effective literacy policies & programs adea biennial 2006 27-31 march 2006 libreville, gabon...
TRANSCRIPT
Effective Literacy Policies & Programs
ADEA Biennial 200627-31 March 2006Libreville, Gabon
ADEA Working Group on
Non Formal Education
Structural Issue
The structure of the ADEA Biennial highlighted some of the dichotomies debated in our sessions
Children v/s adultsFormal education v/s non formal educationEffective schools v/s effective literacy
It was recommended that future Biennials should reconsider this conventional classification
Human rights Issue
Literacy is both a human right and a prerequisite for socio-economic development as expressed in national and international conventions (EFA, MDGs).
Recommendation: Ministers of Education and their development partners in ADEA should take a leadership role of ensuring that literacy is firmly established as a priority and given unambiguous visibility in policies such as those of the AU, NEPAD, PRSPs, National Educational Plans etc.
Knowledge society
From literacy to the knowledge society
Literacy is a prerequisite for entering into the information society and for the future knowledge society.
From a literate society – information society – knowledge society
A LITERATE SOCIETY IS A PREREQUISITE A LITERATE SOCIETY IS A PREREQUISITE FOR FOR
AN INFORMATION AND A KNOWLEDGE AN INFORMATION AND A KNOWLEDGE SOCIETYSOCIETY
LITERATELITERATESOCIETYSOCIETY
INFORMATIONINFORMATIONSOCIETYSOCIETY
KNOWLEDGE KNOWLEDGE SOCIETYSOCIETY
LITERACY AND LIFELONG LEARNING
Diversity
There is a need to draw on the diversity of social partners (central, local government and civic organisation e.g. faith based and community based associations, NGOs, private sector, grassroots organisations) learners, resources, modes of management of programs, contexts for effective literacy programs.
A conducive literate environment• Providing neo-literates opportunities of using their
acquired literacy skills• Literacy skills are not only use of reading but also of
writing and numeracy skills in support of enhanced livelihoods and active citizenship, including gender equality
• A literate environment offers reading materials, and provides synergies with other communication media (radio, TV, IT)
• It promotes local and indigenous knowledge (art, orality, language, traditional medicine etc.)
Recommendation: Immediate steps be taken to work at all levels to promote such an environment
Language
The various options and the adoption and implementation of language policies are part of an ongoing debate.
Recommendations:
- Strong support for publication in African languages
- Promote use of African languages in pedagogy, official documents and spaces
Literacy programmes must be intersectoral
• Eradicating illiteracy implies eradicating poverty which means sound pro-poor economic policies
• Therefore many sectors need to converge with education to ensure minimal learning and living conditions of the population (e.g. health, agriculture labour, welfare, etc).
• The budgets of various sectors should contribute to the delivery of literacy programmes
The gap between discourse & practice
Too many decades/declarations and recurrent discourse, so little effective implementation.
Recommendation: more focus and support for implementation
REDUCED GOALS, EXPANDED TIMEFRAMES
Paradox of International Development Trends
Basiceducation
(basiclearningneeds of all) Primary
education(4 years)
P
2000-2015Millennium
DevelopmentGoals
1990-2000-2015Education
for All
Literacy is a prerequisite for economic and human development
Literacy is not part of the MDG agenda but is part of the EFA
Even if the MDGs do not mention adult literacy, it is evident that literacy is essential for achieving all other goals.
Recommendation: Investing in literacy and adult basic education will impact on all MDGs
Financial resources Indicators/benchmarks provide indications
on elements of costs and impact of investment in literacy
Recommendations:
• Increase financial commitment by government and aid agencies
• There needs to be a sustained budget allocation for adult literacy.
Financing & costs
Countries are setting up new financing strategies and partnerships
Recommendation: Partnerships and strategies should be established between government and new partners including the private sector and local actors to expand possibilities for resource mobilization.
Financing & costs
Literacy’s core function in achievement of the MDGs and Quality Education for all, it should be at parity with UPE in funding mechanisms such as FTIRecommendation: Strong demand that the Fast Track Initiative actively becomes an EFA initiative and goes beyond its current restricted vision. It should include benchmarks on adult literacy as well as UPE to guide policy dialogue and assessment.
Tension between theory and practice
Effective and Promising Programs in several areas (policies and strategies , capacity building in adult education, mobilization and management of funds, mobilization of partnerships, development of indicators of the right to education) were presented.
Recommendation: More case studies/promising practices be shared and analysed in future ADEA Biennials
Linkages between NFE & FE
What does NFE have to offer formal education?• NFE has been practiced on a more experimental basis
(flexibility, diversity, context etc.) it can improve the quality and relevance of the formal education system.
Recommendation: the benefits of NFE should be accessed by FE
• However the issue was once again raised that the term “non-formal education” was confusing especially if we wish to address education and training within a lifelong learning perspective.
Recommendation: It was proposed once again that this terminology be revisited.
indigenous knowledge and culture
The importance of acknowledging knowledge that exists within
• Individual
• Community
• Country
• Region
National/regional qualification frameworks
Allow:
• Linkages between NFE and FE
• Validation of learning
• Bridges and ladders for learners
• Mechanisms for Recognition of Prior Learning
• Accreditation for learners
SustainabilityLiteracy should be seen as a continuous process that requires sustained learning and application
Recommendations: - Focus on long term programs and
sustained investments.
- Build and adequately support a professional human resource base.
1. Early Childhood
2. School children
3. Youth
4. Adults
5. Gender equity
6. Improving quality
Political will
Not only a matter of resources
but of effective advocacy, strategic partnerships and political will