ASIA-PACIFIC PROGRAMME OF EDUCATION FOR …unesdoc.unesco.org/images/0010/001050/105017e.pdf · ASIA-PACIFIC PROGRAMME OF EDUCATION FOR ALL Report to the First Meeting of the Intergovernmental

ASIA-PACIFIC PROGRAMMEOF EDUCATION FOR ALL

Report to the

First Meeting of theIntergovernmental Regional Committee on Education

in Asia and the Pacific (EDCOM)

24-26 June 1996, UNESCO, Bangkok

UNESCO PRINCIPAL REGIONAL OFFICE FOR ASIA AND THE PACIFICBangkok, 1996

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© UNESCO 1996

Published by theUNESCO Principal Regional Office for Asia and the Pacific

P.O. Box 967, Prakanong Post OfficeBangkok 10110, Thailand

Printed in Thailand

The designations employed and the presentation of material throughout thepublication do not imply the expression of any opinion whatsoever on the part ofUNESCO concerning the legal status of any country, territory, city or area or of itsauthorities, or concerning its frontiers or boundaries.

BKAP/95/M/127-500


C O N T E N T S

APPEAL Mission Statement

Chapter One : The Asia and Pacific Programme ofEducation for All (APPEAL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

A. Eradication of Illiteracy (EOI) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

B. Towards Universalization of Primary Education(UPE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

C. Promotion of Continuing Education (CE) . . . . . . . . . . . . 2

Chapter Two : Progress and Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

A. Programme Area I - Eradicationof Illiteracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

B. Programme Area II - Universalizationof Primary Education (UPE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

C. Programme Area III -Continuing Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Chapter Three : Projects Supported with Extra-Budgetary Funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

A. Japanese Funds-in-Trust for the Promotionof Literacy in Asia and the Pacific . . . . . . . . . . . . . . . . . . . 10

B. Norwegian Funds-in-Trust for the Promotionof Literacy and Continuing Education inAsia and the Pacific . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

C. Co-operation with UN Agencies, NGOs andOther Agencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

D. The Asia/Pacific Cultural Centre forUNESCO (ACCU) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Chapter Four : APPEAL - Looking to the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21


C O N T E N T S (cont’d)

Annexes

Annex I : List of NationaI Co-ordination Committeefor APPEAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Annex II : Regional, Sub-Regional and NationalWorkshops/Activities (1991-1996) . . . . . . . . . . . . . . . . . . . . . . . . 28

Annex III : APPEAL Publications . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Annex IV : ACCU Publications . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Annex V : APPEAL Activities Implemented and Plannedunder Norwegian Funds-in-Trust . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

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APPEAL MISSION STATEMENT

The fundamental mission of the Asia and the Pacific Programme ofEducation for All is:

to contribute to the effective promotion of ‘literacy and basiceducation for all’ in the region, through the sharing and exchangeof experiences, co-operative planning, development and imple-mentation of EFA programmes.

APPEAL’s programmes focus on literacy, primary schooling andcontinuing education. The main target groups are girls and women, children,youth and adults, and especially those under-served and unreached in remoterural and depressed urban areas. Strategies and modalities of APPEAL’s workare:

l Fostering co-operative planning and development of programmes andstrategies for the promotion of ‘literacy and basic education for all’.

l Promoting joint collaborative programmes and projects for thedevelopment of exemplar materials, training, research andevaluation.

l Facilitating co-operative design and development of innovativeliteracy and basic education programmes, materials and methods.

l Forging institutional networks and mobilization of public and privatesectors/institutions, for the promotion of literacy and basic education.

APPEAL organizes its programmes in close collaboration with theMember States in the region within the framework of the UNESCO MediumTerm Plan, and UNESCO’s Approved Programmes and Budget by the GeneralConference for each biennium. In addition, APPEAL works closely with otherUNESCO Offices, UN Agencies and the Non-Governmental Organizations(NGOs).


Chapter One

THE ASIA AND PACIFIC PROGRAMMEOF EDUCATION FOR ALL (APPEAL)

The Asia and Pacific Programme of Education for All was formallylaunched in New Delhi on 23 February 1987, by the Director-General ofUNESCO. It originated as a recommendation of the Fifth Regional Conference ofMinisters of Education and those Responsible for Economic Planning in Asia andthe Pacific (MINEDAP) held in Bangkok in 1985, and subsequently the resolutionunanimously adopted by the Twenty-Third Session of UNESCO’s GeneralConference held in Sofia in 1985.

The objectives of APPEAL’s programmes are threefold: promoting literacyfor all; universalizing primary education; and promoting continuing education toensure ‘education for all ‘. Its emphasis is on literacy, primary and continuingeducation, as interdependent components of basic education, and the essentialprecondition for poverty alleviation and sustainable human development.

APPEAL aims to facilitate, through regional co-operation, the nationalefforts of the Member States for eradicating illiteracy, the universalization ofprimary education, and the promotion of continuing education. Specific actionstargeted under each of the three programme areas are outlined below:

A. Eradication of Illiteracy (EOI)

0 Promoting literacy programmes for various target groups.

l Generating quality literacy materials, training methods and deliverysystems.

l Promoting effective strategies and methods for training literacy workers,instructors, and managers.

l Ensuring effective follow-up and evaluation of learning needs andprogramme outcomes.

