coordination, networking and cooperation.MaldivesMyanmarNepalSri LankaThailandUzbekistanVietnamThe structural arrangement of the CERCs; headmasters of the AECs are over burned inmanagement of formal education and are unable to pay attention to the development ofNFE programmes; Lack of motivation among community educators; low level of publicinterest shown and Few reading materials are not relevant to the needs of the readers.Catering of increasing number of school-going-age and out-of-school children; Increasingthe coverage rate; reaching out the very poorest communities; addressing the increasingdemand; addressing a variety of sustainability issues.Enhancement of an interactive/participatory process by using local expertise & localresources; involvement of local people in the design of CLC programmes; focus on thelong-term and income-generating activities; establishing partnerships with otherorganizations & stakeholders; mobilization of local resources in the implementation oflocal development programmes; institutionalization of the local M&E system;emphasizing on the operation of the CLC as an evolutionary process; enabling the localstakeholders to take charge of the entire gamut of CLC affairs to develop it as a donorfacilitatedand community-managed institution.Lack of parental interest in their children’s literacy; lack of funding; lack of knowledgeabout the NFE among officials; difficulties in conducting national level surveys; Inability toobtain data from areas affected by armed conflict.Needs assessment of the community and target group; designing the curriculum;recruiting resource persons, local savants and technical experts and fund raising.Lack of regular financial sources; shortage of user-friendly training materials; lack ofInternet connectivity at most CLCs; certification of specialists not widely recognized in thelabour market and Weak networking among professional associations and communities.A big gap exist in the number of CLCs in North and South Vietnam, with the number inthe North (2,244) being ten times higher than in the South (288)); the number ofgood/effective CLCs constitutes one-third of the total number of CLCs; and up to the timeof writing, many CLCs remain short of libraries, books, training manuals for CLCpersonnel and workbooks for learners.31
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 and 28: (iii)(iv)(v)(vi)preparation of an a
Page 29: Table 2: Selected Indicators of Str
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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