Good Practices
in Literacy & Non-Formal Education
Programmes:
Asia-Pacific Region
UNESCO Islamabad
2008
The author alone is responsible for the choices, presentation and interpretation of data
and information in this publication, and for the opinion expressed therein, which are not
necessarily those of UNESCO.
Good Practices in Literacy & Non-Formal Education Programmes:
Asia-Pacific Region
Pages 88
Copies 1000
ISBN 978-969-8035-05-1
Languages:
English & Urdu
Photos by: KLUBAN Dezine Workx, Islamabad.
Produced by: Bashir Ahmed Tahir, Consultant, UNESCO Islamabad, Pakistan
© UNESCO 2008
Published by:
UNESCO Islamabad, Pakistan
House Number 17, Street Number 8, Sector F-7/3,
P.O. Box 2034
Islamabad, Pakistan
Phone: +92-51-2611170-3, UAN: 111 710 745
Fax: +92-51-2611175
Email: [email protected]
URL: www.un.org.pk/unesco
Printers: AXA (Blend Art & Science), Rawalpindi.
Printed in Pakistan
2
FOREWORD
Within the broad framework of Education for All (EFA) and the Millennium Development Goals
(MDGs), in 2006 UNESCO Islamabad in collaboration with the Ministry of Education has
launched a project called Literacy Initiative for Empowerment (LIFE).. Under the LIFE initiative,
UNESCO Islamabad is supporting a literacy project titled “Capacity Building for Improving the
Quality & Scope of Literacy Programmes in Pakistan”. This project is aimed at improving the
national capacity to implement literacy programmes, with a particular focus on poverty reduction
and the empowerment of women. The attainment of literacy leads to a lifelong learning process
and thus contributes significantly to sustainable human development. It empowers individuals,
groups and nations, enabling them to participate effectively and positively in the development of
society and the economy.
This booklet has been prepared as a part of the LIFE project, to provide information on how to
develop, implement, manage and evaluate literacy programmes in the optimal and most
sustainable manner. It is designed to serve governmental, non-governmental organizations, and
other stakeholders involved in the development of literacy programmes. It also aims to serve as
a useful source of information for policy makers, educationists and literacy practitioners for
capacity building and provision of lessons learned from the experiences of other countries with
successful best practices in literacy and non-formal education (NFE).
UNESCO is grateful to its partners, including the Federal Ministry of Education, the Provincial
Literacy Departments and non-governmental organizations working on literacy in Pakistan, for
their support to the preparation of this booklet; and looks forward to a continued collaboration with
these valued national partners.
UNESCO Islamabad
3
Background Note
This booklet has been produced under UNESCO’s Literacy Initiative for Empowerment (LIFE)
Project, titled: “Capacity Building for Improving Quality and Scope of Literacy Programmes
in Pakistan”, which aims to enhance national capacity to implement literacy programmes,
focusing on poverty reduction and the empowerment of women. The Ministry of Education
launched this project in 2006. A number of key literacy organizations from both government and
the private sector are actively involved in the implementation of the activities of this project, the
main components of which include:
•
•
•
•
Capacity building of literacy and non-formal education (NFE) personnel
Materials/curriculum development
Gender empowerment
Pilot Community Learning Centres
One of the activities of the project is to produce an advocacy booklet on innovative and
successful approaches to literacy; and to disseminate and promote good practices leading to the
sustainable development of literacy programmes at national, sub-regional and regional levels.
The aim of this booklet is therefore to compile and highlight some of the innovative, successful
approaches to literacy, together with the various approaches and practices adopted by fifteen
selected countries from the Asia-Pacific region. Literacy programmes have been selected from
the latter countries, with a total of twenty case studies (fourteen country studies and six from
Pakistan) being included in the study.
This booklet is intended to be a useful source of information for policymakers, educationalists and
literacy practitioners for both capacity building and dissemination of lessons learned from the
experiences of other countries, together with provision of examples of successful and innovative
practices in literacy and NFE in Pakistan and other countries of the Asia-Pacific region.
4
Contents
Foreword
Background Note
Table of Contents
List of Tables
Acronyms
3
4
5
6
7
1
Introduction & Background to the Study
9
1.1
1.2
1.3
1.4
1.5
1.6
The Context
Aims & Objectives
Methodology & Selection Criteria for CLC Programmes & Countries
Indicators Used to Assess CLC Programmes
Sources of Information
Format of the Booklet
2
Part I: Case Studies from the Countries of the Asia Pacific Region
12
2.1
Case Studies from the Asia-Pacific Region
12
Case Study 1
Case Study 2
Case Study 3
Case Study 4
Case Study 5
Case Study 6
Case Study 7
Case Study 8
Case Study 9
Case Study 10
Case Study 11
Case Study 12
Case Study 13
Case Study 14
NFE Models of the Bangladesh Rural Advancement
Committee
Community Learning Centres in Bhutan
Rural Community Learning Centres in China
Total Literacy Campaign in India
Community Learning Centres in Indonesia
Community Learning Centres in Iran: Literacy Movement
Organization
Community Learning Centres in Kazakhstan
Community Learning Centres in the Maldives
Community Learning Centre Model, Myanmar
Community Learning Centres in Nepal
Community Learning Centres in Sri Lanka
Community Learning Centers in Thailand
Community Learning Centres in Uzbekistan
Community Learning Centres in Vietnam
12
13
14
16
17
18
19
20
21
22
24
25
26
27
2.2
CLC Programmes from the Asia-Pacific Region: Summary Findings
28
2.3
Lessons Learned: CLC Programmes from the Asia-Pacific Region
33
3
Part II: Case Studies of CLC Programmes from Pakistan
36
3.1
Background Context to Pakistan’s Literacy & NFE Programmes
36
3.2
Selected Case Studies of CLC Programmes from Pakistan
37
Punjab Case Study 1: The Bunyad Literacy Community Council (Punjab)
Punjab Case Study 2: The MMBMT, Punjab
Balochistan Case Study 1: Community Learning Centres in Balochistan
Balochistan Case Study 2: IDSP RLCs
37
38
40
41
5
Sindh Case Study 1: Women’s Literacy and Empowerment Program, SEF
NWFP Case study 1: Elementary Education Foundation, (NWFP)
42
43
3.3
Summary of Findings of CLC Programmes in Pakistan
44
3.4
Lessons Learned from CLC Programmes in Pakistan
46
3.5.
Recommendations & Way Forward for Pakistan
47
List of Tables
Table 1: General Characteristics of the 15 Countries represented by the Case Studies 9
Table 2: Selected Indicators of Strengths & Innovative Practices as reflected by Country
Programmes
28
Table 3: Innovative Features of CLC Programmes in Selected Countries
29
Table 4: Implementation Problems & Challenges in Selected Countries’ CLC
Programmes
30
Table 5: Potential for the Sustainability of CLC Programmes in Selected Countries
31
Table 6: General Characteristics of Pakistan
36
Table 7: Selected Indicators of Strengths as Reflected by Selected CLC
` Programmes in Pakistan
44
Table 8: Innovative Features of Selected CLC Programmes in Pakistan
45
Table 9: Problems & Challenges Faced by Selected Under-Implementation CLC
Programmes in Pakistan
45
Table 10: Potential for the Sustainability of Selected CLC Programmes in Pakistan
45
6
Acronyms
AEC
ADB
AGNCD
APPEAL
APM
ATEO
A/V
BAPS
BEOC
BEP
BERTI
BLCC
BPS
BRAC
CAI
CBO
CE
CE
CEC
CED
CERC
CIS
CLC
CLC MC
CSO
CLCo
DEO
DNFE
ECCD
ECD
EECE
EFA
EEF
GNACD
GNS
GO
HDI
HR
ICT
IGA
LIFE
LMO
M&E
NAP
NFBE
NFCED
NFE
NFP&SE
NFPSE
NFPE
NGO
Atoll Education Centre
Asian Development Bank
Alliance Goth Nari Sangat for Community Development
Asia and Pacific Programme of Education for All
Assistant Programme Manager
Assistant Township Education Officer
Audio/Visual
Basic Adults Primary school
Basic education for Older Children
Basic Education Programme
Basic Education Research & Training Institute
Bunyad Literacy Community Council
Basic Primary school
Bangladesh Rural Advancement Committee
Clean Air Initiative (for Asian Cities)
Community Based Organization
Community Education
Continuing Education
Continuing Education Centre
Continuing Education Department
Community Education Resource Centre
Commonwealth of Independent States
Community Learning Centre
Community Learning Centre Management Committee
Community Social Organization
Community Learning Coordinator
District Education Officer
Department of Non-Formal education
Early Childhood Care & Development
Early Childhood Development
Early Education Care & Education
Education For All
Elementary Education Foundation
Goth Nari Alliance for Community Development
Goth Nari Sangat
Government Organization
Human Development Index
Human Resources
Information & Communication Technology
Income Generation Activities
Literacy Initiative For Empowerment
Literacy Movement Organization
Monitoring and Evaluation
National Action Plan
Non Formal Basic Education
Non-Formal and Continuing Education Division (Ministry of Education Bhutan)
Non-Formal Education
Non-Formal Primary and Secondary Education
Non-Formal Primary and Secondary Education
Non-Formal Primary Education
Non-Governmental Organization
7
NLM
NRTI
NWFP
PRC
RCLC
SDS
SEF
SKF
TLC
TPA
UC
UNDP
UNESCO
UNICEF
UNLD
VDC
VLC
VLT
VRC
WLEC
WLEP
National Literacy Mission
Natural Resources Training Institute (Royal University of Bhutan)
North Western Frontier Province (of Pakistan)
Peoples Republic of China
Rural Community Learning Centre
Social Development Society
Sindh Education Foundation
Soros Kazakhstan Fund
Total Literacy Campaign
Township Project Assistant
Union Council
United Nations Development Programme
United Nations Education, Scientific and Cultural Organization
United Nations International Children Education Fund
United Nations Literacy Decade
Village Development Committee
Village Learning Centre
Village Literacy Trainer
Village Reading Centre
Women’s Literacy and Empowerment Centre
Women’s Literacy and Empowerment Programme
8
1
Introduction & Background to the Study
1.1 The Context
UNESCO Islamabad is supporting a literacy project titled: “Capacity Building for Improving the
Quality and Scope of Literacy Programmes in Pakistan”, which aims to improve the national
capacity to implement literacy programmes, focusing on poverty reduction and the empowerment
of women. It was launched by the Ministry of Education, under its “Literacy Initiative For
Empowerment (LIFE)” initiative, in 2006.
1.2 Aims & Objectives
One of the activities of this project is to produce an advocacy booklet on innovative and
successful literacy approaches and practices that lead to the sustainable development of literacy
programmes at national, sub-regional and regional levels. It aims to be a useful source of
information for policymakers and literacy practitioners for capacity-building and generation of
lessons learned from the experiences of other countries; and to disseminate successful and
innovative practices in literacy and NFE from the Asia-Pacific region.
1.3 Methodology & Selection Criteria for CLC Programmes & Countries
The CLC programmes for assessment have been selected from fifteen countries in the AsiaPacific Region. In total, twenty case studies (fourteen from various countries of the region and six
from Pakistan, one from each province), have been included in the study. The countries included
represent different regions and sub-regions, with different socio-economic development levels
and 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 Studies
Countries
Bangladesh
Bhutan
China (PRC)
India
Population Size
2005/2006
144.3 million
647 thousands
1.3 billion
1.1 billion
Avg. Annual Pop.
Growth Rate (%)
1.8
(2006)
1.6
(2006)
0.6
(2006)
1.6
(2006)
GDP Annual
Growth (%)
6.7 (2006)
7.8 (2006)
10.7 (2006)
8.4 (2006)
Indonesia
Iran
Kazakhstan
Maldives
Myanmar
Nepal
Pakistan
Sri Lanka
Thailand
Uzbekistan
Vietnam
223 million
69.2 million
15.1 million (2005)
337 thousands
51 million
27.7 million
159 million
19.8 million
64.7 million
26593 thousands
84.1 million
1.1
0.9
0.9
2.3
0.9
1.9
2.1
0.7
0.8
1.7
1.2
5.5
5.8
9.7
18.7
5.00
1.9
6.2
7.4
5.00
2.4
8.2
(2006)
(2006)
(2005)
(2006)
(2006)
(2006)
(2006)
(2006)
(2006)
(2005)
(2006)
(2006)
(2006)
(2006)
(2006)
(2005)
(2006)
(2006)
(2006)
(2006)
(2004)
(2006)
Literacy Rate age
15 + % /year
47.5
(2000)
59.5
(2005)
90.9
(2000)
Male 73.4 (2004)
Female 47.8
99.00
(2005)
89.00
(2006)
99.5
(2000)
96.3
(2000)
89.9
(2000)
48.6
(2000)
54.00
(2007)
90.7
(2000)
92.6
(2000)
97.00
(2004)
90.3
(2000)
Source: World Development Indicators Database, April 2007
Two types of programmes have been covered in this study: (i) those launched by governments; and
(ii) programmes launched by non-governmental organisations (NGOs).
