Expanding learning time and spaceExpanding learning time and space Kiichi Oyasu (APPEAL UNESCO Bangkok)Jayagiri Capacity Building for NFE Program Implementation Thailand, Nov 18 – 23, 2007
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 onlycomponent of education one component
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
Participating Countries Participating CountriesBangladesh, Bhutan,Cambodia, China,India, Indonesia, Iran,Kazhakstan, LaoPDR, Malaysia,Myanmar, Mongolia,Nepal, Pakistan,Papua New Guinea,Philippines, Samoa,Sri Lanka, Thailand,Uzbekistan, Vietnam,Afghanistan,Kyrgyzstan, Maldives
Main programmes delivered Main programmes delivered through CLCs through CLCs Literacy Information and libraryEquivalencyprogramme Sports and recreation Skill training Community development Community consultation
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
Content and process – life skillsContent and process – life skills Income generation programme (IGP) not only practical skills for production but also other life skills are required 9
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
Regional Project on ICT for Community Empowerment Information Policy Sharing dialogues Resource Con tent lsToo development, delivery and feedback ICT for community empowerment through CLCs 11
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
Content and material Content and material development developmentAttractive, 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.
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.
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.
Effective implementation and Effective implementation and sustainability of CLCs sustainability of CLCs Community Political Ownership support Resource MonitoringMobilization Evaluation Capacity Linkage & Building Network
Kominkan Summit in Okayama Kominkan Summit in OkayamaCommunity development and ＥＳＤ27 Oct – 3 Nov 2007Bangladesh, Cambodia, Indonesia, Japan, Mongolia, Nepal, Philippines, Thailand VietnamGovernment, NGO, education & research
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
Kominkan Summit in Okayama Kominkan Summit in OkayamaWhat 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
Kominkan Summit in OkayamaKominkan Summit in Okayama What we learnt from Kominkan • Collaboration among Kominkan, schools, NPO and Univeristy to promote ESD through mutual learning • Kominkan Association network
Kominkan Summit in Okayama Kominkan Summit in OkayamaSuggestions 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
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