Good Practices in Literacy and NFE Programmes - Literacyportal.net

More documents

Recommendations

Info

$Math Lesson Plans level 4 Term 1$

government needs to include CLCs in the Education Sector Reforms Plan, for sustaining thelearning process and encouraging continuing education.Special & Innovative FeaturesThe BLCC used a number of creative and innovative techniques to establish and run their CLCsin a sustainable manner. The main thrust of their approach has been on community ownership;resource mobilization; capacity building; and creation of linkages and networking. The salientfeatures of the CLC programme were education and training; community development and selfreliance. Community participation was ensured in the following ways: use of local resources;provision of financial support; offering skills/expertise and donating books. The impact and resultsof using this strategy have been identified as enhanced community empowerment; participatorydecision-making/self-reliance and resource-sharing.Challenges & Problems FacedDespite these very evident successes, a number of challenges remain. There is little financialsupport, especially from the Federal or Provincial Governments, and political interference is adamper on literacy mobilization. Rural communities remain very poor, and volunteerism ishampered by growing poverty. Institutionally, the line departments are too authoritarian, and thereis a lack of support by local governments for the promotion of a learning environment.Furthermore, policy makers do not understand the concept and utility of the CLCs, whilstscattered, poor communities need continual motivation and mobilization support, with resultantmanpower, timeline and budget implications.Potential for SustainabilityThe BLLC has political will, in addition to using innovative and effective strategies and over timehas developed an effective community-based support mechanism. Its own demonstratedinternal and external strengths and will to survive clearly also play an important part in ensuringsustainability. The BLCC has established the Institute of Community Education (ICE) – Link forCapacity Building and Future Directions in CLC Sustainability. Over the years, the BLCC hasdeveloped a training division which specializes in social development in general, and NFBE andliteracy in particular.PUNJAB Case Study 2: Community Learning Centres of MMBT, MianwaliBackground ContextMalik Maula Bakhsh Memorial Trust (MMBMT) was established in 1990 with the aim of promotingfemale literacy and women’s development in rural areas of District Mianwali, and initiated itsNFPE project for rural women. In 1998, the MMBMT collaborated with UNESCO to establishCommunity Learning Centers (CLCs) within its seven project areas in the district, for impartingvocational and technical training to the local population, for income generation, poverty alleviationand enhancing the general level of education and awareness. The CLCs are now the learningnuclei for each community-operated project, providing a platform for interaction, discussion, selfexpression,learning, feedback and outreach.Special & Innovative FeaturesA number of innovative and special features characterize the approach taken by the MMBT,which should indeed be the hallmarks of all CLCs. They include:38
(i)(ii)(iii)(iv)(v)(vi)(vii)(viii)sensitivity to, and understanding of the local culture and social environment; avoidingattempts to enforce rapid changes or sudden external influences;developing a working organization based on just and equitable partnerships; a focuson local human resource development through use of local material resources;safeguarding partnership interests by building amicable, trustworthy and conflict-freerelations with the community;conducting needs assessments and baseline surveys; community involvement,participation and contribution in development projects;community motivation, awareness, organization and training to enhance participation;creating improved employment and income generation opportunities;a focus on long-term sustainability through local capacity-building, decentralizationand delegation of responsibility to community; andflexibility, innovation and adaptability.Challenges & Problems FacedSocio-cultural constraints and the prevailing religious environment lead to attitudinal problems atcommunity level which hinder the promotion of literacy initiatives at the district level. Otherchallenges faced include:(i)(ii)(iii)(iv)existing low literacy rates;poverty and lack of resources to access the educational facilities by the poor people;the non-availability of appropriate funds for promoting NFE and for establishing CLCsin the required numbers; andpoor coordination between government departments and NGOs for launching effectiveliteracy programmes.Potential for SustainabilityThe CLCs established by MMBMT are now self-sustained enterprises, managed and operated bylocal community-based organizations under guidance from MMBMT. It is a matter of pride forthese centres that, after the one-time introductory grant of US$1000 per CLC from UNESCO,they are now financially self-sustaining through mobilization of local resources and governmentsupport. Each learning centre is linked with the non-formal school system in its project area; actsas a resource centre; and provides facilities for vocational, skill or technical training as per localrequirements. This sustainability is based on a number of factors, which include:(i)(ii)(iii)the assurance of active participation and contributions of the community at each stageof CLC development;transparency and an open, ethical working environment, which must form the base ofall policies, decisions, relations, interactions and operations;phased initiation through pilot projects, which would help to safeguard resources,assess achievements and incorporate modifications.The timing of delivery of implementation, strengthening and expansion of CLCs must follow andadapt to the capabilities, requirements and development pace of the local community; Maximumefforts and time should be devoted to comprehensive community training for the effective futuremanagement, maintenance and sustainability of CLCs. Furthermore, meticulous selection ofcompetent consultants, training teams and working groups is an essential prerequisite tosustainability in the longer term. Consultants, master trainers and supervisors must be fieldbased,to ensure their full-time availability for comprehensive and intensive community training,organization, guidance and monitoring.39
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 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: ealization that, unless all of the
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?