9
1.4 Indicators Used to Assess CLC Programmes
The performance and success levels of CLC programmes have been reviewed and assessed
with a focus on the identification of innovative approaches and methods. For this purpose, the
following list of indicators has been used:
Assessment Indicators
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Policy making and planning process
Needs assessment criteria
Relevance of the programme to community needs
Relevance of the programme to national EFA programme
Implementation and management procedures and methodologies
Infrastructure and provision of resources
Community participation in various activities and at different levels
Acceptance of the programme by the people/community
Support from local leaders and institutions/donors/NGOs
Curriculum development process and methods
Contents of courses and taught materials
Selection of teachers/facilitators
Qualification and training of staff and teachers
Commitment of staff
Delivery mechanisms and teaching/learning methods
Profile of beneficiaries and target groups (age, gender, socio-economic status)
Linkages with other educational and development activities
M&E and feedback systems
Impact and outcomes
Use of audio-visual (A/V) aids and ICT
Potential for Sustainability
1.5 Sources of Information
Secondary sources have been used for reviewing CLC programmes in countries from the AsiaPacific region (other than Pakistan). The review is based on UNESCO material, particularly that
from the APPEAL initiative. In addition, printed materials and relevant websites were also
searched to locate relevant required information.
The case studies from Pakistan were selected through a review of the relevant literature on some
of the major CLC programmes implemented by the federal and provincial governments and
NGOs, and following visits to all the provinces.
1.6 Format of the Booklet
This booklet is in two parts:
Part I, which contains the fourteen case studies of the CLC programmes from the selected
countries from the Asia-Pacific Region (Bangladesh, Bhutan, China, India, Indonesia, Iran,
Kazakhstan, Maldives, Myanmar, Nepal, Sri Lanka, Thailand, Uzbekistan and Vietnam).
10
Part II, which consists of case studies of the various CLC programmes launched in Pakistan by
the federal and provincial governments and also by some of the leading NGOs in the education
field. The format for presentation of the case studies covers a summary of each selected country
programme, including its background, nature, scope, implementation methodology, innovative
approaches adopted, problems and challenges faced and potential for the sustainability. A
summary of findings and lessons learned, together with a brief on the way forward and
recommendations are also provided in the last section of the booklet.
11
2. PART I: Case Studies from Countries in the Asia Pacific Region
The countries selected for inclusion in this study, together with the related CLC programmes are
presented below in matrix form.
Countries Selected from the Asia-Pacific Region & CLC Programmes
Country
Bangladesh
Bhutan
China (PRC)
India
Indonesia
Iran
Kazakhstan
Maldives
Myanmar
Nepal
Sri Lanka
Thailand
Uzbekistan
Vietnam
2.1
Selected CLC Programmes
The NFE Models of the Bangladesh Rural Advancement Committee
(BRAC)
Community Learning Centres
Rural Community Learning Centres
Total Literacy Campaigns (TLC) Model
Community Learning Centres
Literacy Movement Organization (LMO)
Community Learning Centres
Community Learning Centres
The Community Learning Centre (CLC) Model
Community Learning Centres
Community Learning Centres
Community Learning Centres
Community Learning Centres
Community Learning Centres
Case Studies from the Asia Pacific Region
Case Study 1: The NFE Models of the Bangladesh Rural Advancement Committee (BRAC)
Background Context
The Basic Education Programme (BEP), of the BRAC, initially known as Non-Formal Primary
Education (NFPE), and presently renamed as BPS, was started in 1985 with one primary school
model, followed by a second primary school model called BEOC (Basic Education for Older
Children) in 1987. It was initiated as a three-year programme for children between the ages of 8
and 10 years, including those never enrolled in any school or who had dropped out of the formal
school system. Under the programme, the former 3-year cycle has become a 4-year cycle to
cover the 5-year curriculum (Grades 1-5), with all the competencies set by national standards. All
BEP’s projects and activities are currently shaped by four major thematic issues: (i) linkages and
partnerships with the Government of Bangladesh; (ii), a gender focus and strategy; (iii) inclusion
of ethnic minorities; (iv) inclusion of children with disabilities.
These model schools are established following a needs assessment within or near by a cluster of
villages. The use of this cluster approach facilitates the monitoring process and means that
teachers do not have to travel long distances to attend monthly refresher trainings. The
community chooses the site for building a one-room school, and takes responsibility for its
maintenance. A group of eligible students and a suitable teacher are selected from the same
locality. Preferred teachers are married women with at least 10 years experience of education
and fairly good communications skills. The teachers remain with the same group of students
throughout their 4-year learning cycle. Pre-service training and refresher courses are organized
for teachers. Modern methods of pedagogy and interactive teaching-learning processes based
on adult psychology are also commonly used. An extensive, participatory M&E system has been
established to properly monitor, assess and record the both the progress of the learners, and the
efficiency of the teachers. These schools have been declared very successful effective models
on the basis of their achievements.
12
Special & Innovative Features of the BRAC Education Programme
During all its phases, the BEP school component adopted and followed a somewhat unique
approach, which differs from that of most of other countries. Its salient innovative features include
the development and use of creative, innovative and modern strategies; practical approaches for
planning and implementing the programme; management of socio-cultural barriers and traditional
and attitudinal constraints through innovative approaches and community mobilization; effective
training activities and institution of a needs-based support system for teachers and other staff; use
of mobile libraries and centres for continuing education for the completers of the BEP; and a lowcost education system. It has achieved a nominal drop-out ratio, which, according to BRAC studies
has been only 5% throughout the programme, since its inception.
On the basis of its success level and achievements, this model is considered to have the potential
for replication in other developing countries, including Pakistan.
Challenges & Problems Faced
Despite its remarkable achievements, use of innovative strategies and implementation methods,
the BEP has faced a number of problems, including the challenge of prevailing extreme
community-level poverty, socio-cultural constraints, biases against the education interventions
implemented, attitudinal problems and scarcity of the required human and financial resources to
carry out programmes effectively. However, political will, as well as the use of innovative and
effective strategies, has helped to overcome these considerable challenges.
Potential for Sustainability
Through its achievements and strategic use of innovation, the BEP has proved itself to be an
effective, sustainable programme. It has developed community-based support mechanisms in
addition to its inherent internal and external strengths, which combine to enable it to survive and
to make it sustainable.
Case Study 2: Community Learning Centres in Bhutan
Background Context
Education in Bhutan is free. Presently, in addition to formal institutions, there are 375 NFE
centres with 12,838 non-formal learners across the Kingdom. The Government is committed to
providing community-based continuing education and skill training. It has recognized the need for
establishing CLCs, both within existing schools and outside formal schools, to achieve at least
one CLC in each gewog (block). The national plan for CLCs includes the strategies and
procedures for the expansion of these centres, as well as the anticipated role of communities in
establishing them, in order to effectively promote the CLCs as the most useful facilities at the
community level for continuing education and lifelong learning to improve the quality of life.
The NFE programme has three levels: (i) basic literacy for 12 months; (ii) post literacy for 9
months; and (iii) self learning, which is part of the continuing education programme. The demand
for NFE has been increasing over the years, mainly due to awareness created among local
leaders and school principals. The target set by the Government is one hundred per cent literacy
in the national language, Dzongkha, by the year 2012. There are 18 CLCs across the country in
both rural and urban areas, which have been established by UNESCO. Different government and
non-governmental organizations have also set up a variety of NFE programmes at the
community level. Additionally, some Buddhist monasteries and the Natural Resources Training
Institute (NRTI) organize NFE and language classes for local people living in the vicinity,
to provide not only functional literacy, but also to disseminate information, knowledge and
13
skills related to natural resource conservation and improved methods of farming, thus enhancing
levels of living, and incomes.
CLCs carry out activities in the areas of literacy/NFE classes; basic literacy; and post-literacy
classes. Many CLCs have also established reading corners. A number of skill development
training courses have been conducted at CLCs, as part of their income generating and poverty
alleviation activities. Topics related to health, including HIV/AIDS prevention, are included in the
regular curriculum of literacy programmes, at both basic and post literacy levels. Protection of the
natural environment is another subject covered in the curriculum of the CLCs. Cultural
performances and other recreational activities are also organized, which aim to promote local and
traditional values and provide access to information & communication technology (ICT). Some
CLCs are supplied with distance learning equipment (video, TV, radio and tape recorders) for the
development of information and communication strategies.
Special & Innovative Features of the CLC Programme
The CLCs implement their activities through community participation including in the planning of
activities and day-to-day management of the Centres; resource mobilization, (human, material
and financial); capacity building of CLC personnel; establishing linkages and networking, as well
as M&E at all levels. The CLC manager has to complete M & E forms, have them verified by the
affiliated school in question, and send them to the District Education Officers (DEOs) and the
Non-Formal and Continuing Education Division (NFCED). The manager also sends separate
detailed reports on CLC activities at the end of each activity, for further support and information.
Besides this reporting system, the local CLC committees meet at least three times a year to plan,
review and evaluate the success and impact of CLC activities.
Challenges & Problems
The major challenges faced at the grassroots level include lack of manpower and skilled labour
for the construction of CLCs; lack of skilled instructors and funds for the implementation of skill
training; lack of marketing for products at CLCs; lack of planning and management skills; and
lengthy administrative procedures and formalities for the construction of CLCs.
Potential for Sustainability
The potential for increased sustainability of Bhutan’s CLS include: mobilization of human
resources from other ministries and agencies to provide training at CLCs; encouraging
communities to think of innovative ways to generate funding; provision of planning and
management training; study tours for CLC managers and committees; development of audiovisual materials to facilitate exchange of ideas with other countries and dissemination of lessons
learned, across the community of CLCs in the Asia-Pacific region.
Case Study 3: Rural Community Learning Centres in China
Background Context
In China, CLCs for the implementation of community education in rural areas have been set up
with the aim of keeping pace with the rapid development of globalization; and to foster rural
economic development and to empower the rural population living in disadvantaged, povertystricken areas. CLCs focus on contemporary socio-economic problems and also aim to meet the
learning needs of local people, through achieving sustainable all-round development. A number
of legislative measures have been taken for reforms in various allied sectors to provide a strong
base for development of rural communities through CLCs.
14
The main aim of the CLC initiative is thus the development of rural communities, through
popularizing science and technology; promoting economic development; implementing the national
strategy for development of the west of China; and imparting family education in rural areas.
The main objectives of Rural Community Learning Centers (RCLCs) are as follows:
(i)
(ii)
(iii)
(iv)
(v)
to improve the function of education in rural economic reconstruction to realize the
state policy of “revitalizing the country through science and technology”;
to promote the development of literacy education and post-literacy continuing education;
to upgrade the quality of the labour force in using science and technology in local
agricultural production;
to increase the incomes of local farmers; and
to establish a permanent, lifelong learning mechanism in rural areas to improve the
ability of farmers to initiate and maintain sustainable development.
The main target group for RCLCs is the community as a whole, particularly including adults and
youth in the rural labour force (especially rural women and girls, ethnic minority groups and those
who need training in income-generating skills).
The activities of RCLCs include literacy education; education in health and sanitation; advocacy
activities; improving social services; income-generating activities; and improving living standards.
A number of effective models for the comprehensive integration of agricultural production with
science, technology and education have been developed for implementation of these activities.
Special & Innovative Features of the Programme
Some of the significant innovative features of the programme that have contributed to its success
fall into the categories of institutional, legislative, process-oriented and socio-economic
interventions. Examples of these include:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
the establishment of the State Council to promote education;
legal rationale and policy support for RCLCs and enactment of various laws to
strengthen CLCs as a whole;
initiation of sectoral reforms;
identification of specific and applied objectives;
identification and selection of the most needy groups for participation;
appropriate management and implementation strategies for RCLCs;
focused and need-based activities for poverty alleviation; and
establishment of linkages of the CLCs with other poverty alleviation projects through a
system of “Action Models”.