B. Towards Universalization of Primary Education (UPE)

l Enhancing social and political commitment.


Asia-Pacific Programme of Education for AN (APPEAL)

l Expanding access and reducing school drop-out rates, class repeatersand ensuring early childhood development.

Reorienting curricular/learning materials and educational processes tomeet societal and learners’ needs.

l Enhancing the quality of primary schooling and learning achievement ofchildren.

C. Promotion of Continuing Education (CE)This involves identifying the CE needs of different population groups,

including those who have completed primary schooling and literacy programmes,as well as those who leave without completion. Specific programmes focus on:

l Generating CE programmes and materials targeted for specificpopulation groups.

l Promoting effective training programmes for various categories of CEpersonnel.

l Ensuring effective monitoring and evaluation of CE activities.

It is a regional programme co-operatively designed, planned and executedthrough joint project development, implementation, research, monitoring andevaluation. This is achieved through periodic Regional Meetings, TechnicalWorking Groups (TWGs) and training programmes which focus on importantaspects of the development of literacy, primary and continuing educationprogrammes in the region. APPEAL promotes co-operation and collaboration withand among various partners, agencies and Member States, through encouraging thesharing of experiences and outcomes.

Strategies and Modalities of APPEALl Co-operative planning and execution of innovative programmes and

strategies for the promotion of basic education among groups ofcountries which share common issues and problems pertaining toliteracy and basic education;

l High level forums to oversee programme development and implementa-tion at the sub-regional level, such as among the South Asian countries,where the bulk of illiterates, unschooled and non-school going childrenare located;

l Co-operative design and development of innovative materials andmethods focused on various aspects of primary schooling, literacypromotion, continuing education, training, management, research andevaluation and monitoring;

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Asia-Pacific Programme of Education for All (APPEAL)

l Joint projects for the development of exemplar materials and training oninnovative methods for the promotion of basic education for all; and

l Networking and mobilization of public and private sectors/institutions/groups, for the promotion of basic education.

The programmes and activities of APPEAL are mainly supported by theRegular Programmes (RP) of UNESCO. It is also supported by the JapaneseFunds-in-Trust for the Promotion of Literacy in Asia and the Pacific, theNorwegian Funds-in-Trust for Literacy and Continuing Education, and MemberStates’ voluntary contributions for literacy activities.

In March 1990, a great educational event, the World Conference onEducation for All (WCEFA) took place in Jomtien, Thailand. Sponsored jointly byUNESCO, UNICEF, UNDP and the WORLD BANK, it brought together over1,500 participants and observers from around the world, including representativesof teachers, NGOs, media and a variety of other interest groups associated with thepromotion of literacy and basic education. The leaders of the world then pledgedthat they would accord ‘Education for All’ the highest priority in their nationaldevelopment plans and pursue it forcefully, aiming to attain the goal of ‘educationfor all’ by the year 2000. The call was made by world community representativesin Asia - the region where urgent actions are most needed to meet that challenge.

APPEAL’s programmes and actions have been designed to respond to therecommendations and resolutions of UNESCO’s General Conference and itsMedium-Term Plan (1996-2001), the World Conference on Education for All andother World Forums, which stressed the promotion of literacy and basic educationfor all, with particular emphasis on reaching girls and women, the disadvantaged,under-served and those who are in difficult contexts, in remote rural areas andurban slums.

Presented in the following pages is a brief account and highlights of themajor programmes and activities organized and supported by APPEAL during thepast five years, relating to the promotion of EFA in the countries of the region.

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Chapter Two

PROGRESS AND ACHIEVEMENTS

Activities have been undertaken and supported by APPEAL, according to itsthree programme areas: eradication of illiteracy (EOI), continuing education fordevelopment (CED), and universalization of primary education (UPE).

APPEAL’s assistance to the Member States has been through co-operativeplanning, consultation and organization of regional, sub-regional, national andlocal level programmes focused on EFA. This has been in the form of projectdevelopment; training; preparation of case studies; development-cum-productionactivities for producing learner-centered and community based materials andmethods; and training of literacy and other education personnel. APPEAL has alsopromoted among participant countries and institutions the sharing of experiencesand information pertaining to various aspects of literacy and basic education.Details of regional, sub-regional, national and inter-country programmes supportedduring the period 1991-1996 are shown in Annex 2, and in the List of APPEALPublications in Annex III.

APPEAL supported, with financial support from the Asian DevelopmentBank (ADB), the efforts of Member States in formulating and implementing theEFA National Plans of Action in seven countries. The counties which receivedsupport are Afghanistan, Bangladesh, China, India, Nepal, Papua New Guinea, andPakistan. Assistance was also provided to China, Indonesia, DPR Korea, Laos andThailand for organizing national meetings, seminars and roundtables on Educationfor All. Two Policy Review Seminars on the Mid-Decade Review of EFA in Asiaand the Pacific were organized, one each in Hanoi, Viet Nam for East and South-east Asia in November 1995, and for South Asian countries, in Islamabad, Pakistanin January 1996, in co-operation with UNICEF, other UN partners and the hostgovernments.

