Good Practices in Literacy and NFE Programmes - Literacyportal.net

BALOCHISTAN Case Study 1: Community Learning Centres Across the ProvinceBackground ContextA major intervention strategy for improving non-formal education in Balochistan has been theintroduction of CLCs in the province. The first CLC was established there with a few donatedsewing machines and a volunteer instructor, and has developed to become a success story in thehistory of the province. Subsequent centres received support from UNESCO. Currently, existingCLCs are located in Quetta and Pishin. Both centres offer skill training related to sewing,embroidery and computer literacy.The Asian Development Bank (ADB) provided assistance to the NFE project for rural womenlocated in Kanak (Mastung district), to establish and operate a learning centre for women agedbetween 15-25 years. Its objectives were to provide training in basic and functional literacy, offerskill training in various areas, help women to set up savings and micro-credit services, andintroduce marketing techniques.In 1993, a resource centre was established at the district NFE office with the assistance of thegovernment and UNICEF (both of which provided sewing machines to students). The centrecombined women’s literacy with vocational training (emphasizing sewing and embroidery skills,which were seen as “suitable” socially-accepted skills for women. Instructors also providedinformation about marketing, population planning, vaccinations, first aid, child-care and otherrelated health concerns. At the end of each training session, the “graduates” received sewingmachines and other tools. A few months later, a survey of the former students revealed thatmore than 85 per cent were still using these sewing machines for income generating activities.Two resource centres were also established at Killi Kotwall near Quetta, one for men and one forwomen.Under a number of other initiatives, ten functional literacy centres were established aroundQuetta with the help of the federal government. Twenty literacy centres were established inMastung district with the support of UNESCO. Income-generating and post-literacy materialswere developed for CLCs and the newly-literate via UNESCO-supported programmes.Workshops were organized to mobilize the community, the provincial government and to harnesslocal potential in the field of NFE and functional literacy. Motivational campaigns were launched topublicize NFE activities and posters, calendars, handouts, badges, etc., were produced, topromote adult literacy in the province.Special & Innovative FeaturesThese include community participation in provision of materials; skill training; women- focusedactivities; linkages, networking and M&E. There was also a concerted emphasis on both adultliteracy and vocational training. Delivery mechanisms included the use of a mobile library, as wellas lectures on social and health issues. Three hundred families benefited from the Centres, whichremained functional for three years before being handed over to the local community.Challenges & Problems FacedThe very considerable physical challenges facing Balochistan impact negatively on all developmentinterventions in the province, and CLCs are no exception. The province experiences thesimultaneous problems of a large geographical area and scattered population; lack of trainedteachers; lack of skilled instructors for skill training; lack of financial resources at both provincial anddistrict levels; lack of planning and management skills; as well as lengthy administrative proceduresand formalities; and problems related to access and travel to educational facilities of any type,particularly for young girls and boys.Potential for Sustainability40