This document discusses expanding learning opportunities beyond formal schooling through community learning centers (CLCs). CLCs are local education institutions that provide various learning programs for community development. They use existing community infrastructure like schools and public halls. Many countries in Asia and Africa have national programs implementing CLCs. CLCs offer literacy programs, skill training, library resources, and community activities. They aim to empower communities and improve quality of life through both academic and life skills programs. The document outlines best practices and challenges in implementing effective and sustainable CLC programs.

1. Expanding learning time and space
Expanding learning time and space
Kiichi Oyasu
(APPEAL UNESCO Bangkok)
Jayagiri Capacity Building for NFE Program
Implementation
Thailand, Nov 18 – 23, 2007

2. Narrow View Broad View
of Education of Education
SCHOOL
SCHOOL
l
o rma n
Inf atio
NO Edu
c
N-
Ed FOR
uc M
ati AL
on
Lifelong Learning:
Schooling is only
School is only
component of education
one component

3. EFA & Lifelong Education
EFA & Lifelong Education
Continuing Education
(non-formal & informal)
Age
Non-formal basic
School Education education
Population (%) 3

4. Community Learning
Centres (CLCs)
• Local education institutions outside the
formal education system
• Set up and managed by local people
• Various learning opportunities for
community development and improvement
of people’s quality of life.
• Use of existing infrastructure
e.g. schools, temples, mosque
health centres, public halls

5. Participating Countries
Participating Countries
Bangladesh, Bhutan,
Cambodia, China,
India, Indonesia, Iran,
Kazhakstan, Lao
PDR, Malaysia,
Myanmar, Mongolia,
Nepal, Pakistan,
Papua New Guinea,
Philippines, Samoa,
Sri Lanka, Thailand,
Uzbekistan, Vietnam,
Afghanistan,
Kyrgyzstan, Maldives

6. CLC functions
CLC functions
6

7. Main programmes delivered
Main programmes delivered
through CLCs
through CLCs
Literacy Information
and library
Equivalency
programme Sports and
recreation
Skill
training Community
development
Community
consultation

8. Equivalency programmes
• Alternative educational programmes
equivalent to existing formal general or
vocational education
• More flexible than formal school system
– Policy
– Target learners
– Curriculum &Materials
– Capacity building of personnel
– Delivery mechanism (e.g. schools, CLCs)
– Assessment & accreditation

9. Content and process – life skills
Content and process – life skills
Income generation programme (IGP)
not only practical skills for production but
also other life skills are required 9

10. Life skills programmes through NFE
Life skills programmes through NFE
•Main components
Literacy skills (3Rs): Reading, Generic skills
Writing,
Numeracy
Cannot be obtained
in isolation
•Problem solving
•Critical thinking
•Entrepreneurial
skills
Contextual skills
•Livelihood/
income generation
•Health
•Gender
•Family
•Environment 10

11. Regional Project on ICT for
Community Empowerment
Information Policy
Sharing dialogues
Resource Con
tent
ls
Too development, delivery
and feedback
ICT for community empowerment through CLCs 11

12. Community empowerment
• ICT for effective management
tools for community activities
– accounting, database,
training with VCD
• Youths as the driving force to
introduce computer based
activities of the project.
• Awareness promotion with ICT e.g. mobile van, TV and
radio
• Step by step from formulating people, economic
empowerment, confidence building for decision making
12

13. Content and material
Content and material
development
development
Attractive, relevant and learner friendly:
• Learner Generated Material, e.g.
using digital camera and ppt.
• Use of local languages and widsom
• Learning process: Learner friendly-
self instructional learning
• VCD/DVD for skill training orientation
• Soft ware for Self help Group
accounting
• Learning materials of enterprise
development and skill development.

14. CLCs: Positive findings
CLCs: Positive findings
• CLCs become ‘common word’ for
community based learning institutions
– Policy dialogue, planning, standardizing,
exchange of experiences
• CLCs provide a multi-purpose venue for
individual and community development:
– quality of life improvement,
– confidence building,
– empowerment of disadvantaged people
– Unity and coordination.
• Learning environment was developed in a
community targeting all ages:
– parents’ more interests in children’s education,
– discussions about global/developmental issues.

15. CLCs: Challenges
CLCs: Challenges
• Policy support for resource allocation and
mobilization (financial, material and human).
• Maximum use of local resources and capacity
• Capacity of personnel and leadership.
• External support to support maintaining the
quality of activities.
• Flexible programming to cope with diverse
and changing needs.
• Decentralized management – role of central
and local government and community.

16. Effective implementation and
Effective implementation and
sustainability of CLCs
sustainability of CLCs
Community Political
Ownership support
Resource Monitoring
Mobilization Evaluation
Capacity Linkage &
Building Network

17. Kominkan Summit in Okayama
Kominkan Summit in Okayama
Community development
and ＥＳＤ
27 Oct – 3 Nov 2007
Bangladesh, Cambodia,
Indonesia, Japan,
Mongolia, Nepal,
Philippines, Thailand
Vietnam
Government, NGO,
education & research

18. Kominkan Summit in Okayama
Kominkan Summit in Okayama
• Key notes on Kominkan
and CLCs
• Presentations by
participants and
discussions
• Visit to Kominkan and
Lifelong Learning Centre
• Summary discussions
• Public Symposium

19. Kominkan Summit in Okayama
Kominkan Summit in Okayama
What we learnt from Kominkan
• Need based programming:
e.g. elderly population,
island development
• Community participation in
planning, implementation
and management: e.g.
volunteer
• Periodical Newsletters

20. Kominkan Summit in Okayama
Kominkan Summit in Okayama
What we learnt from Kominkan
• Collaboration among
Kominkan, schools, NPO
and Univeristy to promote
ESD through mutual
learning
• Kominkan Association
network

21. Kominkan Summit in Okayama
Kominkan Summit in Okayama
Suggestions to Kominkan
• Institutionalization and expansion
• Coping with changing & new needs
• Systematic linkage between Kominkan and
the Lifelong Learning Centre
• Mobilizing resources outside of
government budge
• Participation of entire community esp.
men and youths in planning and
management

22. Okayama declaration (1 Nov
Okayama declaration (1 Nov
07 ）
07 ）
• Kominkan /CLCs as information and
learning centres for sustainable
community development, participated and
owned by the community
• Collaboration among all stakeholders
including government, NGOs, schools,
universities.
• Promoting linkages and networks
including Association and Sister
Kominkan