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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
The potential for sustainability includes community participation in provision of materials and sharingresponsibilities; provision of women-focused activities; establishment of linkages and networkingopportunities; skill training and vocational education programmes aimed at poverty alleviation.BALOCHISTAN Case Study 2: The Reflective Learning Centres of IDSPBackground ContextIDSP was selected by UNESCO in September 2002 to launch a programme based on analternative methodology for literacy and basic education for out-of-school adolescents betweenthe ages of 9 to 19. This programme was a part of an innovative project entitled “Breaking thePoverty Cycle of Women: Empowering Adolescent Girls and Boys to become Agents of SocialTransformation”. This was a regional project simultaneously implemented in four countries ofSouth Asia - Pakistan, India, Nepal and Bangladesh. In Pakistan, it was initially started in twodifferent localities on the outskirts of Quetta district - Sabeel and Mominabad - where twoReflective Learning Centers (RLCs) were established with the aim benefiting adolescent girls andboys from poor rural areas, through empowering them via capacity-building and addressing theirpoverty condition. They were provided with diverse opportunities for an eighteen month period, inthe areas of education, non-formal science education, health and legal counseling, selfawareness,training in information and communication technology(ICT), skill development andmicro finance. There are twelve Reflective Learning Spaces located around the two mainresource centres in the project areas in Mominabad and Sabeel. The programme is workingefficiently to promote basic literacy, education and indigenous skills.Special & Innovative FeaturesThis programme has four innovative features, including connecting the “three L’s” - learning,literacy and livelihoods; translating learners’ curiosity in curriculum making; and use of a reflectiveapproach to teaching and learning; and diversifying the teachers’ role.Challenges & Problems FacedThe most pertinent challenge faced was not only innovative demonstration in itself, but indetermining how to take it to scale, whilst providing cohesive institutional, legal mechanisms forits continuity. Furthermore, learning was also not confined to the typically defined learning aidsand environment. Rather, it required a wider focus, while creating learning environment aroundthe existing lives and livelihoods of adolescents and engaging and creating young humanresources that can sustain, expand, and multiply the actions and lessons in context of adeveloping nation which lacks systems and contextual approaches towards development.Potential for SustainabilityThe formation of Citizen Community Boards (CCBs) by communities under the country’sDevolution Programme, and through them, submission of proposal to the local government, whilstsimultaneously generating funds from local resources presents a strong opportunity forsustainability - where CCBs are robust and functional. Provision of technical inputs and provisionof training on institution-building to the local communities; the participation in national exhibitionsto generate resources; and the “adoption” of the existing centres by the Directorate of Literacyand Non-formal Education all constitute interventions that can assist long term sustainability.Since July 2007, the CLCs have taken on financial responsibility for themselves, and thegovernment of Balochistan is committed to taking the concept to scale as well as to a process ofpartnership between IDSP, World Bank and the Government for replicating this approach in sixother districts of the province.41
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 and 38: ealization that, unless all of the
Page 39: (i)(ii)(iii)(iv)(v)(vi)(vii)(viii)s
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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