Expanding Learning Time and Space

Kiichi Oyasu

(APPEAL UNESCO Bangkok)

Expanding learning time and spaceExpanding learning time and space

Jayagiri Capacity Building for NFE Program Implementation

Thailand, Nov 18 – 23, 2007

SCHOOL

Narrow Viewof Education

Broad Viewof Education

Schooling is only component of education

Lifelong Learning: School is only one component

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Age

Non-formal basic education

EFA & Lifelong EducationEFA & Lifelong Education

Continuing Education

(non-formal & informal)

School Education

Population (%)

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 CountriesParticipating 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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CLC functions CLC functions

LiteracyLiteracy Information Information and libraryand library

Community Community developmentdevelopment

Main programmes delivered through CLCs

Main programmes delivered through CLCs

Equivalency Equivalency programmeprogramme

Community Community consultationconsultation

Skill Skill trainingtraining

Sports and Sports and recreationrecreation

• 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

Equivalency programmes

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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

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Life skills programmes through NFE Life skills programmes through NFE Literacy skills Generic skills

Contextual skills

Cannot be obtained in isolation

•Livelihood/Livelihood/income generationincome generation•Health Health •GenderGender•FamilyFamily•EnvironmentEnvironment

•Problem Problem solvingsolving•Critical Critical thinkingthinking•EntrepreneuriEntrepreneurialalskillsskills

•Main components Main components (3Rs): Reading, (3Rs): Reading, Writing,Writing,NumeracyNumeracy

Regional Project on ICT for Community Empowerment

Resource development, delivery and feedback

11ICT for community empowerment through CLCs

Information Sharing

ToolsContent

Policy dialogues

Community empowerment

• Awareness promotion with ICT e.g. mobile van, TV and radio

• Step by step from formulating people, economic empowerment, confidence building for decision making

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• 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.

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.

Content and material development

Content and material development

CLCs: Positive findingsCLCs: 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: ChallengesCLCs: 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.

Community Community OwnershipOwnership

Political Political supportsupport

Monitoring Monitoring EvaluationEvaluation

Effective implementation and sustainability of CLCs

Effective implementation and sustainability of CLCs

Resource Resource MobilizationMobilization

Linkage & Linkage & NetworkNetwork

Capacity Capacity BuildingBuilding

Kominkan Summit in OkayamaKominkan 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 institutions


• Key notes on Kominkan and CLCs

• Presentations by participants and discussions

• Visit to Kominkan and Lifelong Learning Centre

• Summary discussions• Public Symposium


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


What we learnt from Kominkan

• Collaboration among Kominkan, schools, NPO and Univeristy to promote ESD through mutual learning

• Kominkan Association network


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

• 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

Okayama declaration (1 Nov 07 ）

Okayama declaration (1 Nov 07 ）

Expanding Learning Time and Space

Education

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