Good Practices in Literacy and NFE Programmes - Literacyportal.net

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SINDH Case Study 1: Women’s Literacy & Empowerment Programme, Sindh EducationFoundationBackground ContextOne of the core programmes of the Sindh Education Foundation (SEF), the Women’s Literacyand Empowerment Programme (WLEP), works towards providing disadvantaged adult womenwith educational and self-development opportunities and contributes to their process ofempowerment. The programme operates through 40 Women’s Literacy and EmpowermentCenters (WLECs) established in under-served areas of Karachi, Sehwan and Tando Allah Yar.The Centres ensure provision of learning facilities. The teachers are hired from within thecommunity and are provided with both training and ongoing pedagogical support by the WLEPteam. Regular meetings are carried out with the community members to ensure theirparticipation, involvement and ownership of the initiative at the grassroots. Awareness-raisingsessions on health, nutrition, early childhood development, cleanliness and hygiene are alsoconducted with the learners, as well as with the community at large. To organize women andharmonize efforts for programme sustainability and in order to strengthen WLEC-communityrelations, women’s organizations called Goth Nari Sangats (GNS) have been established in eachcentre through a democratic process. Two GNS consortiums, Alliance Goth Nari Sangat forcommunity development (AGNCD) and Goth Nari Alliance for community development (GNACD),are now registered under Social Welfare Act 1961 as autonomous bodies.Some of the major activities of the project include:(i)(ii)(iii)(iv)the formation and registration of GNS consortiums; training and capacity building ofteachers; interactive theatre;management by NGOs;provision of institutional support funds to WLECs; enhancing community involvement;development of post-literacy material; and project implementation through networkingand formation of linkages.Special & Innovative Features of the ProgrammeThese include:(i)(ii)(iii)(iv)(v)a legal rationale and policy support; specific and applied objectives to involve womenthrough organizations;enhanced community participation;selection of the most needy groups; an appropriate management and implementationstrategy;needs-based activities for poverty alleviation; andestablishment of linkages and networking between the CLCs and other projects.Challenges & Problems FacedAmong the challenges faced under this programme are:(i)(ii)(iii)(iv)an inadequate understanding of the significance of CLCs;issues of urban-rural disparity;the large number of target areas; anda lack of human and financial resources.42
Potential for SustainabilityLegal and policy support by the government underpins the initiative’s future sustainability. Theestablishment of specific and applied objectives and the creation of women’s organizations,together with enhanced community participation, a contextually-appropriate management andimplementation strategy, needs-based activities for poverty alleviation and linkages andnetworking of the CLCs with other projects, all combine to enhance sustainability.NWFP Case Study 1: Elementary Education FoundationBackground ContextThe EEF is the leading, sole quasi-governmental institution of NWFP for the promotion of literacythrough community participation. The EEF was established to improve literacy, with particularfocus on women, through the creation of community schools and employment of teachers indeficient areas; to improve quality of education through teachers training; to promote communityparticipation; for mainstreaming the educational content imparted in religious schools andmosques; to introduce innovative educational programmes relating to literacy and to provideloans to NGOs for the establishment of elementary education schools. It is presentlyimplementing literacy projects, including EEF Model of Girls Community Schools; a project onOperationalization of Girls Community Primary Schools; and the establishment of 140 GirlsCommunity Primary Schools and a Teachers Training Programme.The EEF conducted a needs assessment for establishing schools and work through CSOs. The localcommunity is supposed to provide the accommodation for the community schools. The processinvolves the formation of a civil society organization (CSO) comprising parents, elders, religiousteachers and members of the Union Council. CSOs not only provide accommodation for the schoolbut are also involved in recruitment of teachers. The aim is to create ownership, as the CSO isresponsible for the management and supervision of schools as well as for the performance of theteachers and students. Teachers are recruited from the same locality and where possible, the samevillage as that in which the school is located. Community participation is assured duringimplementation of projects. Cost-effectiveness is also considered before launching a project.Special & Innovative FeaturesEfforts towards the generation of political will at the provincial level; carrying out a needsassessment before establishing schools; a focus on community mobilization and participation;institution of an effective M&E system, combined with safeguarding social and cultural values arethe key features of this programme, in addition to setting both qualitative and quantitative targets;and putting in place cost-effective approaches.Challenges & Problems FacedAmong the problems faced are:(i)(ii)(iii)(iv)(v)(vi)(vii)reliance on comparatively low-quality teachers;low salaries;socio-cultural constraints;lack of interest among the community/learners in some project areas;resource constraints;a reliance on the government or donor resources; andtime constraints on the implementation of a large programme.43
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 and 40: (i)(ii)(iii)(iv)(v)(vi)(vii)(viii)s
Page 41: The potential for sustainability in
Page 45 and 46: Table 8: Innovative Features of the
Page 47 and 48: 3.5 Recommendations & Way Forward f

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