A. Programme Area I - Eradication of IlliteracyA major indicator of the quality and success of formal and non-formal

education programmes is the rate and level of literacy attained by children, youthand adults. The rate of literacy reflects the extent of access to the various sourcesof knowledge and, to a certain degree, the quality and ability of individuals toparticipate effectively in society. The prevailing situation is marked by vast needswhich are not met, considerable inequality, and irrelevant and often inappropriatecurricula and training programmes. The programmes and activities organized,

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Progress and achievements

sponsored, and disseminated by APPEAL in the recent past under this programmearea focused on: developing literacy materials and methods; training literacy andbasic education personnel, including teachers and facilitators; developing andtesting pilot projects; and the EFA monitoring system.

A brief description of the activities undertaken and supported follows:

a) Development of Literacy Materials

There is a considerable dearth of needs based quality literacy materials inmany of the countries in the region. APPEAL therefore has accorded specialattention to this issue and has developed and produced a series of exemplar literacymaterials targeted at youth and adults, with special reference to women,disadvantaged and under-served population groups, in co-operation with theAsia/Pacific Cultural Centre for UNESCO (ACCU), Tokyo and the participantMember States. The project commenced in 1991 and is now an on-going annualactivity. APPEAL and ACCU also organized jointly regional training workshopsfor the development of literacy materials for neo-literates. As a major outcome ofthis, ACCU brought out a guidebook on ‘development of literacy materials forneo-literates’. (See Annex IV for titles of ACCU literacy materials).

b) Training of Literacy Personnel

The second major constraint hindering the successful promotion of literacyin the Member States relates to the lack of qualified literacy educators, trainers,and related personnel. With a view to improving the situation regarding literacypersonnel, APPEAL, in co-operation with the Member States, developed, testedand produced a series of twelve volumes of Training Materials for LiteracyPersonnel (ATLP). These training manuals were developed by pooling togetherthe knowledge and experience gathered by a large number of specialists andliteracy workers in the wide range of countries from the region. These trainingmanuals are now being translated and adapted in a number of countries, namelyBangladesh, Cambodia, China, Indonesia, Laos, Nepal, Thailand and Viet Nam.

The ATLP Manuals are being used to train literacy personnel throughregional, sub-regional, and national training programmes supported by APPEAL.Several national, sub-national and inter-country training and development activitieswere organized and supported by APPEAL, which have contributed considerablytowards enhancing the technical competence of literacy personnel in the countries.Assistance and support for these training activities have been provided through thefunds available under UNESCO’s Regular Programme (RP) and those contributedby the Governments of Japan and Norway for the promotion of literacy andcontinuing activities in Asia and Pacific. An evaluation conducted to ascertain theuse of these materials by country specialists has provided feedback that they have

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clearly contributed towards improving literacy and continuing education in thecountries.

c) Pilot Projects for the Promotion of Literacy for Youth and Adults

APPEAL supported a series of pilot projects for the promotion of literacyamong youth and adults. The Pilot Projects for the Promotion of Literacy arecurrently being implemented in Bhutan, China, Lao PDR, and Nepal. Theseprojects aim to mobilize the available physical and human resources, includinglearning facilities, local manpower and expertise, and voluntary local ownershipand support for the promotion of literacy at a village community level. Its aim is topromote literacy and non-formal basic education for youth and adults ofdisadvantaged groups.. In China, the project has been implemented in GuizhuProvince, focusing on the improvement of education for ethnic minorities. InBhutan, the project was initiated at the two learning centres in Wangdi District.This has been expanded to 35 additional centres in various parts of the country, inco-operation and with the support of UNICEF. The pilot project in Nepal has beenimplemented in two villages in Sarlahi District, targeting the farmers in pooreconomic milieu. In Lao PDR, the project has been carried out in two districts inthe southern province of Salavan, where literacy programmes are offered through‘community learning centres’.

Keeping in view the local situation, the project personnel in each countryhave developed locally-based literacy materials and organized appropriate trainingcourses for literacy teachers and instructors. Major outcomes of the projectreported are: literacy classes for adults have helped enhance participation ofchildren in primary schools; strong commitment and support from the localgovernment and community have helped mobilize internal funds; and meaningfulinvolvement of local communities have contributed towards decentralized,effective management, including the training of personnel at the grassroots level.

B. Programme Area II - Universalization of Primary Education(UPE)

UPE is one of the major concerns in many countries of the region. It isincreasingly recognized that mere provision of classroom places and physical spacein terms of access is not sufficient to achieve universal primary education. Theconcern is shifting more to the improvement of quality and the achievement levelof children.

The projects supported by UNESCO in the participant member countries foraccelerating the pace of universalization of primary education have focused mainlyon primary schooling for girls, the disadvantaged and under-served populationgroups, especially in rural and remote areas. They have also focused on: enhancing

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the learning achievement of children, through training and reorientation ofteachers, especially in multi-grade teaching; improvement of teaching/learningmaterials, and classroom management methods; and by forging effective co-operation among parents, teachers and communities. Brief reports of the mainprogrammes implemented in this area are as follows:

a) The Joint Innovative Project (JIP) on Raising the Achievement Levelof Children

In response to the increasing concern for quality, a Joint Innovative Project(JIP) on “Raising the Achievement Level of Children in Primary Education” waslaunched by PROAP, within the framework of the Asia and Pacific Programme ofEducational Innovation for Development (APEID). The strategy of the project wasjointly developed between 1983-1984 by interested Member States and was thenadapted for each national experimental programme. There were nine participantcountries: China, India, Indonesia, Malaysia, Nepal, Philippines, Republic ofKorea, Sri Lanka and Thailand.