Challenges & Problems for CLC Development
Some of the major challenges and problems faced during the CLC development process have
been identified as including:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
inadequate understanding of the significance of CLCs on the part of target beneficiaries;
uneven development at the initial stage;
incomplete organizing mechanisms;
improvement of the quality of implementation;
lack of theoretical research to support practical interventions; and
lack of experience in sharing education resources in a market economy.
15
Potential for Sustainability
There are a number of strengths identified in the project which have the potential to increase its
sustainability. These include: holding training workshops for capacity building; the development
of relevant and need-based materials; advocacy innovations; establishment of models for project
implementation; strengthening the M&E system; and cooperation and communication with other
education experts. In addition, the RCLCs’ experience in China has been helpful for developing
sustainable models for CLCs overall, through promoting understanding of CLC projects at the
grassroots level; and by strengthening the applicability of scientific research to enhance
development levels.
Case Study 4: The Total Literacy Campaigns Model in India
Background Context
The Total Literacy Campaign (TLC) in India was started in the late 1980s, after realization the
need for, and significance of, the eradication of illiteracy in the country, under the National
Literacy Mission (NLM). The first breakthrough came in Kerala, in Kottayam city, which was then
followed by other districts. The TLC Model is now accepted as the dominant strategy for
eradication of adult illiteracy across India. These campaigns are area-specific, time-bound,
volunteer-based, cost-effective and outcome-oriented. The main target beneficiaries are children
between the ages of 9 to 14 years old, in areas not covered by the non-formal education
programme. Special care is taken to bring disadvantaged groups such as women, scheduled
castes and tribes and backward classes into the programme.
The acclaimed, creditable
performance of the NLM received international recognition when it was awarded UNESCO's
NOMA Literacy Prize for 1999.
The main aim of the TLC is the attainment of functional literacy through prescribed norms of
literacy and numeracy. In addition to functional literacy, it also disseminates a “basket” of other
socially relevant messages, such as enrolment and retention of children in schools; immunization;
propagation of small family norms; promotion of maternity and childcare; women's equality; and
empowerment, peace and communal harmony. The TLC is implemented in a series of stages,
which include:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
preparing the ground;
creation of an organizational structure;
implementation of a survey and preparation of a district profile;
building the environment for community participation;
training the task force (Key Resource Persons, Master Trainers and Volunteer
Teachers); and
development of the actual learning process, including the curriculum, development of
teaching-learning materials for TLC.
Monitoring and supervision of TLC is carried out through a periodic system of reporting, and via
visits of the officials of the NLM, State Directorates of Adult/Mass Education and the State
Resource Centres. The management information system in a campaign is based on the twin
principles of participation and correction. It has to be accountable, credible; and instead of being
enrolment-oriented, it has to be outcome-oriented. At the time of writing, the programme had
covered 596 out of 600 districts in the country since its launch, while a number of districts have
“graduated” to forward to enter the post literacy and continuing education phases. Furthermore,
the overall literacy level in India has risen from 52% in 1991 to 68.38% in 2001.
16
Special & Innovative Features of the Programme
The TLC has adopted and put into practice a number of innovative techniques for designing and
implementing the programme. These include: generation of strong political will at the national
level; the adoption of a holistic approach; application of the creative and multi-dimensional
techniques for community mobilization; a massive outreach campaign for achieving 100% literacy
targets; effective M&E systems; a focus on gender equity; safeguarding social and cultural
values; environmental protection measures; and setting qualitative and quantitative targets.
Challenges & Problems Faced
Despite its evident strengths, the TLC programme has faced a number of problems, such as the
non-availability of competent teachers in the required numbers and the programme’s consequent
reliance on comparatively low-quality teachers; the heavy burden of the teachers’ work-load and in
relation to low salaries; lack of interest demonstrated by the community/learners in some areas;
financial and other resource constraints; and inappropriate and/or low quality post-literacy materials.
Potential for Sustainability
The TLC has both the potential and inbuilt mechanisms to achieve sustainability, because the
programme is being run through comprehensive and broad-based community participation.
Furthermore, its multi-stage implementation strategy provides another strong basis for sustainability.
Case Study 5: Community Learning Centres in Indonesia
Background Context
More than 1,500 CLCs are spread across Indonesia’s 30 provinces. There are many kinds of
CLCs operating in the country, the type of which depends upon the characteristics of the target
communities. In addition to CLCs, there are many other community-based NFE programmes
supported by the government or NGOs. The main aim of the CLCs is to promote basic literacy
and NFE, in addition to the alleviation of some national education problems. Furthermore, to
enable Indonesians to achieve the country’s compulsory nine years of education, CLCs offer
equivalence education programmes for all ages, including school-age children. There are also
good examples of entrepreneurial skill training and income-generating programmes at Indonesian CLCs.
The government recognizes and acknowledges CLCs as being one of the key components of the
national education effort. CLCs run a number of programmes including Early Education Care &
Education (EECE); literacy and non-formal primary and secondary education (NFP&SE); income
generation and poverty alleviation; health and sanitation, including HIV/AIDS prevention;
promotion of local and traditional values; promotion of gender equality, human rights and
democracy; use of information and communication technology (ICT); and on the environment. All
CLCs rely on community participation, as an institution “from the community, for the community,
and by the community.” Resource mobilization to support CLCs takes place systematically from
local to national levels.
At the national level and sometimes at the provincial level, trainers are trained in the areas of
CLC establishment and management, along with the technical aspects of each type of CLC
programme. Monitoring and evaluation take place regularly at three levels:
(i)
(ii)
(iii)
the CLC level;
the district level by the government; and
via the CLC federations/associations at district, provincial and national levels.
17
Special & Innovative Features of the Programme
Analysis of Indonesia’s experiences has identified the following innovative features:
(i)
(ii)
(iii)
increased public awareness about CLCs;
support to serious academic research to explore intensively more effective models,
approaches and methods;
institutionalization of international linkage and networking, which has resulted in
increased political will for CLCs to enable them to obtain the support needed; more
intensive, effective and efficient channels among CLCs for sharing experiences; more
effective planning for future development; and as another means for building
partnerships among global communities, to promote a peaceful and prosperous world.
Challenges & Problems Faced
The large size of the country (which comprises more than 30,000 villages) presents a challenge
to provide sufficient, well-developed CLCs of high quality to serve their needs. Another big
challenge for the future is how to improve income-generating programmes, so that the resulting
CLC business ventures can take part in the competitive global market.
Potential for Sustainability
CLC federations or associations have been established at each level, district, provincial and
national. Each federation or association has annual programmes, planning and goals. They also
conduct district, provincial and national meetings of CLCs. Through this organizational structure,
CLCs have increased their capacity and efficiency to expand centres throughout the country in
order to achieve their vision. This infrastructure and its mechanisms are considered critical for
ensuring sustainability.
Case Study 6: Community Learning Centres in Iran: The LMO
Background Context
The relatively higher literacy rates in Iran compared to the rest of the Asia-Pacific region are
attributable in part to the work of the Literacy Movement Organization (LMO). The government’s
policy emphasizes having the LMO both establish and operate CLCs for at least five years, with a
gradual devolution of the centres to the people and/or community social organizations (CSOs);
preparing people/communities to resolve their own problems through the expansion of basic life
skills training; using public facilities, especially schools when not in use, as sites for CLCs;
gradually substituting CLCs for ordinary literacy activities; establishing and organizing CLCs in
most villages; designing and implementing CLC activities that are appropriate for rural people’s
needs in a few rural schools; and establishing CLCs in all prisons and military bases.
Learners are distributed in different types of training courses at CLCs. At every CLC, there is
an executive committee, which is responsible for establishment of the CLC, development of
the village profile, carrying out the needs assessment, and the planning and management of
CLC activities and M&E. The CLC’s budget is provided by various partners, including the
national, provincial and district level educational organizations. All types of educational
resources are available at every centre for provision of training at all CLCs. All of the
personnel of CLCs, including LMO directors in provincial offices, relevant deputies, heads of
LMO town offices, and education experts in provinces, are briefed and oriented on CLC
activities during national and district workshops. All of the instructors, facilitators and CLC
managers participate in a weeklong workshop to become familiar with the regulations and goals
18
of CLCs, participatory teaching–learning methods and basic life skills. The executive agencies, experts
and partner organization authorities are also oriented during these and other similar meetings.
Instructors, learners and CLC participants are responsible for the monitoring and assessment of a
Centre’s activities, as part of a continuous process of evaluation. For monitoring the trends of
CLC activities, systematic evaluations are carried out by LMO education supervisors, who
evaluate and monitor activities and provide written feedback to the responsible persons in charge.
The creation, collection, classification and storage of the information and documents take place at
different levels of government (district, provincial and national) as well as at the CLC level itself.
Special & Innovative Features
Strengthening and expanding teaching-learning participatory methods; preparation and
development of various educational materials; and exchanging experiences among different
stakeholders have been identified as key innovative features of the LMO programme.
Challenges & Problems Faced
Despite their success, CLCs have faced a number of challenges and problems at the grassroots
and national levels. These, include: lack of financial resources; issues around monitoring and the
sustainability of Centres; meeting the various demands and interests of the people with different
levels of knowledge and experience; provision of appropriate sites for the Centres; provision of
equipment; and use of new educational technologies such as computers and other equipment.
Potential for Sustainability
In order to ensure sustainability and for processing and institutionalization of CLCs, together with
the involvement of other government organizations, a robust networking system has been
established by means of a number of councils and committees, such as the Executive Committee
of the CLC; the Instructors Council; and the Learners Council.
Case Study 7: Community Learning Centres in Kazakhstan
Background Context
The Constitution and laws of local self-government in Kazakhstan have been made conducive to
the establishment of CLCs, which have been included in the national education plans, in
particular the EFA national action plans and activities for the UN Literacy Decade. There are six
CLCs supported by UNESCO and twenty six supported by the Soros Kazakhstan Fund (SKF) in
the country. However, the conceptualization of CLCs supported by SKF (launched in 2000)
differs from that of UNESCO. The principal difference is that the SKF CLCs are usually located in
schools or other education institutions, which are selected on a competitive basis and on the
assumptions that in rural regions, only schools can unite the community and organize social
activities; that only schools have the required premises available; and that almost the whole
population in villages are comprised of parents and that due to this, it is easier to involve them in
various CLC activities. At the initial stage, the intention was to set up Community Education
Centres, but this was changed to Community-Oriented Schools. Presently the SFK is increasing
its support to Community Foundations. In addition to SKF activities, there are also a number of
other community-based programmes supported by government and NGOs.
The CLC programmes in Kazakhstan are mainly dependent on community participation for
resource mobilization; capacity building of staff; establishing linkages & networking with in CLC
system and with other development programmes; effective M&E system and documentation and
dissemination of reports.
19
The curriculum of CLC programmes includes computer skills, language skills; production of
carpets, folk art goods; training of farmers; marketing, financial and record keeping, the basics of
small business enterprise; amateur art and theatre training; cooking skills; training of tourist
guides; training in vocational trades such as welding etc.
Their designated target groups include: the unemployed, including youth and girls; women,
including single mothers; farmers, including tobacco producers; the adult population, particularly
the elderly and pensioners; youth and school children; vetinary students; entrepreneurs; invalids;
children of preschool age; children from disadvantaged families, including families with many
children and with one parent; civil servants, teachers, staff of local authorities; and minority ethnic
groups, repatriates, etc.
Special & Innovative Features
These include: constitutional support and the inclusion of the CLC programme in national
education plans, especially in the EFA national action plans and UN Literacy Decade activities;
earmarked budget allocations by the government and local authorities; and a major focus on skill
training and catering to the needs of a range of designated target groups of the population.
Challenges & Problems Faced
A number of challenges have been identified, which include: government officials using a topdown approach, not being ready to cooperate and assist in the establishment of CLCs; a lack of
understanding of the CLC concept among the community officials; non-availability of qualified
human resources to unite and develop the community through lifelong education and learning;
scarcity of funds; and poor coordination, networking and cooperation at both national and
international levels.
Potential for Sustainability
Analysis indicates that sustainability would be enhanced through the realization of increased
efforts to enhance community participation; resource mobilization; capacity building; linkages and
networking; and improved M&E and documentation systems.
Case Study 8: Community Learning Centres in the Maldives
Background Context Introduction
The literacy rate in the Maldives is 98.5 per cent, with a marginally higher rate for females than for
males. Traditional schools provide basic religious education; basic literacy and numeracy for pre schoolage and school-age children and operate through three different levels and categories of institutions.
The Faculty of Technical Education (FTE) in Male’, prepares skilled and semi-skilled workers in various
trades. The Rural Youth Vocational Training Centres in the atolls also impart training in different trades,
linked to labour market needs and to self-employment generation and creation.
