Good Practices in Literacy and NFE Programmes - Literacyportal.net

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Table 10: Potential for the Sustainability of CLC Programmes in PakistanProvincePunjabBalochistanSindhNWFPPotential Indicators for SustainabilityPolitical will; innovative and effective strategies; development of a community-basedsupport mechanism besides its internal and external strengths, in order to survive.Community participation in provision of materials; women-focused activities; linkagesand networking.Legal and policy support by government; specific and applied objectives andestablishment of women’s organizations; enhanced community participation;appropriate management and implementation strategy; needs-based activities forpoverty alleviation; linkages and networking by CLCs with other projects.Political will at the provincial level; community mobilization and participation;safeguarding the social and cultural values; setting the qualitative and quantitativetargets; effective M&E system.3.4 Lessons Learned from the Provincial Case Studies of PakistanThe main lessons learned from the assessment and analysis of the CLC programmes launched inall the provinces of Pakistan are presented below.These include:‣ The need to increase ownership by communities, to help them to better manage CLCs.‣ Improvements in the quality of skill training and technical guidance.‣ Introduction of counseling for youths, women and children.‣ Development and improved utilization of the institutional mechanism of CitizensCommunity Boards.‣ Introduction of more income generating activities for women.‣ Incorporating these activities as an integral part of women’s literacy programmes.‣ An emphasis on non-formal scientific education and the popularization of science toempower adolescent women.‣ Helping learners at CLCs to understand the practical applications of science in daily life.‣ Establishing an effective marketing structure to assist entrepreneurs completing CLCprogrammes, especially those raising poultry (Balochistan)‣ Replicating CLCs in other communities.‣ Use Community Model Schools for Girls set up during the 1990s as CLCs, if they are notbeing effectively used at present (Balochistan).‣ Paying more attention to collecting and disseminating information.‣ Managing CLCs with a view to their sustainability.‣ Working harder to create the environment and atmosphere of a “learning society”.46
3.5 Recommendations & Way Forward for PakistanKeeping in view the present low literacy rates in Pakistan and the results of the numerous andconstant efforts since 1947, a number of initiatives are still required to fulfill national andinternational commitments made by the Government of Pakistan.In the light of the above analysis, the assessment of the case studies and the lessons learnedfrom the experiences of different countries, and in all the provinces of Pakistan, the followingrecommendations are presented as a suggested way forward. Consideration and implementationof these initiatives may be helpful in enhancing the literacy rate in Pakistan.1. Appropriate Policies, Legal Frameworks & Action PlansAppropriate policies, legal frameworks and action plans at the national and provincial levelsshould be promulgated and implemented with a robust political will. Provision of all requiredresources (including financial, human, physical and social) should be assured on a regular basisand with in the appropriate time limits, to maintain the continuity of literacy initiatives.2. Development of an Infrastructure BaseA strong infrastructural base and network for CLCs and NFE institutions should be establishedand maintained on a long term basis to assist in meeting the targets set.3. Use of Participatory ApproachesParticipatory approaches should be adopted to enhance ownership levels, through involvinglocal communities, NGOs, CSOs, government Line Departments and other relevantstakeholders.4. Need-Based Literacy & Marketable SkillsNeeds-based skills promotion, together with marketable literacy and post-literacy programmesshould be offered in the CLCs instead of ordinary literacy programmes.5. Linkages & NetworkingAn appropriate mechanism for the creation of linkages between CLCs and formal schoolsshould be established, to mainstream those graduating from CLCs into the formal educationalsystem.6. Effective Follow-up MechanismsBesides the above steps, an effective follow-up and monitoring mechanism should also bedeveloped and implemented, to assist in ensuring sustainability as well as for achievement of thedesired educational objectives.7. Consolidation & StandardizationConsolidation and standardization of the NFE and CLC programmes is desirable. All bestpractices should be documented, organized and these materials should be made available forsharing and replication at a broader level.47
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 and 44: Potential for SustainabilityLegal a
Page 45: Table 8: Innovative Features of the

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