The most comprehensive and systematic approach was the Chinaexperiment, which started in 1986. In the beginning, a hundred primary schoolswere involved in Gansu Province. The innovative initiatives carried out were in theareas of pre-primary education, curriculum-teaching methods and materials, in-service training of teachers, mobilization of community support and participation,and improvement of school environment. According to China’s report, the JIPinterventions have exerted a stimulating influence in promoting educational reformand quality enhancement. In 1990, five more provinces became associated with theproject. As of 1993, a total of 1000 primary schools were involved in the JIPproject, thus demonstrating the excellent multiplier effect of the project in China.

b) Development of Literacy Materials for Primary School Children inRural Areas

The objective of this project was to help Member States in developingquality teaching/learning materials designed to enhance learning achievement ofchildren in the early grades of primary schooling, especially in rural areas. Theimplementation of the project has been undertaken by Hiroshima University,Japan, in co-operation with specialists from Bangladesh, China, India, Indonesia,Nepal, Philippines and Thailand.

Preparatory activities were undertaken, such as the planning meeting in1991, follow-up field tests in each country in the latter part of 1991 and a materialdevelopment workshop was organized in 1993. Based on the outcomes from theabove preparatory activities, a regional workshop was held in July 1994 andprototype materials were developed in the areas of arithmetic, health andenvironmental education. In follow-up to the regional workshop, each participating

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country carried out in-country workshops which aimed at developing nationalversions of the prototype materials and training strategies for preparing teachereducators. National workshops for teacher trainers/educators in each country areproposed to be supported during the second half of 1996.

The project’s main focus has been on developing good qualityteaching/learning materials and ensuring their utilization in classroom teachingthrough orientation training and dissemination in the participant countries. Ateacher’s instruction manual has also been developed for this purpose.

C. Programme Area III - Continuing Education

The continuing education covered by APPEAL relates to learningopportunities that are needed by individuals outside of basic literacy and primaryeducation. It is expected to contribute towards preventing relapse of newly literateindividuals into illiteracy and ensuring support for the concept of literacy and basiceducation as an important foundation for life-long learning and development. Themain immediate target groups include primary school drop-outs and neo-literates,as well as the majority of youth, especially within the age bracket of 6 to 23 years,who are supposed to be in school, but remain outside the formal and non-formaleducation streams for various socio-economic reasons.

Some of the pressing issues pertaining to the development of continuingeducation in the countries of the region, as identified in different forums, are:

+ lack of well articulated government policies regarding continuingeducation;

o lack of funding provisions for continuing education activities; and

o lack of training programmes which are designed to respond to the needsof various target groups requiring continuing education support.

Following the recommendation of the Regional Co-operative Meeting heldin 1988, APPEAL organized a series of Technical Working Group Meetings ofExperts to develop a series of eight APPEAL Training Materials for ContinuingEducation (ATLP-CE) covering the following six themes:

+ Continuing Education: New Policies ‘and Directions;

4 Post-Literacy Programmes (PLP);

o Equivalency Programmes (EP);

o Quality of Life Improvement Programmes (QLIP);

o Income-Generating Programmes (IGP);

o Individual Interest Promotion Programmes (IIP);

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4 Future-Oriented Programmes (FO); and

4 A Manual for the Development of Learning Centres,

APPEAL has also provided support to the literacy and continuing educationprogrammes by producing the APPEAL Manual for Planning and Management ofLiteracy and Continuing Education (AMPM). The manual, prepared in four parts,deals with planning and management as an emerging area of key importance.AMPM served as the basis for the organization of the two regional workshopswhich were held, one each, in New Delhi in 1992, and in Pakistan in 1994. Theseworkshops provided training and orientation to key level planners and managersfrom twenty countries, and were followed by national training workshops.

Pilot Projects for the Promotion of Primary Education for Girls andDisadvantaged Groups¹

The project aims at improving the access and retention, as well asachievements, of girls and children of disadvantaged groups in rural communities,through innovative and comprehensive approaches, including curriculumdevelopment, teacher education, community and parents’ participation. In follow-up to a planning meeting held in 1991, projects were launched in 1992 in thefollowing sites: Gansu Province in China; Hariyana State in India; and Kathmandu,Eastern Terai and Far West in Nepal. In Viet Nam the project was launched in1994 at Habac, Ninhbinh, Lamdong and Laocai provinces.

Each country has prepared its activities according to its specific needs andpriorities. The project in China seeks to strengthen girls’ education in formalprimary schools, as well as to introduce non-formal education strategies forextremely disadvantaged groups, such as ethnic minorities. In India, the projectassists in enhancing regular primary education, especially for girls indisadvantaged areas. Nepal is emphasizing non-formal primary education throughvarious Lead Centres to increase the educational opportunities of out-of-schoolchildren in disadvantaged areas, while the project in Viet Nam focuses onimproving the education available for hill tribe populations, and for other ethnicminorities.

1. Programmes and projects in primary education were earlier carried out in support of the Asiaand Pacific Programme of Education for All (APPEAL) through the Asia-Pacific Programme ofEducational Innovation for Development (APEID).

