Good Practices in Literacy and NFE Programmes - Literacyportal.net

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Potential for SustainabilityThe following factors have been identified as being potentially helpful in enhancing thesustainability potential of the programme:(i)(ii)(iii)(iv)(v)(vi)generation of political will at the provincial government level; community mobilization andparticipation;working to enhance and ensure acceptance of the programme among marginalizedcommunities;safeguarding social and cultural values; andestablishing both qualitative and quantitative targets, supported bycost-effective planning and implementation approaches; andan effective M&E system for obtaining feedback on the progress of the programme.3.3 Summary of Findings of the selected CLC Programmes in Pakistan: At a GlanceThe review and assessment of the CLC programmes from Pakistan indicates that, although allthese programmes had some common factors and characteristics in their aim and objectives,nature and implementation methods, as well as in their strengths, problems and achievements,on the other hand, all of them show considerable variations. In this section, all the commonalitiesand variations have been summarized, in the form of comparative tables, with a focus on therelative strengths, innovative features, challenges and problems faced and the potential for thesustainability of the programmes.Table 7 shows selected indicators of the strengths of Pakistan’s CLC programmes. Table 8identifies their innovative features; whilst Table 9 looks at problems and challenges. Table 10examines the potential for sustainability.Table 7: Selected Indicators of Strengths of CLC Programmes in PakistanIndicatorsProvincePunjab Balochistan Sindh NWFPEffective policy/plan √ - √ √Relevance with community needs √ √ √ √Easy Access √ - √ √Relevance with EFA/NFE/CE √ √ √ √Good management √ - √ √Resource provision √ √ √ √Enhanced community participation √ - √ √Programme acceptance √ √ √ √Provision of local support √ √ √ √Useful curriculum & contents √ √ √ √Functional literacy/skill-based contents √ √ √ √Trained & efficient teachers/staff √ √ √ √Interactive & effective delivery methods √ - √ √Marginalized target groups √ √ √ √Feedback through M&E √ √ √ √Linkages with other programmes √ √ √ √Potential for sustainability √ √ √ √No or nominal drop-out rates √ - √ √Low cost system √ - - √Use of A/V Aids & ICT √ - √ -Use of library √ √ √ -44
Table 8: Innovative Features of the Selected CLC Programmes in PakistanProvincePunjabBalochistanSindhNWFPInnovative FeaturesUse of innovative and modern strategies; practical approaches for planning/implementation; community mobilization, participation, empowerment andownership; use of local resources; effective training activities for the teachers andother staff ; needs-based materials; use of mobile libraries; low-cost educationsystem and nominal drop-out ratio; linkages and networking.Community participation in provision of materials; skill training; women focusedactivities; linkages and networking; and M&E.Legal rationale and policy support; specific and applied objectives to involvewomen through organizations; enhanced community participation; selection of themost needy groups; appropriate management and implementation strategy;needs-based activities for poverty alleviation and linkages and networking of theCLCs with other projects.Political will present at the provincial level; needs assessment carried out;community mobilization and participation in place; effective M&E system;safeguarding social and cultural values; and setting qualitative and quantitativetargets.Table 9: Problems & Challenges Faced by the Selected CLC Programmes Under Implementation inPakistanProvincePunjabBalochistanSindhNWFPProblems & ChallengesA large number of target areas; little financial support, especially from government;political interference; rural communities remain very poor; volunteerism is hampered bygrowing poverty; line departments are too authoritarian; no support from government,(especially local governments) for promoting a learning environment; policy makers donot understand CLCs; scattered communities must be constantly motivated andmobilized.A vast geographical area with a low-density, scattered population; lack of trainedteachers; lack of skilled instructors for skill training; lack of funds; lack of planning andmanagement skills; and lengthy administrative procedures and formalities.Inadequate understanding of the significance of CLCs; considerable urban-ruraldisparities; large number of target areas; lack of resources.Reliance on comparatively low-quality teachers; low salaries; socio-cultural constraintsincluding purdah (seclusion) norms which particularly affect girls and women; lack ofinterest among the community/learners in some areas; resource constraints.45
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 and 42: The potential for sustainability in
Page 43: Potential for SustainabilityLegal a
Page 47 and 48: 3.5 Recommendations & Way Forward f

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