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Expanding Learning Time and Space
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.
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Expanding Learning Time and Space
- 1. Expanding learning timeand 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 & LifelongEducation 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
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- 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 • Alternativeeducational 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 programmesthrough 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 onICT 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 inOkayama 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 inOkayama 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 inOkayama 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 inOkayama 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 inOkayama 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 (1Nov 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