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Chapter Three

PROJECTS SUPPORTED WITH EXTRA-BUDGETARY FUNDING

This section presents a brief report on specific projects funded under theextra-budgetary resources. These are: the Japanese Funds-in-Trust for LiteracyActivities for Asia and the Pacific; the Norwegian Funds-in-Trust for Training ofLiteracy and Continuing Education Personnel; the UNDP Inter-Country Project:Integrated Education and Development Programme for Girls and Women throughAPPEAL; and the UNDP Action Strategy for Basic Education (CASE).

A. Japanese Funds-in-Trust for the Promotion of Literacy in Asiaand the Pacific

This project was launched on the occasion of the International LiteracyYear in 1990. It was established in recognition of the magnitude of the illiteracyproblem in Asia and the Pacific region, where two-thirds of the world’s total, orover 650 million, are illiterate. The number of children who have no access toprimary education is estimated to be over 70 million. It is estimated that everyyear, some 54 million children drop out from primary schooling withoutcompleting it.

The project is supported by the Government of Japan through theUNESCO-Japanese Funds-in-Trust. Under this fund, since 1991 the Governmentof Japan has been generously providing an annual contribution of US$700,000.

The fund aims to provide assistance for the implementation of activitiesrelated to the promotion of literacy in the region. Special attention is being givento those activities which are likely to illustrate model cases, and play catalytic rolesfor the development of programmes in the UNESCO Member States. The specificprogramme and action areas have been identified and developed on the basis of theknowledge that UNESCO Bangkok has developed over the past three decades andin close consultation with the specialists and government authorities concerned andthe donor country. The major activities carried out are described below:

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Projects supported with extra-budgetary funding

a) Training of Literacy Personnel

0 National Workshops for Training Literacy Personnel

Utilizing the ATLP (APPEAL Training Materials for LiteracyPersonnel), these workshops were organized in: China, Lao PDR,Mongolia., Pakistan, Philippines, Viet Nam and selected Pacificcountries during 1992-1995.

0 Training of Planning and Management Personnel involved inLiteracy and Continuing Education

The APPEAL Manual for Planning and Management of Literacy andContinuing Education (AMPM) was developed under this project.Regional training workshops utilizing AMPM were organized in Indiaand Pakistan in 1992 and 1994, respectively. Follow-up nationalworkshops were also conducted in selected participating countries. Thethird regional workshop is scheduled to be held in Thailand in October1996.

b) Pilot Projects for the Promotion of Literacy Education

Q Promotion of Primary Education for Girls and DisadvantagedGroups

The project has been implemented in China, India, Nepal and Viet Namthrough innovative and comprehensive approaches, including curriculumdevelopment, teacher education, and community and parent par-ticipation.

0 Promotion of Literacy for Youth and Adults

Bhutan, China, Lao PDR and Nepal were selected to implement theproject. Special emphasis was given to training personnel at the grass-roots level.

The project’s experiences have shown that providing literacy classes foradults has: helped enhance participation of children in primary school;promoted ownership of the project by people at the local communitylevel, which, in turn, has helped to mobilize internal funds; andimproved management of literacy activities at the local level.

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c) Development of Literacy Materials

0 Development of Basic Reading Materials for Youth and Adults

Three sub-regional workshops have been organized under this project:Materials for Youth and Adults in South Asia (India 1992); Materials forMinority People in East and Southeast Asia (Thailand 1994); and BasicLiteracy Materials for Girls and Women in South Asia (Nepal, March1996).

Technical and financial support has also been provided for nationalfollow-up activities in the participating countries. The implementation ofthe project was entrusted to the Asia/Pacific Cultural Centre forUNESCO (ACCU), Japan.

0 Development of Literacy Materials for Primary School Children inRural Areas

Following the preparatory activities in 1991-94, a regional workshopwas held in July 1994 to finalize the prototype materials in the areas ofArithmetic, Health and Environmental Education.

National workshops supported by this project are being organized ineach participant country during the second half of 1996. HiroshimaUniversity, Japan, implemented this project, in co-operation withspecialists from Bangladesh, China, India, Indonesia, Nepal, Philippinesand Thailand.

0 Production and Dissemination of Video Software on Women’sLiteracy Materials for Women

A video entitled “How to Develop Literacy Materials for Women” inEnglish was developed in 1991 by ACCU. Copies of the video were sentto 18 countries in the region. Technical and financial support was alsoprovided to 12 countries to produce national versions of the video.

d) Promotion of Literacy through Community Learning ResourceCentres

This project focuses on strategies and models for developing andimplementing effective literacy programmes through CommunityLearning and Resource Centres (CLARC). The project was initiated inLao PDR, Philippines and Viet Nam. Some of the strategies andmethodologies developed by CLARC have been used in similar types ofnational projects in Lao PDR and the Philippines.

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e) Development of Educational Indicators to Assess EFA Targets

National training workshops were organized in Viet Nam (December1993), Thailand (April 1994) and the Philippines (January 1995). Theworkshops provided training on how to develop and reinforce thenational EFA monitoring mechanism. An EMIS computer-based soft-ware package and user manuals were produced and disseminated, as partof the workshop outputs.

f ) Information and Experience Exchange Meeting

An Information and Experience Exchange Meeting on the outcomes ofthe projects under the Japanese Funds-in-Trust was held in August 1994in Thailand. The meeting was attended by 13 participants from 11Member States.

