Good Practices in Literacy and NFE Programmes - Literacyportal.net

More documents

Recommendations

Info

$Math Lesson Plans level 4 Term 1$

Table 5: Potential for the Sustainability of the CLC Programmes in Selected CountriesCountryBangladeshBhutanChina (PRC)IndiaIndonesiaPotential Indicators for SustainabilityPolitical will and innovative and effective strategies and development of a communitybasedsupport mechanism besides its internal and external strengths to survive.Mobilization of human resources from other ministries and agencies to provide trainingat CLCs; encouragement of the communities to think of innovative ways to generatefunding; provision of planning and management training; study tours for CLC managersand committees; development of A/V materials to exchanging ideas with othercountries.Holding training workshops for capacity building; development of relevant and needbasedmaterials; advocacy innovations; setting up models for project implementation;strengthening the M&E system; and cooperation and communication with othereducation experts.Inbuilt mechanism for comprehensive and broad – based community participation andmulti-stage implementation strategy.CLC federations or associations established at each level, district, provincial andnational, having annual programmes, planning and goals and regular meetings atdistrict, provincial and national levels.Iran Institutionalization of CLCs; involvement of other government organizations;Networking by means of a number of councils and committees such as the ExecutiveCommittee of the CLC; and establishment of the Instructors Council and LearnersCouncil.KazakhstanMaldivesMyanmarNepalSri LankaThailandUzbekistanVietnamRealization and efforts to enhance community participation; resource mobilization;Capacity building; Linkages and networking; and M&E and documentation systems.Efforts to promote the use of these centres by the island community by providingreading materials and creating opportunities for learners to gain different skills throughthese centres.Supportive community initiatives; volunteerism and use of new methods oflearning/teaching besides conventional lecturing, such as use of puppets, storytelling,games, practical work with projects and drawings.Community participation and ownership; resource mobilization (both financial andhuman); capacity building of personnel and a mandated structure.Initiatives like CLCs for street children may be replicated.Research-based implementation & supervision of projects; provision of new vocationalskills; enhancement of the employment security for local people to increase theirincomes.Increased awareness among local people about lifelong learning; increased capabilityof communities to face the issues and challenges of development; improvedtechniques and skills in areas relevant to everyday life; development of a sense ofownership and a change in the attitude of local people; and self-confidence and selfrelianceamongst community members.CLCs help people closely link with administrative officers and understand their work.CLCs help localities maintain social stability in rural areas where the living conditionsand incomes are always lower than in urban areas; and also help to improve levels ofliving such as increased family incomes and quality of life, access to lifelong learningand building self-reliance.32
2.2 Lessons Learned from the CLC Programmes of the Asia-PacificRegionThe analysis of the experiences of CLC programmes across the Asia-Pacific region is based anassessment of innovative approaches, achievements, challenges faced and the existing potential forthe sustainability of various country programmes. It has identified the following findings and lessonslearned which may be useful for launching successful CLC programmes elsewhere in the region. CLCs are definitely very useful institutions outside the formal education system. However, theplanning and management of CLC activities at the local level remain a considerable challenge. The sustainability of CLC activities is another concern for the future. Therefore, theexpansion of CLCs must proceed very cautiously. The RCLCs’ experience in China has been helpful in generating the following lessons:- Generation of an understanding of CLC projects at the grassroots level must bestrengthened;- Efficiency can be upgraded by improving management;- Optimal use of local education resources to achieve optimal results;- Strengthening the applicability of scientific research will enhance the developmentlevels of CLC activities;- Conducting activities in line with ground realities will enhance communityparticipation and interest;- Strategies must be developed that address upcoming future needs, as well as the present;- Efforts towards achieving standardization are important for successfulinterventions;- Increasing funding (from whatever sources – national, local or international) is apre-requisite for success;- Merging CLC initiatives into local administrative structures can help in achievingbetter results. Indonesian experiences indicate that there are three main lines of action that could befollowed for supporting CLCs in the future:- Increase public awareness about CLCs;- Support serious academic research to explore intensively more effective models,approaches and methods that are useful for the future development of CLCs;- Institutionalize international linkages and networking between CLCs in eachcountry, by supporting the creation of a CLC federation or association at theinternational level. There are many benefits from this institutionalized networking,such as increased political leverage for CLCs to obtain the required support fromthe individuals; more intensive, effective and efficient channels created betweenCLCs for sharing experiences and planning their future development; and anothermeans for building partnerships among communities globally, to promote a morepeaceful and prosperous world. The success and sustainability of CLCs is based upon the following factors:- Strengthening and expanding participatory teaching-learning methods;- Preparation and development of various contextually-relevant educational- materials;- Exchanging experiences between different stakeholders;- Creating opportunities for various stakeholders to exchange their expertise;- Provision of appropriate financial resources and support for establishing CLCs,which will help to promote literacy and NFE programmes;33
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 and 30: Table 2: Selected Indicators of Str
Page 31: Table 4: Problems & Challenges face
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

Good Practices in Literacy and NFE Programmes - Literacyportal.net

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?