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Good Practices in Literacy and NFE Programmes - Literacyportal.net

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1 Introduction & Background to the Study1.1 The ContextUNESCO Islamabad is support<strong>in</strong>g a literacy project titled: “Capacity Build<strong>in</strong>g for Improv<strong>in</strong>g theQuality <strong>and</strong> Scope of <strong>Literacy</strong> <strong>Programmes</strong> <strong>in</strong> Pakistan”, which aims to improve the nationalcapacity to implement literacy programmes, focus<strong>in</strong>g on poverty reduction <strong>and</strong> the empowermentof women. It was launched by the M<strong>in</strong>istry of Education, under its “<strong>Literacy</strong> Initiative ForEmpowerment (LIFE)” <strong>in</strong>itiative, <strong>in</strong> 2006.1.2 Aims & ObjectivesOne of the activities of this project is to produce an advocacy booklet on <strong>in</strong>novative <strong>and</strong>successful literacy approaches <strong>and</strong> practices that lead to the susta<strong>in</strong>able development of literacyprogrammes at national, sub-regional <strong>and</strong> regional levels. It aims to be a useful source of<strong>in</strong>formation for policymakers <strong>and</strong> literacy practitioners for capacity-build<strong>in</strong>g <strong>and</strong> generation oflessons learned from the experiences of other countries; <strong>and</strong> to dissem<strong>in</strong>ate successful <strong>and</strong><strong>in</strong>novative practices <strong>in</strong> literacy <strong>and</strong> <strong>NFE</strong> from the Asia-Pacific region.1.3 Methodology & Selection Criteria for CLC <strong>Programmes</strong> & CountriesThe CLC programmes for assessment have been selected from fifteen countries <strong>in</strong> the Asia-Pacific Region. In total, twenty case studies (fourteen from various countries of the region <strong>and</strong> sixfrom Pakistan, one from each prov<strong>in</strong>ce), have been <strong>in</strong>cluded <strong>in</strong> the study. The countries <strong>in</strong>cludedrepresent different regions <strong>and</strong> sub-regions, with different socio-economic development levels<strong>and</strong> a wide variation <strong>in</strong> their literacy rates.Table 1, below, highlights the ma<strong>in</strong> 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 (%)<strong>Literacy</strong> Rate age15 + % /yearBangladesh 144.3 million 1.8 (2006) 6.7 (2006) 47.5 (2000)Bhutan 647 thous<strong>and</strong>s 1.6 (2006) 7.8 (2006) 59.5 (2005)Ch<strong>in</strong>a (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 thous<strong>and</strong>s 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)Thail<strong>and</strong> 64.7 million 0.8 (2006) 5.00 (2006) 92.6 (2000)Uzbekistan 26593 thous<strong>and</strong>s 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 <strong>in</strong> this study: (i) those launched by governments; <strong>and</strong>(ii) programmes launched by non-governmental organisations (NGOs).9

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