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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Potential for Susta<strong>in</strong>abilityLegal <strong>and</strong> policy support by the government underp<strong>in</strong>s the <strong>in</strong>itiative’s future susta<strong>in</strong>ability. Theestablishment of specific <strong>and</strong> applied objectives <strong>and</strong> the creation of women’s organizations,together with enhanced community participation, a contextually-appropriate management <strong>and</strong>implementation strategy, needs-based activities for poverty alleviation <strong>and</strong> l<strong>in</strong>kages <strong>and</strong><strong>net</strong>work<strong>in</strong>g of the CLCs with other projects, all comb<strong>in</strong>e to enhance susta<strong>in</strong>ability.NWFP Case Study 1: Elementary Education FoundationBackground ContextThe EEF is the lead<strong>in</strong>g, sole quasi-governmental <strong>in</strong>stitution 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 <strong>and</strong> employment of teachers <strong>in</strong>deficient areas; to improve quality of education through teachers tra<strong>in</strong><strong>in</strong>g; to promote communityparticipation; for ma<strong>in</strong>stream<strong>in</strong>g the educational content imparted <strong>in</strong> religious schools <strong>and</strong>mosques; to <strong>in</strong>troduce <strong>in</strong>novative educational programmes relat<strong>in</strong>g to literacy <strong>and</strong> to provideloans to NGOs for the establishment of elementary education schools. It is presentlyimplement<strong>in</strong>g literacy projects, <strong>in</strong>clud<strong>in</strong>g EEF Model of Girls Community Schools; a project onOperationalization of Girls Community Primary Schools; <strong>and</strong> the establishment of 140 GirlsCommunity Primary Schools <strong>and</strong> a Teachers Tra<strong>in</strong><strong>in</strong>g Programme.The EEF conducted a needs assessment for establish<strong>in</strong>g schools <strong>and</strong> work through CSOs. The localcommunity is supposed to provide the accommodation for the community schools. The process<strong>in</strong>volves the formation of a civil society organization (CSO) compris<strong>in</strong>g parents, elders, religiousteachers <strong>and</strong> members of the Union Council. CSOs not only provide accommodation for the schoolbut are also <strong>in</strong>volved <strong>in</strong> recruitment of teachers. The aim is to create ownership, as the CSO isresponsible for the management <strong>and</strong> supervision of schools as well as for the performance of theteachers <strong>and</strong> students. Teachers are recruited from the same locality <strong>and</strong> where possible, the samevillage as that <strong>in</strong> which the school is located. Community participation is assured dur<strong>in</strong>gimplementation of projects. Cost-effectiveness is also considered before launch<strong>in</strong>g a project.Special & Innovative FeaturesEfforts towards the generation of political will at the prov<strong>in</strong>cial level; carry<strong>in</strong>g out a needsassessment before establish<strong>in</strong>g schools; a focus on community mobilization <strong>and</strong> participation;<strong>in</strong>stitution of an effective M&E system, comb<strong>in</strong>ed with safeguard<strong>in</strong>g social <strong>and</strong> cultural values arethe key features of this programme, <strong>in</strong> addition to sett<strong>in</strong>g both qualitative <strong>and</strong> quantitative targets;<strong>and</strong> putt<strong>in</strong>g <strong>in</strong> 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 constra<strong>in</strong>ts;lack of <strong>in</strong>terest among the community/learners <strong>in</strong> some project areas;resource constra<strong>in</strong>ts;a reliance on the government or donor resources; <strong>and</strong>time constra<strong>in</strong>ts on the implementation of a large programme.43