The meeting reviewed the progress of projects and maderecommendations for future activities under the JFIT. A resolution wasalso made by participants to express gratitude to the Government ofJapan and request continued support for APPEAL.

B. Norwegian Funds-in-Trust for the Promotion of Literacy andContinuing Education in Asia and the Pacific

This project aims to develop training materials for literacy and continuingeducation in the region, and to train literacy and continuing education personnel.

The first phase of the project, supported by the Norwegian Funds-in-Trust,commenced in 1989 and was completed in 1992. With further support from theTrust, it was then extended to the second phase, which commenced in 1993 and isscheduled to conclude by the end of 1996. The total amount of money provided bythe donor for the first and second phases of the project amounted to US$2,954,070.An extension for a prospective third phase, with a duration of another four years,has been under active consideration by the Norwegian Government.

The various programmes and activities organized under this project arebriefly presented here:

a) Development of Training Materials

0 The ATLP (APPEAL Training Materials for Literacy Personnel)

The manual consists of 12 volumes in which systematic and co-ordinated methods for developing and producing literacy materialsthrough needs assessment, curriculum development and training of

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personnel have been presented. The manual has been/is being translatedand adapted in Bangladesh, Cambodia, China, Indonesia, Laos, Nepal,Thailand and Viet Nam.

0 APPEAL Training Materials for Continuing Education Personnel(ATLP-CE)

ATLP-CE similarly provides a systems approach to curriculum,materials design, training and delivery for continuing education. Itconsists of eight volumes. ATLP-CE has been/is being translated andadapted in Bangladesh, Cambodia, China, India, Indonesia, Republic ofKorea, Laos, Thailand and Viet Nam. A manual on how to adapt ATLPfor women and three exemplar volumes have been developed to promoteand enhance women’s participation in the development process.

b) National Training Activities for Training Literacy and ContinuingEducation Personnel

Fourteen Member States have organized approximately 44 nationaltraining workshops to train more than 2000 trainers and supervisors asfollow-up to the regional and sub-regional training workshops. The 14Member States are: Bangladesh, Cambodia, China, India, Indonesia,Laos, Malaysia, Maldives, Myanmar, Nepal, Pakistan, Philippines,Thailand and Viet Nam.

c) Research and Revision of Literacy Curricula Following the ATLP-Model

This activity aims to make the content of literacy curricula morefunctional and relevant to the needs of adult learners. Measurement toolsand procedures of functional literacy were developed through a sub-regional workshop. Action research projects have since been launchedin Indonesia, China, Thailand, Philippines and the Republic of Korea.Many countries have revised their literacy curriculum following theATLP model and have also improved their literacy primers and teachers’manuals/guides.

d) Promotion and Development of Community Learning Centres

APPEAL has been supporting ‘community learning centres’ as animportant vehicle for promoting literacy and continuing education and totrain literacy and continuing education personnel at the local level.Myanmar has been provided with financial and technical support todevelop and implement such activities in seven learning centres.

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e) Regional and Sub-Regional Training Activities

More than 500 literacy trainers and supervisors drawn from the MemberStates of UNESCO in the region have been provided with trainingthrough seven sub-regional and two regional training workshops onliteracy. Two regional workshops and two sub-regional workshops fortraining of continuing education personnel have also been organized.

f) Inter-Country Exchange and visits

APPEAL organized inter-country exchange of key literacy personnelfrom Bhutan, Nepal, Cambodia and China to Indonesia, Malaysia,Thailand and Australia with a view to promote sharing of effectivestrategies and practical methods for promotion of literacy and continuingeducation.

C. Co-operation with UN Agencies, NGOs and Other Agencies

1. Co-operation with UNDP

a) Inter-Country Project: Integrated Education and DevelopmentProgramme for Girls and Women through the Asia-PacificProgramme of Education for All (RAS/88/013)

The project was approved by UNDP in 1989, and commenced in 1990with financial contributions of $1,114,500. Its aim was to strengthen thetraining capacity of non-formal education programmes for womenwithin countries with serious literacy problems and those categorized asLeast Developed Countries (LDCs). A group of literacy personnel fromthe Member States was trained in order to prepare a needs-basedcurriculum, relevant learning materials, and to conduct training at thegrassroots level. The following activities took place as planned:identification of national focal institutions; identification of pilot areas;provision of equipment to the focal institutions; organization of studyvisits for key personnel; organization of the regional workshop onPlanning for Skills-based Programmes for Women; publication ofbooklets on women’s education; and printing of posters and calendars oneducation for the empowerment of women.

The project is based on the principle of ‘women’s empowerment’. Theapproach slowly evolved through experimentation and severalworkshops, mostly sponsored by UNDP and UNESCO. As a majoroutcome, a training manual entitled Educate to Empower has beenproduced The seven participant countries are: Bangladesh, Bhutan,

15



Laos, Myanmar, Nepal, Papua New Guinea, and Viet Nam. UNICEFand ESCAP supported the participation of India, Maldives, Pakistan, SriLanka and Thailand. The project contributed towards enhancing nationalcapabilities through the identification of specific needs of the targetgroups; development of curriculum materials; and the training ofrelevant national personnel in the development of flexible needs-basedliteracy and non-formal education programmes for girls and women.

b) The Co-operative Action Strategy for Basic Education (CASE)Resource Network (Project INT/92/450-1993)

CASE came into effect as a UNDP-funded project which aimed tocontribute to EFA by enhancing the exchange of knowledge oninnovative strategies between those who have experience and those whoneed it. These include governments, educational institutions, inter-aliathe non-government organizations and professional institutions. Theproject was started in 1994 and finalized in 1996.