The community education (CE) programmes are diversified in nature, but have a limited
coverage, though they address a wide variety of target populations and offer an equal variety of
courses, including basic literacy, adult education classes, condensed courses for over-aged
children (“second chance education”), skill training (e.g. typing) and population education. The
radio station “Voice of the Maldives” also broadcasts various educational programmes of general
interest. The Ministries of Gender & Youth Development and the Ministry of Health provide shortterm training in various trades and vocations, in response to specific sectoral needs.
A nation-wide programme entitled Basic Education, with the aim of the eradication of illiteracy in the
country, was first launched in 1980. This programme was conducted through a community-based
20
volunteer campaign. Classes were organized and attended mostly by women, as the men were
away fishing, which led to the achievement of a high literacy rate for women. At present,
however, the programme is more geared towards the attainment of functional literacy. The Centre for
Continuing Education is making efforts to provide literacy materials and conduct regular functional
(post) literacy classes. Despite this, the lack of reading materials suitable for neo-literates is
considered to be a real hindrance in meeting the goals of the National EFA Action Plan.
Presently, an atoll education centre (AEC) on each atoll is supposed to provide both formal and
non-formal education. However, the AECs have failed to serve their intended purpose, and the
atolls did not make use of the AEC’s contribution to the development, administration and
supervision of education adequately, if at all. To remedy this situation, CERCs were established
in order to carry out continuing education activities.
Special & Innovative Features
These include the implementation of the programme through a community-based volunteer
campaign; a high female participation rate due to the absence of men due to their engagement in
maritime economic activity; regularity of classes, and educational programmes with a content was
based on literacy training being widely telecast.
Challenges & Problems
The structure and organizational arrangements of the CERCs have not been very successful, in
part because the head teachers of the AECs are very involved in the day-to-day management of
formal education and are thus unable to pay sufficient attention to the development of NFE
programmes. The atoll community educators were found to lack sufficient motivation to promote
community education. As result, the resource centres (some of which had in fact started up
activities) became gradually inactive and eventually defunct. Other problems identified included:
the low level of public interest demonstrated; and few, largely irrelevant reading materials.
Potential for Sustainability
The Centre for Continuing Education is trying to promote the use of these Centres by the island
community, through providing reading materials and via creating opportunities for learners to gain
different (income generating) skills through the centres.
Case Study 9: The Community Learning Centre Model, Myanmar
Background Context
CLCs were first introduced in Myanmar in 1994, under a UNESCO project, with a total of 71
centres in 11 townships, in three areas and over three phases having been established by the
end of the programme. Coverage included 83 villages and 80,000 potential participants. The
objectives of the programme were to improve access to primary education for all; and promote
quality in the learning process of both formal and non-formal basic education. Specific objectives
included: the provision of non-formal, continuing education and skills training programmes that
responded to needs identified by the targeted communities themselves; provision of access to
information in fields of expressed interest to the community; strengthening the capacities of
communities to themselves carry out education programmes that lead to an improvement in their
quality of life; as well as contributing to poverty alleviation.
The CLCs were created at the initiative of communities themselves, with the assistance from the
UNESCO education project. CLCs were mainly made functional through efforts of the CLC Management
Committee (CLC MC) and the good will of a few very dedicated volunteers. The Village Literacy Trainers
21
(VLTs) are volunteers recruited by the CLC MC. They receive pre-service training plus in-service
refresher training, based on APPEAL training materials. CLCs may require other types of resource
persons, such as experts in traditional medicine, agriculture, traditional music and dance, and local
handicraft, a veterinary or specialists in handloom weaving who can help in holding skills training
sessions. The philosophy for teacher training was based on learner-centred methods, which is vital
for the adult learners. The VLT is responsible for assessing the learners’ achievements by
observation and by tests. The CLCs are multi-functional and an important strength is the explicit links
made between education (literacy, post-literacy, NFPE), skills training, dissemination of information
and income-generating activities. CLCs have helped improve education and income opportunities,
which have direct positive effects, both cultural and economic, on the quality of life, besides
generating increased levels of confidence, coherence and collaboration in the target villages. Women
have particularly benefited, since their level of literacy is typically lower than that of men.
Special & Innovative Features
The implementation of the CLC component followed a rather unique approach, which differed
from that of most other countries. One of the key persons in this structure was the Community
Learning Coordinator (CLCo), who was the link between the education project, the public sector
and the communities via the Community Learning Organizer (CLO) and the CLC Management
Committee (CLC MC). The CLCo carries out a multitude of tasks including assisting in capacity
building of the CLCs; planning, organizing and monitoring NFE and NFPE activities, skill training
for learners; income generating activities carried out by the communities; and record keeping,
supervision and monitoring of CLC activities, as well as reporting back to the zonal specialist and
the Assistant Programme Manager (APM).
Challenges & Problems Faced
Major problems faced include: those of catering to an increasing number of school-going-age and
out-of-school children, through NFE and CLC models; increasing the coverage rate; reaching out
the very poorest communities; addressing increasing demand; addressing a variety of sustainability
issues; motivation of beneficiaries; the need for flexibility of activities; providing skill training, life
skills; issues of language diversity; financial sustainability; networking and partnerships; curriculum
and material development; and availability of public sector support for future initiatives.
Potential for Sustainability
Sustainability is being enhanced through supportive community initiatives; the use of volunteerism
as well as of new methods of teaching and leaning in addition to conventional lecturing, such as the
use of puppets, storytelling, games, as well as practical work with projects and drawings.
Case Study 10: Community Learning Centres, Nepal
Background Context
In Nepal, CLCs are a recent phenomenon. The Government's 10th Five-Year Plan included
CLCs as a key strategy for adult literacy and continuing education, to provide access to
life skills and appropriate learning and life skills implementation opportunities; making
CLCs more accessible to people with disabilities; and encouraging CLCs to use the
experience of older people and providing them with opportunities to learn and interact with
others. The programmes conducted at CLCs include education, income generation, women’s
development, life skills training, literacy, early childhood development (ECD), library services,
savings and credit, community forestry, preservation of the cultural heritage, and community
development. One of the objectives of the CLC concept is to enable communities to participate
directly in planning, implementing, evaluating and analyzing their needs and interests, and
22
how they can be fulfilled by CLC programmes. Participants generally consist of illiterate or semiliterate people; unschooled children, school dropouts, youth with limited technical skills; and girls,
women and children living in marginal communities.
CLCs in Nepal have been supported mainly by UNESCO and other donors, other than via various
forms of local resource support, such as community funding, endowments, cost-sharing, and
support through provision of minimum infrastructure. However, local funding levels have been
fairly negligible. In the context of learning resources, local expertise has been used in addition to
inputs from other non-local experts. CLCs have established and maintained networks with other
organizations and institutions, in order to increase the extent of their available resources. In
process terms, the Steering Committee selects a local facilitator to be responsible for the overall
operations of the CLC; and facilitators are generally chosen on basis of experience, commitment
and ability to build a rapport with members of target communities.
Monitoring and evaluation of Nepal’s CLCs and their programmes are the joint responsibility of
UNESCO and the Steering Committee. At the local level, monitoring is done by the CLC Steering
Committee. The model set up for monitoring, supervision and evaluation includes a number of
approaches, which include inter-CLC monitoring, group reflection, inter-CLC sharing; and joint
team evaluations.
Special & Innovative Features of the Programme
The establishment of CLCs has been a considerable achievement, which has contributed to
improving the pace of community development through mobilizing local resources. Some of the
changes which have occurred in the communities as a result of CLC interventions include:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
(ix)
increased availability of the facilities needed to run community development
programmes (libraries, training space, furniture and other material resources);
creation of awareness among community and civil society organizations o local
development issues;
provision of forums for community, NGOs and CBOs to discuss local problems and
development needs; improvement in local capacity;
increased motivation to run local development programmes; increased community
participation;
gradual (positive) change in the attitudes of local people;
confidence-building and empowerment of target communities;
the creation of opportunities for the members of educationally-disadvantaged
communities;
utilization of local expertise and other resources; and
implementation of income-generation activities.
Challenges & Problems Faced
Despite the above achievements, two main problems faced in relation to CLCs were identified as
being constrained resources and facilities for the training; and limited capacity building of
managers and facilitators.
Potential for Sustainability
Nepal’s vision of sustainability for CLCs basically relies on community participation and strong
community ownership; as well as local-level resource mobilization (both financial and human); the
capacity building of CLC personnel; and putting in place a mandated structure for all CLCs.
23
Case Study 11: Community Learning Centres, Sri Lanka
Background Context
NFE came into existence in 1971 in Sri Lanka, with the establishment of technical classes for
adults who dropped out of formal schools prematurely. Literacy centres for out-of-school children
aged 5-14 were introduced by the NFE Branch of the Ministry of Human Resources
Development, Education & Cultural Affairs.
The main mission of Sri Lanka’s NFE is to provide and promote educational opportunities, with
the assistance of other agencies and in accordance with the national education policies and
trends, for children, adults, and persons with special educational needs who have left formal
schooling. Its aims and objectives include:
(i)
(ii)
(iii)
provision of compulsory education opportunities for all children of school-going age (514 years) and technical education for those who have dropped out of formal schools;
conducting educational development programmes for the community; and
providing educational opportunities for children with special educational needs.
NFE programmes have been launched for children of compulsory school-going age who have not
entered school, or have dropped out in early grades. CLCs, on the other hand, are established
for education and skill development of community members and school dropouts.
The main aims of Nepal’s CLCs are:
(i)
(ii)
(iii)
to meet the (educational) needs of the public;
to develop innovational programmes suited to the expressed preferences of youth;
to meet the demand for jobs and to use resources available in the area; and to
promote literacy, generic and contextual skills.
CLCs offer several types of literacy programmes including basic literacy, post-literacy and
functional literacy. An example of one, the “Nana Sarana” programme for street children, is
presented below.
Community Learning Centres for Children Living On and Off the Street “Nana Sarana”
The Sri Lankan government has established CLCs for children living on and off the street, who are
considered a nuisance to society (mainly due to the sub-culture to which they belong, which is
considered to lack a solid value system)). The majority of people do not accept street children as
actually or potentially useful citizens in society. These children are consequently not accepted in the
normal school setting, and do not get the opportunity to go to school and learn like other children of
their age. The formal school setting is thus not a feasible educational option for these children, as
school laws and regulations call for stable residence, proper time-keeping, and formal dress and
behavior patterns. Nevertheless, these children, like all others, want to learn and to improve their
quality of life.
To address this problem, the NFE Branch plans to introduce CLCs in 15 districts. NGOs, local
municipalities, public health personnel and other relevant parties will be responsible for referring target
children to the CLCs.
This programme is implemented by the NFE Branch, Ministry of Human Resource Development,
Education and Cultural Affairs. Technical assistance for the programme comes from resource persons
specializing in the field of conducting functional literacy and numeracy programmes.
24
Special & Innovative Features of the Programme
Establishment of CLCs such as the “Nana Sarana” for street children is an innovative and unique
feature of the CLC programme launched by the Sri Lanka Government.
Challenges & Problems
Among the challenges facing the programme is that of lack of parental interested in their
children’s literacy. Furthermore, there are a lack of funding sources; a lack of knowledge about
NFE among education and other officials; difficulties experienced in conducting national level
surveys and the inability to obtain data from areas affected by armed conflict
Potential for Sustainability
Initiatives such as CLCs for street children have the potential for replication in a sustainable
manner.
Case Study 12: Community Learning Centres, Thailand
Background Context
The main objective of NFE in Thailand is to provide equal access to education for out-of-school
learners through a lifelong learning process. To achieve this objective, several implementation
strategies have been initiated through literacy programmes, basic education programmes, post
literacy programmes, continuing education programmes, and vocational and life skills training.
CLCs were devised as a solid mechanism to provide lifelong continuing education in rural
communities in particular. This has marked a very significant transition of NFE provision from a
bureaucracy-oriented approach to a community-oriented one. In consequence, the Department
of NFE (DNFE) has changed its role from that of an implementing agency to that of a facilitator.
CLCs are set up and organized by the community and for the community, while the DNFE
facilitates implementation through collaboration with various government and non-government
organizations. The community itself is used as a learning base, complemented by various types
of educational media. The CLC is usually a resource centre with a wide selection of adult
education learning materials, ranging from textbooks and handbooks to audio cassettes and
video programmes, as well as some Clean Air Initiative (CAI) programmes. At CLCs, literacy
and post literacy classes as well as other vocational skills training, all respond to the diverse
needs of community learners and their ways of life, and are also in accord with the democratic
path and a changing society. In addition, CLCs also provide a venue for conducting public
meetings and social gatherings. Since CLCs belong to the entire community, all community
members are encouraged to participate in organizing educational and quality of life improvement
activities in their communities.
