Good Practices in Literacy and NFE Programmes - Literacyportal.net

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NLMNRTINWFPPRCRCLCSDSSEFSKFTLCTPAUCUNDPUNESCOUNICEFUNLDVDCVLCVLTVRCWLECWLEPNational Literacy MissionNatural Resources Training Institute (Royal University of Bhutan)North Western Frontier Province (of Pakistan)Peoples Republic of ChinaRural Community Learning CentreSocial Development SocietySindh Education FoundationSoros Kazakhstan FundTotal Literacy CampaignTownship Project AssistantUnion CouncilUnited Nations Development ProgrammeUnited Nations Education, Scientific and Cultural OrganizationUnited Nations International Children Education FundUnited Nations Literacy DecadeVillage Development CommitteeVillage Learning CentreVillage Literacy TrainerVillage Reading CentreWomen’s Literacy and Empowerment CentreWomen’s Literacy and Empowerment Programme8
1 Introduction & Background to the Study1.1 The ContextUNESCO Islamabad is supporting a literacy project titled: “Capacity Building for Improving theQuality and Scope of Literacy Programmes in Pakistan”, which aims to improve the nationalcapacity to implement literacy programmes, focusing on poverty reduction and the empowermentof women. It was launched by the Ministry of Education, under its “Literacy Initiative ForEmpowerment (LIFE)” initiative, in 2006.1.2 Aims & ObjectivesOne of the activities of this project is to produce an advocacy booklet on innovative andsuccessful literacy approaches and practices that lead to the sustainable development of literacyprogrammes at national, sub-regional and regional levels. It aims to be a useful source ofinformation for policymakers and literacy practitioners for capacity-building and generation oflessons learned from the experiences of other countries; and to disseminate successful andinnovative practices in literacy and NFE from the Asia-Pacific region.1.3 Methodology & Selection Criteria for CLC Programmes & CountriesThe CLC programmes for assessment have been selected from fifteen countries in the Asia-Pacific Region. In total, twenty case studies (fourteen from various countries of the region and sixfrom Pakistan, one from each province), have been included in the study. The countries includedrepresent different regions and sub-regions, with different socio-economic development levelsand a wide variation in their literacy rates.Table 1, below, highlights the main characteristics of the selected countries.Table 1: General Characteristics of the 15 Countries Represented by the Case StudiesCountries Population Size2005/2006Avg. Annual Pop.Growth Rate (%)GDP AnnualGrowth (%)Literacy Rate age15 + % /yearBangladesh 144.3 million 1.8 (2006) 6.7 (2006) 47.5 (2000)Bhutan 647 thousands 1.6 (2006) 7.8 (2006) 59.5 (2005)China (PRC) 1.3 billion 0.6 (2006) 10.7 (2006) 90.9 (2000)India 1.1 billion 1.6 (2006) 8.4 (2006) Male 73.4 (2004)Female 47.8Indonesia 223 million 1.1 (2006) 5.5 (2006) 99.00 (2005)Iran 69.2 million 0.9 (2006) 5.8 (2006) 89.00 (2006)Kazakhstan 15.1 million (2005) 0.9 (2005) 9.7 (2006) 99.5 (2000)Maldives 337 thousands 2.3 (2006) 18.7 (2006) 96.3 (2000)Myanmar 51 million 0.9 (2006) 5.00 (2005) 89.9 (2000)Nepal 27.7 million 1.9 (2006) 1.9 (2006) 48.6 (2000)Pakistan 159 million 2.1 (2006) 6.2 (2006) 54.00 (2007)Sri Lanka 19.8 million 0.7 (2006) 7.4 (2006) 90.7 (2000)Thailand 64.7 million 0.8 (2006) 5.00 (2006) 92.6 (2000)Uzbekistan 26593 thousands 1.7 (2005) 2.4 (2004) 97.00 (2004)Vietnam 84.1 million 1.2 (2006) 8.2 (2006) 90.3 (2000)Source: World Development Indicators Database, April 2007Two types of programmes have been covered in this study: (i) those launched by governments; and(ii) programmes launched by non-governmental organisations (NGOs).9
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: AcronymsAECADBAGNCDAPPEALAPMATEOA/V
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 and 46: Table 8: Innovative Features of the
Page 47 and 48: 3.5 Recommendations & Way Forward f

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