A Planning Meeting was organized in China in March 1994 andrecommendations were formulated for the five countries participating inthe project, namely: Bangladesh, China, India, Sri Lanka and Thailand.Informative materials were compiled, collected and synthesized oninnovative literacy and basic education projects and programmes whichare now being printed for wider dissemination.

2. Co-operation with UNICEF

Some participants from Laos, Nepal and Pakistan were supported byUNICEF to attend the Regional and Sub-Regional Training Workshops forLiteracy Personnel organized by APPEAL. Recently, the Policy Review Seminarson the Mid-Decade Review of EFA in Asia and the Pacific were organized inHanoi and Islamabad in co-operation, and with support from UNICEF.

3. Co-operation with the Asian Development Bank (ADB)

ADB has provided funds for two projects: the formulation andimplementation of the National Plans of Action on EFA; and the project oneducation indicators in the Member States. Under the former project, six countrieswere provided with financial and technical support to prepare EFA National Plansof Action, namely, Bangladesh, China, India, Nepal, Pakistan and Papua NewGuinea. In respect of the project on Education Indicators, six countries, namelyKazakhstan, Pakistan, Papua New Guinea, Sri Lanka, Thailand and Viet Nam,

16



have been suggested to develop the indicators to measure the quality of theireducation systems.

4. Co-operation with NGOs

The Fourth Collective Consultation of NGOs on Literacy was organized inBangkok in December 1987. Eighty NGO representatives from all over the worldparticipated and discussed issues relating to the challenges pertaining to literacy inAsia and the Pacific. Suggestions were made for improved co-operation betweenGovernments and NGOs.

A regional seminar on ‘Mobilization of Partners for EFA’ was organizedjointly with the Asia-Pacific Bureau of Adult Education (ASPBAE) in January1992. The seminar discussed NGO co-operation for EFA at the local level.

A sub-regional workshop on the promotion of ‘Literacy Campaigns’ inSouth Asia was again jointly organized with ASPBAE in July 1994.

The National Federation of UNESCO Associations in Japan (NFUAJ) andAPPEAL jointly produced a ‘Manual for Development of Learning Centres’(ATLP-CE, Volume 8) and organized a regional workshop in November 1994 inSri Lanka.

NFUAJ has supported efforts of NGOs to set up and improve LearningCentres in several countries.

Technical and financial support have been provided to NGOs to adoptAPPEAL Manuals for Training of Literacy and Continuing Education Personnel(ATLP and ATLP-CE).

D. The Asia/Pacific Cultural Centre for UNESCO (ACCU)

The Asia/Pacific Cultural Centre for UNESCO (ACCU) is a non-profitorganization of Japan established with support from private sectors, at the initiativeof the Japanese National Commission for UNESCO and with full support of theGovernment of Japan. The objective of ACCU is to promote mutual understandingand cultural co-operation among the people of Asia and the Pacific region.

Within the framework of the Asia-Pacific Programme of Education for Alland in co-operation with UNESCO PROAP, ACCU has been producing qualityliteracy materials in support of EFA. It has also been rendering training servicesfor upgrading literacy and continuing education personnel through regionalworkshops, mobile training teams and national follow-up workshops in theparticipant UNESCO Member States in the region. Since 1993, ACCU has heldevery year an Annual Regional Workshop for specialists in literacy materials

17



development with the main objective of providing training to develop effective anduseful materials, especially for neo-literates. To date, it has provided training tomore than 270 experts in Asia and the Pacific who occupy key roles in thepromotion of literacy education and effective development and dissemination ofliteracy materials.

ACCU’s programmes in literacy in support of APPEAL are brieflydescribed here:

1. Development of Literacy Materials

Asian/Pacific Joint Production of Prototype Materials for Neo-Literates(AJP)

ACCU has been carrying out since 1980 the “Asian/Pacific Joint ProductionProgramme of Materials for Neo-Literates in Rural Areas (AJP).” The materialsproduced are intended for people who have acquired a primary knowledge ofreading and writing (neo-literates), but who may easily tend to relapse intoilliteracy due to lack of appropriate reading materials. AJP prototype materials,which are in English, are produced by the co-operative effort of experts from theparticipant countries. Attempts are made to relate the contents closely to aspects ofpeople’s quality of life, based on the analysis of their problems and needs gainedthrough field surveys in rural areas.

Participant countries produce their national versions of the AJP prototypesby adapting and modifying texts and illustrations to suit the needs and situations ofeach country. These tasks have been undertaken in Afghanistan, Bangladesh,Cambodia, China, India, Indonesia, Iran, Laos, Malaysia, Maldives, Nepal,Pakistan, Philippines, Thailand and Viet Nam.