Thus, the key requirements for CLC implementation are community involvement, participation
and ownership.
Special & Innovative Features
At policy level, the CLCs were devised as a solid mechanism to provide lifelong continuing
education in the rural communities. Two important aspects of their success include:
(i)
(ii)
the transition of NFE provision from a bureaucracy-oriented to a community-oriented
approach; and
the changed role of the Department of NFE, from that of an implementing agency to
that of a facilitator.
25
Challenges & Problems Faced
Major problems faced include:
(i)
(ii)
(iii)
inadequate or missing needs assessment of the community and target groups;
challenges in designing the curriculum;
difficulties recruiting resource-persons, local savants and technical experts; and fund raising.
Potential for Sustainability
The research-based implementation and supervision of the project helped local people gain new
vocational skills and enhance their employment security. Members of the target groups selected
their vocations through a critical thinking process that in the future will help them to strengthen their
vocational stability. The project also helped local people increase their income and decrease their
living expenses, ultimately contributing to a reduction of poverty in the targeted communities.
Case Study 13: Community Learning Centres, Uzbekistan
Background Context
Uzbekistan is actively implementing the Action Plan of the Dakar Forum on EFA. CLCs for
handicrafts skills development have been established under the National Action Plan (NAP) on
EFA and the respective legal framework of local municipalities, district branches of state
inspection for the preservation of cultural monuments, handicrafts associations and education
institutions. This new policy has contributed to the generation of a positive image of CLCs and in
establishing favorable and stable conditions for long-term cooperation with local stakeholders and
even with donors and other development agencies. In 1999, the concept of lifelong education
was introduced in Uzbekistan, with a pilot project on establishing and developing CLCs,
supported by UNESCO within the framework of its APPEAL initiative.
Since most of the country’s population lives in a rural social environment with a strong sense of
community, the CLC provides an opportunity for individuals to acquire knowledge and skills
through structured activities and non-formal learning. The main aim of the programme is the
realization of lifelong, continuing education (formal, non-formal and informal). The CLCs are
regarded as important and effective delivery mechanisms for literacy and lifelong education, with
an emphasis on community participation in alleviating poverty through the promotion of quality of
life programmes. The approach used also promotes cultural, physical and spiritual development
through various continuing education programmes, and enables each individual to become a selfreliant, productive and independent member of society, who can acquire new skills and
capabilities to cope in a rapidly changing world.
Each CLC prepares a need-based action plan whose programmes focus on activities related to
literacy, life skills, vocational training, environmental education and human rights awareness, food
processing, agriculture, computer literacy, new ICTs, health education, a healthy lifestyle, reproductive
health, and the prevention of HIV/AIDS and drug abuse. The main target groups include children,
youth, out-of-school children, women; adult learners, disadvantaged people and the unemployed.
The CLC resource centre staff and the local administrator monitor daily activities in order to observe
and collect information that acts as feedback for both programme implementers and participants.
Special & Innovative Features of the Programme
Innovative features identified include:
(i)
(ii)
flexible criteria for establishing CLC, depending on its type and target groups;
provision of access to continuing education and lifelong learning;
26
(iii)
(iv)
(v)
(vi)
preparation of an action plan by each CLC, based on its needs;
catering to the needs of a range of target groups;
emphasis on community participation to alleviate poverty and the promotion of
cultural, physical and spiritual development through quality of life programmes; and
enabling each individual to become a self-reliant, productive and independent member of
society, who can acquire new skills and capabilities to cope in a rapidly changing world.
Challenges & Problems
The lack of regular financial funding sources for the sustainable development of CLC activities
has proved to be a challenge. Other difficulties faced include:
(i)
(ii)
(iii)
(iv)
a shortage of user-friendly training materials for community representatives;
lack of internet connectivity at most CLCs, due to poor communication infrastructure
in rural areas in particular;
certification of specialists not being widely recognized in the labour market; and
weak networking among professional associations and communities.
Potential for Sustainability
Increased awareness among local people about lifelong learning has been created, and there is
an increased capability on the part of communities to face the issues and challenges of
development. Use of improved techniques and skills in areas relevant to everyday life, the
development of a sense of ownership and a change in the attitudes of local people; and
generation of enhanced self-confidence and self-reliance amongst community members have all
increased the potential sustainability of the programme.
Case Study 14: Community Learning Centres, Vietnam
Background Context
In Vietnam, there are 595 CECs at the district level and 2,532 CLCs at the commune level,
across the country. In every commune there is now a primary school, a lower secondary school
and an early childhood care centre. For the development of CLCs, the government has included
the CLC plan as part of the EFA National Action Plan for 2003-2015. According to this plan, it
was proposed that 50 per cent of the communes would have CLCs by 2005 and 90 per cent by
2010. A slogan has been generated for CLCs by the Vietnamese government which
encapsulates its aims: "Development, Consolidation and Quality."
ICLCs in Vietnam are considered to be commune-based units, organized by the local people to
mobilize support for literacy, post-literacy and lifelong learning for all children, youths and adults. The
CLC is also the NFE-cum-learning model, as well as the local delivery mechanism for reaching the
un-reached, disadvantaged and under-served population groups living in remote or difficult areas.
CLCs in Vietnam perform a number of education-related activities in various educational and socioeconomic sectors, such as agricultural production, health and environment, leisure; as well as support
for social and community activities. For organizing activities at CLCs, the organizers conduct
meetings, training courses and adult education classes. The meetings introduce laws, policies and
guidelines from the central to the grassroots level. The training courses help people learn more about
methods of agricultural production that could increase the value or quality of their products. When
rural areas are affected by “bird flu,” or other health problems, local people can use the CLCs to
obtain more information on the issues at hand. In particular, CLCs help maintain traditional forms of
employment in localities, including those related to traditional culture.
27
For an effective implementation of CLCs, great importance is given to the capacity-building of
CLC personnel. A number of trainings at national/sub-regional levels are organized annually. The
Continuing Education Department (CED) has conducted some projects for CLC development and
has also collected statistics across the country related to facilities, equipment, number of
learners, and training courses.
Special & Innovative Features of Programme
Orientation meetings to introduce laws, policies and guidelines from the central to the grassroots
level; Great importance is given to the capacity building of CLC personnel; Training about
methods of agricultural production and health problems is focused; Use of the CLCs as
information centres by the local people; The CLCs help maintain traditional forms of employment
in localities, including traditional culture.
Challenges & Problems Faced
Vietnam has development CLCs across a large part of the country. However, there is still a big
gap between the numbers of CLCs located in the North vs. the South. For example, the number
of CLCs in the North (2,244) is ten times higher than in the South (288). In general, CLCs are set
up on land belonging to People’s Committees and use their facilities. The number of effective
CLCs constitutes about one-third of the total number of CLCs, but till today, there are many CLCs
that are short of libraries, books, training manuals for CLC personnel and workbooks for learners.
Potential for Sustainability
The CLCs help people to link closely with administrative officers and to understand their work.
CLCs help localities keep a peaceful atmosphere in rural areas where the living conditions and
incomes are always lower than in urban areas; and also help to bring about improvements in rural
areas, including increased family incomes and an improved quality of life, access to lifelong
learning and building self-reliance.
2.2
CLC Programmes in the Asia Pacific Region: Summary Findings at a Glance
The review and assessment of CLC programmes from the Asia Pacific Region shows that all the
programmes shared common features and characteristics in terms of their aims and objectives,
nature and implementation methods, as well as in their strengths, problems and achievements.
However, a number of variations were also observed.
In this section, the commonalities and variations have been summarized in the form of
comparative tables, with a focus on the strengths, innovative features, challenges and problems
faced, and the potential for the sustainability of the programmes. Table 2 below presents
indicators of strength; and Table 3 shows innovative features, by programme. Table 4 examines
problems and challenges in implementation; and Table 5 looks at issues of sustainability.
28
Table 2: Selected Indicators of Strengths as Reflected by Country Programmes
Countries
Bangladesh
Bhutan
China
India
Indonesia
Iran
Kazakhstan
Maldives
Myanmar
Nepal
Pakistan
Sri Lanka
Thailand
Uzbekistan
Vietnam
Indicators
Effective
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/ Skillbased 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
√
√
√
√
√
√
√
√
√
√
-
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
-
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
-
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
-
√
√
-
-
-
-
√
-
-
√
-
√
√
√
√
29
Table 3: Innovative Features of CLC Programmes in Selected Countries
Country
Bangladesh
Bhutan
China
(PRC)
India
Indonesia
Iran
Innovative Features
Creative, innovative and modern strategies/practical approaches for planning/
implementation; managing socio-cultural barriers and traditional and attitudinal constraints
through innovative approaches and community mobilization; effective training activities
and needs-based support system for teachers and other staff; use of mobile libraries and
centres for continuing education for completers of the BEP; low-cost education system
and nominal drop-out ratio.
Community participation in planning and day-to-day management; resource mobilization;
capacity building of personnel; linkages, networking and M&E at all levels.
Establishment of the State Council to promote education; legal rationale and policy
support for rural CLCs; sectoral reforms; specific and applied objectives; selection of the
most needy groups; appropriate management and implementation strategy; needs-based
activities for poverty alleviation and linkages between CLCs and other projects.
Strong political will at the national level; adoption of the holistic approach; creative and
multi-dimensional techniques for community mobilization; a massive campaign for
achieving 100% literacy targets; effective M&E system; gender equity mainstreamed;
safeguarding the social and cultural values; environmental protection measures; and
setting the qualitative and quantitative targets.
Increased public awareness about CLCs; support to serious academic research to explore
intensively more effective models, approaches and methods; Institutionalization of
international linkage and networking.
Strengthening and expanding teaching-learning participatory methods; development of
various educational materials; and exchange of experiences among different stakeholders.
Kazakhstan
Constitutional support and inclusion of the CLC programme in national education plans, in
particular EFA national action plans and UN Literacy Decade; budget allocation for CLCs by
government and local authorities; major focus on skill training catering to various target groups.
Maldives
Implementation of the programme through a community-based volunteer campaign; high
participation rate of females as the men were away fishing; in addition to regular classes,
educational programmes were telecast with content was based on literacy training.
Use of a unique approach, role of the Community Learning Coordinator (CLCo), as a key
person and the link between the education project, the public sector and the communities.
Focus on the improving the pace of community development through mobilizing local
resources; provision of all the facilities needed to run community development
programmes; provision of forums for community people, NGOs and CBOs to discuss local
problems and development needs; Improvement in the capacity of local people; motivation
to run local development programmes; increased community participation; gradual change
in the attitudes of local people; confidence building and empowerment of educationally
disadvantaged communities and utilization of local expertise and resources and incomegeneration activities.
Establishing a Community Learning Centres for Children Living On and Off the Street
(“Nana Sarana” CLC for Street Children).
At the policy level, the CLCs were devised as a firm mechanism to provide lifelong
continuing education in rural communities; transition of NFE provision from a bureaucracyoriented to a community-oriented approach; and changed role of the Department of NFE,
from an implementing agency to a facilitator.
Flexible criteria for establishing CLC, depending on its type and target groups; provision of
access to continuing education and lifelong learning; preparation of an action plan by each
CLC, based on its needs; catering of various target groups; emphasis on community
participation to alleviate poverty and to promote cultural, physical and spiritual
development through promotion of quality of life programmes; enabling each individual to
become a self-reliant, productive and independent member of society, who can acquire
new skills and capabilities to cope in a rapidly changing world.
Orientation meetings to introduce laws, policies and guidelines from the central to the
grassroots level; considerable importance given to the capacity building of CLC personnel;
focused training on methods of agricultural production and health problems; use of CLCs
as information centres by the local people; CLCs help maintain traditional forms of
employment in localities, including traditional culture.
Myanmar
Nepal
Sri Lanka
Thailand
Uzbekistan
Vietnam
30
Table 4: Problems & Challenges faced by the Selected Countries in the Implementation of CLC
Programmes
Country
Bangladesh
Bhutan
China
(PRC)
India
Indonesia
Iran
Kazakhstan
Maldives
Myanmar
Nepal
Sri Lanka
Thailand
Uzbekistan
Vietnam
Problems & Challenges
Extreme poverty in the community, socio-cultural constraints, biases, attitudinal problems
and scarcity of human and financial resources.
