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
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government needs to <strong>in</strong>clude CLCs <strong>in</strong> the Education Sector Reforms Plan, for susta<strong>in</strong><strong>in</strong>g thelearn<strong>in</strong>g process <strong>and</strong> encourag<strong>in</strong>g cont<strong>in</strong>u<strong>in</strong>g education.Special & Innovative FeaturesThe BLCC used a number of creative <strong>and</strong> <strong>in</strong>novative techniques to establish <strong>and</strong> run their CLCs<strong>in</strong> a susta<strong>in</strong>able manner. The ma<strong>in</strong> thrust of their approach has been on community ownership;resource mobilization; capacity build<strong>in</strong>g; <strong>and</strong> creation of l<strong>in</strong>kages <strong>and</strong> <strong>net</strong>work<strong>in</strong>g. The salientfeatures of the CLC programme were education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g; community development <strong>and</strong> selfreliance. Community participation was ensured <strong>in</strong> the follow<strong>in</strong>g ways: use of local resources;provision of f<strong>in</strong>ancial support; offer<strong>in</strong>g skills/expertise <strong>and</strong> donat<strong>in</strong>g books. The impact <strong>and</strong> resultsof us<strong>in</strong>g this strategy have been identified as enhanced community empowerment; participatorydecision-mak<strong>in</strong>g/self-reliance <strong>and</strong> resource-shar<strong>in</strong>g.Challenges & Problems FacedDespite these very evident successes, a number of challenges rema<strong>in</strong>. There is little f<strong>in</strong>ancialsupport, especially from the Federal or Prov<strong>in</strong>cial Governments, <strong>and</strong> political <strong>in</strong>terference is adamper on literacy mobilization. Rural communities rema<strong>in</strong> very poor, <strong>and</strong> volunteerism ishampered by grow<strong>in</strong>g poverty. Institutionally, the l<strong>in</strong>e departments are too authoritarian, <strong>and</strong> thereis a lack of support by local governments for the promotion of a learn<strong>in</strong>g environment.Furthermore, policy makers do not underst<strong>and</strong> the concept <strong>and</strong> utility of the CLCs, whilstscattered, poor communities need cont<strong>in</strong>ual motivation <strong>and</strong> mobilization support, with resultantmanpower, timel<strong>in</strong>e <strong>and</strong> budget implications.Potential for Susta<strong>in</strong>abilityThe BLLC has political will, <strong>in</strong> addition to us<strong>in</strong>g <strong>in</strong>novative <strong>and</strong> effective strategies <strong>and</strong> over timehas developed an effective community-based support mechanism. Its own demonstrated<strong>in</strong>ternal <strong>and</strong> external strengths <strong>and</strong> will to survive clearly also play an important part <strong>in</strong> ensur<strong>in</strong>gsusta<strong>in</strong>ability. The BLCC has established the Institute of Community Education (ICE) – L<strong>in</strong>k forCapacity Build<strong>in</strong>g <strong>and</strong> Future Directions <strong>in</strong> CLC Susta<strong>in</strong>ability. Over the years, the BLCC hasdeveloped a tra<strong>in</strong><strong>in</strong>g division which specializes <strong>in</strong> social development <strong>in</strong> general, <strong>and</strong> NFBE <strong>and</strong>literacy <strong>in</strong> particular.PUNJAB Case Study 2: Community Learn<strong>in</strong>g Centres of MMBT, MianwaliBackground ContextMalik Maula Bakhsh Memorial Trust (MMBMT) was established <strong>in</strong> 1990 with the aim of promot<strong>in</strong>gfemale literacy <strong>and</strong> women’s development <strong>in</strong> rural areas of District Mianwali, <strong>and</strong> <strong>in</strong>itiated itsNFPE project for rural women. In 1998, the MMBMT collaborated with UNESCO to establishCommunity Learn<strong>in</strong>g Centers (CLCs) with<strong>in</strong> its seven project areas <strong>in</strong> the district, for impart<strong>in</strong>gvocational <strong>and</strong> technical tra<strong>in</strong><strong>in</strong>g to the local population, for <strong>in</strong>come generation, poverty alleviation<strong>and</strong> enhanc<strong>in</strong>g the general level of education <strong>and</strong> awareness. The CLCs are now the learn<strong>in</strong>gnuclei for each community-operated project, provid<strong>in</strong>g a platform for <strong>in</strong>teraction, discussion, selfexpression,learn<strong>in</strong>g, feedback <strong>and</strong> outreach.Special & Innovative FeaturesA number of <strong>in</strong>novative <strong>and</strong> special features characterize the approach taken by the MMBT,which should <strong>in</strong>deed be the hallmarks of all CLCs. They <strong>in</strong>clude:38