Lack of manpower and skilled labour for the construction; lack of skilled instructors for
skill training; lack of funds for the skill training; lack of marketing for products; lack of
planning and management skills and Lengthy administrative procedures and formalities.
Inadequate understanding of the significance of CLCs; uneven development at the initial
stage; Incomplete organizing mechanism; low quality of implementation; of theoretical
research and Lack of experience in sharing education resources in a market economy.
Non-availability of the competent teachers; reliance on the comparatively low-quality
teachers; heavy burden of work-load on the teachers; low salaries; lack of interest among
the community/learners in some of the areas; resource constraints; and inappropriate
and/or low quality post-literacy material.
A large number of target area (more than 30,000 villages); demand for more and welldeveloped CLCs of high quality; and need for improved income-generating programmes.
Lack of financial resources; M&E of the centres; meeting various demands and interests
of the people with different levels of knowledge and experience; provision of appropriate
sites for the centres; provision of the equipment and new educational technologies
demanded by people.
Top-down approach by government; lack of understanding among the community
officials; lack of qualified human resources for the community mobilization for lifelong
education/learning; lack of funds; and lack of coordination, networking and cooperation.
The structural arrangement of the CERCs; headmasters of the AECs are over burned in
management of formal education and are unable to pay attention to the development of
NFE programmes; Lack of motivation among community educators; low level of public
interest shown and Few reading materials are not relevant to the needs of the readers.
Catering of increasing number of school-going-age and out-of-school children; Increasing
the coverage rate; reaching out the very poorest communities; addressing the increasing
demand; addressing a variety of sustainability issues.
Enhancement of an interactive/participatory process by using local expertise & local
resources; involvement of local people in the design of CLC programmes; focus on the
long-term and income-generating activities; establishing partnerships with other
organizations & stakeholders; mobilization of local resources in the implementation of
local development programmes; institutionalization of the local M&E system;
emphasizing on the operation of the CLC as an evolutionary process; enabling the local
stakeholders to take charge of the entire gamut of CLC affairs to develop it as a donorfacilitated and community-managed institution.
Lack of parental interest in their children’s literacy; lack of funding; lack of knowledge
about the NFE among officials; difficulties in conducting national level surveys; Inability to
obtain data from areas affected by armed conflict.
Needs assessment of the community and target group; designing the curriculum;
recruiting resource persons, local savants and technical experts and fund raising.
Lack of regular financial sources; shortage of user-friendly training materials; lack of
Internet connectivity at most CLCs; certification of specialists not widely recognized in the
labour market and Weak networking among professional associations and communities.
A big gap exist in the number of CLCs in North and South Vietnam, with the number in
the North (2,244) being ten times higher than in the South (288)); the number of
good/effective CLCs constitutes one-third of the total number of CLCs; and up to the time
of writing, many CLCs remain short of libraries, books, training manuals for CLC
personnel and workbooks for learners.
31
Table 5: Potential for the Sustainability of the CLC Programmes in Selected Countries
Country
Bangladesh
Bhutan
China (PRC)
India
Indonesia
Iran
Kazakhstan
Maldives
Myanmar
Nepal
Sri Lanka
Thailand
Uzbekistan
Vietnam
Potential Indicators for Sustainability
Political will and innovative and effective strategies and development of a communitybased support mechanism besides its internal and external strengths to survive.
Mobilization of human resources from other ministries and agencies to provide training
at CLCs; encouragement of the communities to think of innovative ways to generate
funding; provision of planning and management training; study tours for CLC managers
and committees; development of A/V materials to exchanging ideas with other
countries.
Holding training workshops for capacity building; development of relevant and needbased materials; advocacy innovations; setting up models for project implementation;
strengthening the M&E system; and cooperation and communication with other
education experts.
Inbuilt mechanism for comprehensive and broad – based community participation and
multi-stage implementation strategy.
CLC federations or associations established at each level, district, provincial and
national, having annual programmes, planning and goals and regular meetings at
district, provincial and national levels.
Institutionalization of CLCs; involvement of other government organizations;
Networking by means of a number of councils and committees such as the Executive
Committee of the CLC; and establishment of the Instructors Council and Learners
Council.
Realization and efforts to enhance community participation; resource mobilization;
Capacity building; Linkages and networking; and M&E and documentation systems.
Efforts to promote the use of these centres by the island community by providing
reading materials and creating opportunities for learners to gain different skills through
these centres.
Supportive community initiatives; volunteerism and use of new methods of
learning/teaching besides conventional lecturing, such as use of puppets, storytelling,
games, practical work with projects and drawings.
Community participation and ownership; resource mobilization (both financial and
human); capacity building of personnel and a mandated structure.
Initiatives like CLCs for street children may be replicated.
Research-based implementation & supervision of projects; provision of new vocational
skills; enhancement of the employment security for local people to increase their
incomes.
Increased awareness among local people about lifelong learning; increased capability
of communities to face the issues and challenges of development; improved
techniques and skills in areas relevant to everyday life; development of a sense of
ownership and a change in the attitude of local people; and self-confidence and selfreliance amongst community members.
CLCs help people closely link with administrative officers and understand their work.
CLCs help localities maintain social stability in rural areas where the living conditions
and incomes are always lower than in urban areas; and also help to improve levels of
living such as increased family incomes and quality of life, access to lifelong learning
and building self-reliance.
32
2.2
Lessons Learned from the CLC Programmes of the Asia-Pacific
Region
The analysis of the experiences of CLC programmes across the Asia-Pacific region is based an
assessment of innovative approaches, achievements, challenges faced and the existing potential for
the sustainability of various country programmes. It has identified the following findings and lessons
learned which may be useful for launching successful CLC programmes elsewhere in the region.
9 CLCs are definitely very useful institutions outside the formal education system. However, the
planning and management of CLC activities at the local level remain a considerable challenge.
9 The sustainability of CLC activities is another concern for the future. Therefore, the
expansion of CLCs must proceed very cautiously.
9 The RCLCs’ experience in China has been helpful in generating the following lessons:
-
Generation of an understanding of CLC projects at the grassroots level must be
strengthened;
Efficiency can be upgraded by improving management;
Optimal use of local education resources to achieve optimal results;
Strengthening the applicability of scientific research will enhance the development
levels of CLC activities;
Conducting activities in line with ground realities will enhance community
participation and interest;
Strategies must be developed that address upcoming future needs, as well as the present;
Efforts towards achieving standardization are important for successful
interventions;
Increasing funding (from whatever sources – national, local or international) is a
pre-requisite for success;
Merging CLC initiatives into local administrative structures can help in achieving
better results.
9 Indonesian experiences indicate that there are three main lines of action that could be
followed for supporting CLCs in the future:
-
Increase public awareness about CLCs;
Support serious academic research to explore intensively more effective models,
approaches and methods that are useful for the future development of CLCs;
Institutionalize international linkages and networking between CLCs in each
country, by supporting the creation of a CLC federation or association at the
international level. There are many benefits from this institutionalized networking,
such as increased political leverage for CLCs to obtain the required support from
the individuals; more intensive, effective and efficient channels created between
CLCs for sharing experiences and planning their future development; and another
means for building partnerships among communities globally, to promote a more
peaceful and prosperous world.
9 The success and sustainability of CLCs is based upon the following factors:
-
Strengthening and expanding participatory teaching-learning methods;
Preparation and development of various contextually-relevant educational
materials;
Exchanging experiences between different stakeholders;
Creating opportunities for various stakeholders to exchange their expertise;
Provision of appropriate financial resources and support for establishing CLCs,
which will help to promote literacy and NFE programmes;
33
-
Delegation of responsibility to the target communities can increase the impact of
desired outcomes;
Experience indicates that people need life skills instruction more than abstract
knowledge, and in instances where it is provided as a fundamental part of the CLC
curriculum, people welcome the programmes;
Education programmes will be more successful when they are based on learners’
needs and interests; and
Where there is no innovation or creativity, there is no success in the programme.
9 CLCs are a powerful mechanism for empowering communities. They need to be
further strengthened. The problem of community development should be viewed as a
long-term activity – it takes time and requires investments (human, financial, technical
and capacity building) to produce results. The concerned local authorities should be
actively involved at all stages of establishing and operating CLCs. In selecting future
CLCs, it is beneficial to work with (credible) local NGOs to determine their optimal
location, since the latter have gained both experience and visibility on community
development issues.
9 Some of the main reasons for the failure of the Community Education Resource
Centres (CERCs) in the Maldives, have been the following:
-
The staff were employed part-time and were selected from the formal education
system, which lacked the capacity to pay attention to the development of nonformal education programmes;
The atoll community educators did not have enough motivation to promote
community education activities;
There was a lack of public interest in CERCs;
Reading materials were not relevant to the contextual background, and did not
address the needs of the readers;
Some materials are too factual and lack lighter, recreational reading content.
9 CLCs may be used as a foundation for community development endeavours, through:
-
Promoting an interactive and participatory process and by using local expertise
and local resources;
Involvement of local people in the design of CLC programmes, which can make a
strong contribution to their achieving success;
Focusing on long-term and income-generating programmes; Establishing
partnerships with other organizations and stakeholders;
Developing strategies for mobilizing local resources - human, material, financial –
in the implementation of local development programmes;
Institutionalizing the local monitoring and evaluation system, which should consist
of local stakeholders;
Emphasizing the operation of the CLC as an evolutionary process
Enabling and empowering local stakeholders to take charge of the entire gamut of
CLC affairs (technically, professionally and financially); and
Revamping the CLC structure to become a donor-facilitated, but communitymanaged institution, to assure its sustainable operation
9 Initiatives for specific “at-risk” target groups, such as CLCs specifically targeting street children,
should be replicated; and innovative programmes for youth groups should be introduced.
9 Research-based implementation and supervision of projects have been found to help local people
gain new vocational skills and enhance their employment security. Members of the target groups
selected their vocations through a critical thinking process that in the future will help them to
34
strengthen their vocational stability. The project also helped local people increase their
income and decrease their living expenses, ultimately contributing to a reduction of
poverty in the targeted communities.
9 In order to launch successful CLCs, the following measures should be taken into
consideration:
-
Regular flow of financial sources to assure sustainability CLC activities;
Provision of user-friendly training materials;
Proper communications infrastructure and internet connectivity at the CLCs;
Accreditation and recognition of CLC Certificates in the labour market; and
Establishment of strong networking among professional associations
communities.
and
9 For developing future CLCs, the particular strengths of CLCs in Vietnam can be built
upon, through internalizing the following observations:
-
The Vietnam CLCs assist learners to increase family incomes and improve their
quality of life; enhance access lifelong learning and build self-reliance.
The Vietnam CLCs help the community to create awareness of rural development;
assist in generating a strong sense of community enrich the commune’s life, through
preservation of traditional cultures and creation of jobs at the local level. This helps
realize the role and the importance of CLCs for poverty alleviation; and in generation
of social justice in education from the community level upwards.
9 For planning successful CLCs, the following steps would be helpful:
-
Develop a set of resource materials on the management of CLCs;
Train CLC personnel to build their capacity;
Strengthen effective linkages to mobilize more resources;
Document the achievements and lessons from the best CLCs and
Expand both internal and external networks for CLC development.
35
3. Part II: Case Studies of Community Learning Centres, Pakistan
The CLC programmes selected for review in Pakistan are presented below in matrix form.
Selected CLC Programmes from Pakistan
Province
Punjab
Sindh
Selected CLC Programmes
The Bunyad Literacy Community Council
The CLCs of the MMBMT, Mianwali
Community Learning Centres
The Reflective Learning Centres
Women’s Literacy and Empowerment Program, Sindh Education Foundation
NWFP
Programme of the Elementary Education Foundation
Balochistan
3.
3.1
Community Learning Centres in Pakistan
Background Context
The Islamic Republic of Pakistan, located in South Asia, is the sixth most populous country in the
world. The total area of the country is 796,095 square kilometres. Pakistan consists of a federation of
four provinces, namely Punjab, Sindh, the Northwest Frontier Province (NWFP), and Balochistan,
as well as the federally administered Tribal and Northern Areas (FATA and FANA). Each province
is further divided into district governments under the country’s devolution programme. The majority of
the population of the country is Muslim (96.19%), with the major minorities being Christians
(2.48%) and Hindus (1.04%). Pakistan is basically an agrarian country and most of its population is
engaged in agriculture. Table 6, below, presents some basic data on Pakistan and its population.
Table 6: General Characteristics of Pakistan
Country
Population Size
2005/2006
Avg. Annual
Pop. Growth
Rate (%)
Pakistan
159 million
2.1 (2006)
GDP
Annual
Growth
(%)
6.2 (2006)
Literacy Rate age 15
+ % /year
Total: 54.00 (2007)
Male: 66.25
Female: 41.75
Sources: World Development Indicators Database, April 2007; National Commission for Human Development,
Pakistan, Progress Monitoring Report, April 2007
The Literacy Situation in Pakistan
Although adult literacy in Pakistan has increased at the rate of about one per cent per annum
since 1981, it still remains very low, including in comparison to other countries in South Asia. In
the area of adult literacy, a number of programmes and projects with a main focus on female
literacy have been initiated in both the public and private sectors. In addition, non-formal basic
education schools are complementing formal school primary education courses by offering
learning opportunities in those settlements where there are no regular primary schools at present,
or where, despite the location of a primary school, there are still children who are out of school.
However, lifelong and continuing education have to date received little attention in Pakistan.
The issue of effective coordination in EFA planning, implementation and monitoring & evaluation has
been accorded critical importance at almost all levels. This recognition emerged from the strong
36
realization that, unless all of the principal EFA actors and stakeholders are effectively involved at
each stage, the achievement of EFA goals and targets may not be possible. EFA units at
national, provincial and district levels are intended to provide a platform to the respective fora for
the effective coordination and monitoring & evaluation of EFA activities and programmes at the
respective levels.
Community Learning Centers in Pakistan
The paradigm of community involvement in development is not new in Pakistan. In practice it has
been proposed - and indeed implemented - in many forms for a number of decades, but has
yielded varying results. Over the past fifty years, the Government of Pakistan has incorporated
this concept in programmes of village aid and rural development. These community-based
programmes, in their respective ways, have made useful contributions. Nevertheless, due to
highly centralized decision-making, literacy has suffered the most as a result of lack of
decentralized, community-based initiatives.
In Pakistan, the Punjab province has the largest number of CLCs, while other provinces have
been gradually establishing CLCs over the past few years.
In the following section, some selected case studies of Pakistan’s CLC programmes from all the
country’s four provinces have been reviewed with the aim of assessing their nature, scope,
planning and implementation process, with a special focus on highlighting their strengths,
innovations, problems and challenges faced and the potential for their sustainability.
3.2
Selected Case Studies from Pakistan
PUNJAB Case Study 1: Bunyad Literacy Community Council
Background Context
Bunyad Literacy Community Council (BLCC) is an NGO working for female literacy and girls’
education in the country, especially in the Punjab. The BLCC literacy and non-formal basic
education programmes mainly focus on girls and women from poor, underprivileged communities
in both rural and urban settings. The approach to their problems is holistic, and is characterized
by efforts to develop cross-sectoral linkages (e.g. literacy/education with health, micro credit)
wherever possible. The BLCC, in recognition of its exceptional work in the fight against illiteracy,
was awarded UNESCO’s Comenius Medal in 1998 and the King Sejong Literacy Prize in 2002.
BLCC initiated CLCs from the time of their inception in 1998. The areas in which they were
started up included the poorest of the province’s deprived districts, with the lowest literacy rates,
particularly in the western and southern Punjab. Bunyad, with fourteen partners working in twelve
districts, has used CLCs (also known as BERTIs or Basic Education Research Training
Initiatives) in order to motivate grassroots communities to improve their quality of life enrich their
livelihoods and promote a learning atmosphere. The original nine CLC sites, which expanded
later on to fourteen, were identified by Bunyad and supported by UNESCO, and subsequently
became NGOs in their own districts and have started up smaller CLCs using their own resources.
Bunyad realizes that in the Punjab there needs to be one CLC in each Union Council (UC) - of which
there are 5,400. The initial focal point can be the middle school, which could become a beacon of
learning for the deprived rural communities. Grassroots programmes can use CLCs as a place to
share their ideas and experiences with each other. With high dropout rates and increasing illiteracy, the
37
government needs to include CLCs in the Education Sector Reforms Plan, for sustaining the
learning process and encouraging continuing education.
Special & Innovative Features
The BLCC used a number of creative and innovative techniques to establish and run their CLCs
in a sustainable manner. The main thrust of their approach has been on community ownership;
resource mobilization; capacity building; and creation of linkages and networking. The salient
features of the CLC programme were education and training; community development and self
reliance. Community participation was ensured in the following ways: use of local resources;
provision of financial support; offering skills/expertise and donating books. The impact and results
of using this strategy have been identified as enhanced community empowerment; participatory
decision-making/self-reliance and resource-sharing.
Challenges & Problems Faced
Despite these very evident successes, a number of challenges remain. There is little financial
support, especially from the Federal or Provincial Governments, and political interference is a
damper on literacy mobilization. Rural communities remain very poor, and volunteerism is
hampered by growing poverty. Institutionally, the line departments are too authoritarian, and there
is a lack of support by local governments for the promotion of a learning environment.
Furthermore, policy makers do not understand the concept and utility of the CLCs, whilst
scattered, poor communities need continual motivation and mobilization support, with resultant
manpower, timeline and budget implications.
Potential for Sustainability
The BLLC has political will, in addition to using innovative and effective strategies and over time
has developed an effective community-based support mechanism.
Its own demonstrated
internal and external strengths and will to survive clearly also play an important part in ensuring
sustainability. The BLCC has established the Institute of Community Education (ICE) – Link for
Capacity Building and Future Directions in CLC Sustainability. Over the years, the BLCC has
developed a training division which specializes in social development in general, and NFBE and
literacy in particular.
PUNJAB Case Study 2: Community Learning Centres of MMBT, Mianwali
Background Context
Malik Maula Bakhsh Memorial Trust (MMBMT) was established in 1990 with the aim of promoting
female literacy and women’s development in rural areas of District Mianwali, and initiated its
NFPE project for rural women. In 1998, the MMBMT collaborated with UNESCO to establish
Community Learning Centers (CLCs) within its seven project areas in the district, for imparting
vocational and technical training to the local population, for income generation, poverty alleviation
and enhancing the general level of education and awareness. The CLCs are now the learning
nuclei for each community-operated project, providing a platform for interaction, discussion, selfexpression, learning, feedback and outreach.
Special & Innovative Features
A number of innovative and special features characterize the approach taken by the MMBT,
which should indeed be the hallmarks of all CLCs. They include:
38
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
sensitivity to, and understanding of the local culture and social environment; avoiding
attempts to enforce rapid changes or sudden external influences;
developing a working organization based on just and equitable partnerships; a focus
on local human resource development through use of local material resources;
safeguarding partnership interests by building amicable, trustworthy and conflict-free
relations with the community;
conducting needs assessments and baseline surveys; community involvement,
participation and contribution in development projects;
community motivation, awareness, organization and training to enhance participation;
creating improved employment and income generation opportunities;
a focus on long-term sustainability through local capacity-building, decentralization
and delegation of responsibility to community; and
flexibility, innovation and adaptability.
Challenges & Problems Faced
Socio-cultural constraints and the prevailing religious environment lead to attitudinal problems at
community level which hinder the promotion of literacy initiatives at the district level. Other
challenges faced include:
(i)
(ii)
(iii)
(iv)
existing low literacy rates;
poverty and lack of resources to access the educational facilities by the poor people;
the non-availability of appropriate funds for promoting NFE and for establishing CLCs
in the required numbers; and
poor coordination between government departments and NGOs for launching effective
literacy programmes.
Potential for Sustainability
The CLCs established by MMBMT are now self-sustained enterprises, managed and operated by
local community-based organizations under guidance from MMBMT. It is a matter of pride for
these centres that, after the one-time introductory grant of US$1000 per CLC from UNESCO,
they are now financially self-sustaining through mobilization of local resources and government
support. Each learning centre is linked with the non-formal school system in its project area; acts
as a resource centre; and provides facilities for vocational, skill or technical training as per local
requirements. This sustainability is based on a number of factors, which include:
(i)
(ii)
(iii)
the assurance of active participation and contributions of the community at each stage
of CLC development;
transparency and an open, ethical working environment, which must form the base of
all policies, decisions, relations, interactions and operations;
phased initiation through pilot projects, which would help to safeguard resources,
assess achievements and incorporate modifications.
The timing of delivery of implementation, strengthening and expansion of CLCs must follow and
adapt to the capabilities, requirements and development pace of the local community; Maximum
efforts and time should be devoted to comprehensive community training for the effective future
management, maintenance and sustainability of CLCs. Furthermore, meticulous selection of
competent consultants, training teams and working groups is an essential prerequisite to
sustainability in the longer term. Consultants, master trainers and supervisors must be fieldbased, to ensure their full-time availability for comprehensive and intensive community training,
organization, guidance and monitoring.
39
BALOCHISTAN Case Study 1: Community Learning Centres Across the Province
Background Context
A major intervention strategy for improving non-formal education in Balochistan has been the
introduction of CLCs in the province. The first CLC was established there with a few donated
sewing machines and a volunteer instructor, and has developed to become a success story in the
history of the province. Subsequent centres received support from UNESCO. Currently, existing
CLCs are located in Quetta and Pishin. Both centres offer skill training related to sewing,
embroidery and computer literacy.
The Asian Development Bank (ADB) provided assistance to the NFE project for rural women
located in Kanak (Mastung district), to establish and operate a learning centre for women aged
between 15-25 years. Its objectives were to provide training in basic and functional literacy, offer
skill training in various areas, help women to set up savings and micro-credit services, and
introduce marketing techniques.
In 1993, a resource centre was established at the district NFE office with the assistance of the
government and UNICEF (both of which provided sewing machines to students). The centre
combined women’s literacy with vocational training (emphasizing sewing and embroidery skills,
which were seen as “suitable” socially-accepted skills for women. Instructors also provided
information about marketing, population planning, vaccinations, first aid, child-care and other
related health concerns. At the end of each training session, the “graduates” received sewing
machines and other tools. A few months later, a survey of the former students revealed that
more than 85 per cent were still using these sewing machines for income generating activities.
Two resource centres were also established at Killi Kotwall near Quetta, one for men and one for
women.
Under a number of other initiatives, ten functional literacy centres were established around
Quetta with the help of the federal government. Twenty literacy centres were established in
Mastung district with the support of UNESCO. Income-generating and post-literacy materials
were developed for CLCs and the newly-literate via UNESCO-supported programmes.
Workshops were organized to mobilize the community, the provincial government and to harness
local potential in the field of NFE and functional literacy. Motivational campaigns were launched to
publicize NFE activities and posters, calendars, handouts, badges, etc., were produced, to
promote adult literacy in the province.
Special & Innovative Features
These include community participation in provision of materials; skill training; women- focused
activities; linkages, networking and M&E. There was also a concerted emphasis on both adult
literacy and vocational training. Delivery mechanisms included the use of a mobile library, as well
as lectures on social and health issues. Three hundred families benefited from the Centres, which
remained functional for three years before being handed over to the local community.
Challenges & Problems Faced
The very considerable physical challenges facing Balochistan impact negatively on all development
interventions in the province, and CLCs are no exception. The province experiences the
simultaneous problems of a large geographical area and scattered population; lack of trained
teachers; lack of skilled instructors for skill training; lack of financial resources at both provincial and
district levels; lack of planning and management skills; as well as lengthy administrative procedures
and formalities; and problems related to access and travel to educational facilities of any type,
particularly for young girls and boys.
Potential for Sustainability
40
The potential for sustainability includes community participation in provision of materials and sharing
responsibilities; provision of women-focused activities; establishment of linkages and networking
opportunities; skill training and vocational education programmes aimed at poverty alleviation.
BALOCHISTAN Case Study 2: The Reflective Learning Centres of IDSP
Background Context
IDSP was selected by UNESCO in September 2002 to launch a programme based on an
alternative methodology for literacy and basic education for out-of-school adolescents between
the ages of 9 to 19. This programme was a part of an innovative project entitled “Breaking the
Poverty Cycle of Women: Empowering Adolescent Girls and Boys to become Agents of Social
Transformation”. This was a regional project simultaneously implemented in four countries of
South Asia - Pakistan, India, Nepal and Bangladesh. In Pakistan, it was initially started in two
different localities on the outskirts of Quetta district - Sabeel and Mominabad - where two
Reflective Learning Centers (RLCs) were established with the aim benefiting adolescent girls and
boys from poor rural areas, through empowering them via capacity-building and addressing their
poverty condition. They were provided with diverse opportunities for an eighteen month period, in
the areas of education, non-formal science education, health and legal counseling, selfawareness, training in information and communication technology(ICT), skill development and
micro finance. There are twelve Reflective Learning Spaces located around the two main
resource centres in the project areas in Mominabad and Sabeel. The programme is working
efficiently to promote basic literacy, education and indigenous skills.
Special & Innovative Features
This programme has four innovative features, including connecting the “three L’s” - learning,
literacy and livelihoods; translating learners’ curiosity in curriculum making; and use of a reflective
approach to teaching and learning; and diversifying the teachers’ role.
Challenges & Problems Faced
The most pertinent challenge faced was not only innovative demonstration in itself, but in
determining how to take it to scale, whilst providing cohesive institutional, legal mechanisms for
its continuity. Furthermore, learning was also not confined to the typically defined learning aids
and environment. Rather, it required a wider focus, while creating learning environment around
the existing lives and livelihoods of adolescents and engaging and creating young human
resources that can sustain, expand, and multiply the actions and lessons in context of a
developing nation which lacks systems and contextual approaches towards development.
Potential for Sustainability
The formation of Citizen Community Boards (CCBs) by communities under the country’s
Devolution Programme, and through them, submission of proposal to the local government, whilst
simultaneously generating funds from local resources presents a strong opportunity for
sustainability - where CCBs are robust and functional. Provision of technical inputs and provision
of training on institution-building to the local communities; the participation in national exhibitions
to generate resources; and the “adoption” of the existing centres by the Directorate of Literacy
and Non-formal Education all constitute interventions that can assist long term sustainability.
Since July 2007, the CLCs have taken on financial responsibility for themselves, and the
government of Balochistan is committed to taking the concept to scale as well as to a process of
partnership between IDSP, World Bank and the Government for replicating this approach in six
other districts of the province.
41
SINDH Case Study 1: Women’s Literacy & Empowerment Programme, Sindh Education
Foundation
Background Context
One of the core programmes of the Sindh Education Foundation (SEF), the Women’s Literacy
and Empowerment Programme (WLEP), works towards providing disadvantaged adult women
with educational and self-development opportunities and contributes to their process of
empowerment. The programme operates through 40 Women’s Literacy and Empowerment
Centers (WLECs) established in under-served areas of Karachi, Sehwan and Tando Allah Yar.
The Centres ensure provision of learning facilities. The teachers are hired from within the
community and are provided with both training and ongoing pedagogical support by the WLEP
team. Regular meetings are carried out with the community members to ensure their
participation, involvement and ownership of the initiative at the grassroots. Awareness-raising
sessions on health, nutrition, early childhood development, cleanliness and hygiene are also
conducted with the learners, as well as with the community at large. To organize women and
harmonize efforts for programme sustainability and in order to strengthen WLEC-community
relations, women’s organizations called Goth Nari Sangats (GNS) have been established in each
centre through a democratic process. Two GNS consortiums, Alliance Goth Nari Sangat for
community development (AGNCD) and Goth Nari Alliance for community development (GNACD),
are now registered under Social Welfare Act 1961 as autonomous bodies.
Some of the major activities of the project include:
(i)
(ii)
(iii)
(iv)
the formation and registration of GNS consortiums; training and capacity building of
teachers; interactive theatre;
management by NGOs;
provision of institutional support funds to WLECs; enhancing community involvement;
development of post-literacy material; and project implementation through networking
and formation of linkages.
Special & Innovative Features of the Programme
These include:
(i)
(ii)
(iii)
(iv)
(v)
a legal rationale and policy support; specific and applied objectives to involve women
through organizations;
enhanced community participation;
selection of the most needy groups; an appropriate management and implementation
strategy;
needs-based activities for poverty alleviation; and
establishment of linkages and networking between the CLCs and other projects.
Challenges & Problems Faced
Among the challenges faced under this programme are:
(i)
(ii)
(iii)
(iv)
an inadequate understanding of the significance of CLCs;
issues of urban-rural disparity;
the large number of target areas; and
a lack of human and financial resources.
42
Potential for Sustainability
Legal and policy support by the government underpins the initiative’s future sustainability. The
establishment of specific and applied objectives and the creation of women’s organizations,
together with enhanced community participation, a contextually-appropriate management and
implementation strategy, needs-based activities for poverty alleviation and linkages and
networking of the CLCs with other projects, all combine to enhance sustainability.
NWFP Case Study 1: Elementary Education Foundation
Background Context
The EEF is the leading, sole quasi-governmental institution of NWFP for the promotion of literacy
through community participation. The EEF was established to improve literacy, with particular
focus on women, through the creation of community schools and employment of teachers in
deficient areas; to improve quality of education through teachers training; to promote community
participation; for mainstreaming the educational content imparted in religious schools and
mosques; to introduce innovative educational programmes relating to literacy and to provide
loans to NGOs for the establishment of elementary education schools. It is presently
implementing literacy projects, including EEF Model of Girls Community Schools; a project on
Operationalization of Girls Community Primary Schools; and the establishment of 140 Girls
Community Primary Schools and a Teachers Training Programme.
The EEF conducted a needs assessment for establishing schools and work through CSOs. The local
community is supposed to provide the accommodation for the community schools. The process
involves the formation of a civil society organization (CSO) comprising parents, elders, religious
teachers and members of the Union Council. CSOs not only provide accommodation for the school
but are also involved in recruitment of teachers. The aim is to create ownership, as the CSO is
responsible for the management and supervision of schools as well as for the performance of the
teachers and students. Teachers are recruited from the same locality and where possible, the same
village as that in which the school is located. Community participation is assured during
implementation of projects. Cost-effectiveness is also considered before launching a project.
Special & Innovative Features
Efforts towards the generation of political will at the provincial level; carrying out a needs
assessment before establishing schools; a focus on community mobilization and participation;
institution of an effective M&E system, combined with safeguarding social and cultural values are
the key features of this programme, in addition to setting both qualitative and quantitative targets;
and putting in place cost-effective approaches.
Challenges & Problems Faced
Among the problems faced are:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
reliance on comparatively low-quality teachers;
low salaries;
socio-cultural constraints;
lack of interest among the community/learners in some project areas;
resource constraints;
a reliance on the government or donor resources; and
time constraints on the implementation of a large programme.
43
Potential for Sustainability
The following factors have been identified as being potentially helpful in enhancing the
sustainability potential of the programme:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
3.3
generation of political will at the provincial government level; community mobilization and
participation;
working to enhance and ensure acceptance of the programme among marginalized
communities;
safeguarding social and cultural values; and
establishing both qualitative and quantitative targets, supported by
cost-effective planning and implementation approaches; and
an effective M&E system for obtaining feedback on the progress of the programme.
Summary of Findings of the selected CLC Programmes in Pakistan: At a Glance
The review and assessment of the CLC programmes from Pakistan indicates that, although all
these 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 commonalities
and variations have been summarized, in the form of comparative tables, with a focus on the
relative strengths, innovative features, challenges and problems faced and the potential for the
sustainability of the programmes.
Table 7 shows selected indicators of the strengths of Pakistan’s CLC programmes. Table 8
identifies their innovative features; whilst Table 9 looks at problems and challenges. Table 10
examines the potential for sustainability.
Table 7: Selected Indicators of Strengths of CLC Programmes in Pakistan
Indicators
Effective 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
Province
Punjab
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
44
Balochistan
√
√
√
√
√
√
√
√
√
√
√
√
√
Sindh
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
NWFP
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
-
Table 8: Innovative Features of the Selected CLC Programmes in Pakistan
Province
Punjab
Innovative Features
Use of innovative and modern strategies; practical approaches for planning/
implementation; community mobilization, participation, empowerment and
ownership; use of local resources; effective training activities for the teachers and
other staff ; needs-based materials; use of mobile libraries; low-cost education
system and nominal drop-out ratio; linkages and networking.
Balochistan
Community participation in provision of materials; skill training; women focused
activities; linkages and networking; and M&E.
Sindh
Legal rationale and policy support; specific and applied objectives to involve
women through organizations; enhanced community participation; selection of the
most needy groups; appropriate management and implementation strategy;
needs-based activities for poverty alleviation and linkages and networking of the
CLCs with other projects.
NWFP
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 quantitative
targets.
Table 9: Problems & Challenges Faced by the Selected CLC Programmes Under Implementation in
Pakistan
Province
Punjab
Problems & Challenges
A large number of target areas; little financial support, especially from government;
political interference; rural communities remain very poor; volunteerism is hampered by
growing poverty; line departments are too authoritarian; no support from government,
(especially local governments) for promoting a learning environment; policy makers do
not understand CLCs; scattered communities must be constantly motivated and
mobilized.
Balochistan
A vast geographical area with a low-density, scattered population; lack of trained
teachers; lack of skilled instructors for skill training; lack of funds; lack of planning and
management skills; and lengthy administrative procedures and formalities.
Sindh
Inadequate understanding of the significance of CLCs; considerable urban-rural
disparities; large number of target areas; lack of resources.
NWFP
Reliance on comparatively low-quality teachers; low salaries; socio-cultural constraints
including purdah (seclusion) norms which particularly affect girls and women; lack of
interest among the community/learners in some areas; resource constraints.
45
Table 10: Potential for the Sustainability of CLC Programmes in Pakistan
Province
Punjab
Balochistan
Potential Indicators for Sustainability
Political will; innovative and effective strategies; development of a community-based
support mechanism besides its internal and external strengths, in order to survive.
Community participation in provision of materials; women-focused activities; linkages
and networking.
Sindh
Legal and policy support by government; specific and applied objectives and
establishment of women’s organizations; enhanced community participation;
appropriate management and implementation strategy; needs-based activities for
poverty alleviation; linkages and networking by CLCs with other projects.
NWFP
Political will at the provincial level; community mobilization and participation;
safeguarding the social and cultural values; setting the qualitative and quantitative
targets; effective M&E system.
3.4
Lessons Learned from the Provincial Case Studies of Pakistan
The main lessons learned from the assessment and analysis of the CLC programmes launched in
all the provinces of Pakistan are presented below.
These include:
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
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 Citizens
Community 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 to
empower 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 CLC
programmes, 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 not
being 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 Pakistan
Keeping in view the present low literacy rates in Pakistan and the results of the numerous and
constant efforts since 1947, a number of initiatives are still required to fulfill national and
international commitments made by the Government of Pakistan.
In the light of the above analysis, the assessment of the case studies and the lessons learned
from the experiences of different countries, and in all the provinces of Pakistan, the following
recommendations are presented as a suggested way forward. Consideration and implementation
of these initiatives may be helpful in enhancing the literacy rate in Pakistan.
1.
Appropriate Policies, Legal Frameworks & Action Plans
Appropriate policies, legal frameworks and action plans at the national and provincial levels
should be promulgated and implemented with a robust political will. Provision of all required
resources (including financial, human, physical and social) should be assured on a regular basis
and with in the appropriate time limits, to maintain the continuity of literacy initiatives.
2.
Development of an Infrastructure Base
A strong infrastructural base and network for CLCs and NFE institutions should be established
and maintained on a long term basis to assist in meeting the targets set.
3.
Use of Participatory Approaches
Participatory approaches should be adopted to enhance ownership levels, through involving
local communities, NGOs, CSOs, government Line Departments and other relevant
stakeholders.
4.
Need-Based Literacy & Marketable Skills
Needs-based skills promotion, together with marketable literacy and post-literacy programmes
should be offered in the CLCs instead of ordinary literacy programmes.
5.
Linkages & Networking
An appropriate mechanism for the creation of linkages between CLCs and formal schools
should be established, to mainstream those graduating from CLCs into the formal educational
system.
6.
Effective Follow-up Mechanisms
Besides the above steps, an effective follow-up and monitoring mechanism should also be
developed and implemented, to assist in ensuring sustainability as well as for achievement of the
desired educational objectives.
7.
Consolidation & Standardization
Consolidation and standardization of the NFE and CLC programmes is desirable. All best
practices should be documented, organized and these materials should be made available for
sharing and replication at a broader level.
47
8.
Institutionalization & Scale Up
There is a strong need for the institutionalization and scaling up of the successful CLC
programmes, through establishing coordination with other partners.
9.
Learning from Other Countries’ Experiences
Pakistan can benefit from the experiences of other countries in the Asia-Pacific region, through
replication of some of the best-practice examples of successful CLC programmes from the
region, in Pakistan, to assist in achieving literacy targets. In this regard, the programmes in
Bangladesh, India, Sri Lanka, Iran, Indonesia, China, Nepal, Uzbekistan, Thailand and Vietnam
may be particularly useful as models for Pakistan.
48