Video programmes have been widely used worldwide and are greatlyappreciated as one of the most effective educational/instructional media to conveycomprehensive messages to the learners. In response to popular demand, ACCUhas been producing, in co-operation with UNESCO and experts in the region,video programmes as follows:

o Water in Everyday Life - AJP material (16 minutes)

o Poultry for Additional Income - AJP material (11 minutes)

o How to Develop Literacy Materials for Women (25 minutes)

o Street Children and Literacy (27 minutes)

o Mina Smiles - Literacy Promotion Animation (16 minutes)

o Dream of Better Fruits - AJP material (19 minutes)

18



Twelve national versions were produced with financial assistance fromJapanese Funds-in-Trust for Literacy Promotion in Asia and the Pacific within theframework of APPEAL. These have been/are popularly used on TV and othereducational programmes/workshops in Bangladesh, China, India, Indonesia, Iran,Laos, Malaysia, Maldives, Nepal, Pakistan, Thailand and Viet Nam.

2. Training of Experts on Development of Materials for Neo-Literates

ACCU has been carrying out the following two programmes for the trainingof experts on the development of literacy materials in the region:

a) Regional Workshop on the Preparation of Literacy Follow-upMaterials

Annual regional workshops for specialists in literacy materials pro-duction have been held since 1983 with the main objective of providingparticipants with training experiences in developing innovative andeffective learning materials for neo-literates. Since 1986, ACCU hasorganized mobile teams of experts who periodically visit participantcountries to render technical assistance and support for organizingnational workshops.

b) Asia-Pacific Sub-Regional Workshops for the Development of BasicLiteracy Learning Materials

The objective is to develop effective basic literacy learning materials,including basic literacy primers, teachers’ guides and supplementarymaterials. The first Sub-Regional Workshop was held in Calcutta, India,in July 1992, and attended by 21 participants and three resource personsfrom seven South Asian countries where each country team developed adraft basic literacy primer, based on the curriculum, in their vernacularlanguages. The second Sub-Regional Workshop was held in ChiangRai, Thailand, from 22 February to 5 March 1994, with 16 participantsfrom nine South-east Asian countries. The aim of this workshop was toimprove and develop basic literacy materials for minority peoples whosemother language is not the same as the national language. The third Sub-Regional Workshop was held in Nepal, from 5 to 16 March 1996, andwas attended by participants from South Asian countries. This workshopfocused on the development of basic literacy learning materials for girlsand women.

19



Participant countries are provided with seed money and technicalsupport to organize follow-up programmes to develop innovative basicliteracy reading materials.

3. Programme for Assisting NGOs in Developing Literacy ResourceCentres for Girls and Women

With the aim of helping to meet the need for promoting literacy education,especially for girls and women, ACCU launched, in co-operation with UNESCOand Member States, a programme to assist major NGOs in developing LiteracyResource Centres for Girls and Women.

The main objective of this project is to implement innovative literacyprogrammes for girls and women through a leading NGO which is engaged inliteracy promotion activities for girls and women. ACCU’s support and assistanceis for: (a) establishing a literacy resource centre for girls and women; (b) trainingNGO co-ordinators, literacy material developers and teachers for promotion ofliteracy programmes; (c) developing innovative literacy materials; and (d)promoting close linkages and collaboration among NGOs and organizationsengaged in literacy work.

In 1994, the following NGOs from Pakistan, Thailand and Viet Nam weredesignated to serve as lead literacy resource centres:

Thailand (Hill Area Development Foundation, HADF, Chiang Rai)

Pakistan (Pakistan Girl Guides’ Association, Punjab Branch, PGGA,Lahore)

Viet Nam (National Organization for Community Education, ContinuingEducation and Development, NOCEAD, Hanoi)

2 0


Chapter Four

APPEAL - LOOKING TO THE FUTURE

In Asia and the Pacific, at present there are 625 million illiterates, which is71 per cent of the world’s illiterates; and 74 million children in the 6-11 age group,which is 50 per cent of the world’s unschooled children, who are expected toremain unenrolled in primary schools. Of those who are illiterate, 64 per cent arewomen and 66 per cent of children unenrolled in primary schools are girls. A verylarge segment of these illiterates and unschooled children are located in theSouthern Asian countries.

These are basically the unreached hard core population groups in Asia andthe Pacific for whom literacy and basic education programmes need to beimproved, created and intensified. Member States need to examine and reorienttheir literacy and basic education programme strategies and target girls, womenand under-served disadvantaged population groups, especially in remote rural areasand difficult education contexts. The scale of coverage needs to be truly dramaticas the magnitude of the problem is of a very high order.

It is increasingly recognized now that the goal of ‘basic education for all’cannot be realized through formal primary schooling provisions alone. While it isunderstood that formal primary schooling serves as an important vehicle forensuring basic education of children in the normal sense of the term, we also needto recognize that it tends to exclude those whose socio-economic and geographiccontexts and educational needs are different to the formally defined objectives. It isprecisely for this reason that the concept of primary schooling needs to bebroadened so that it addresses the needs of those who have not been reached by theregular primary schooling programmes. A variety of less formal and/or non-formaland alternative forms of primary schooling provisions therefore need to bedeveloped and popularized.

It also needs to be recognized that the bulk of children unenrolled inprimary schools are children of parents and communities who are most likely lessliterate, if not illiterate. Therefore, it is a prerequisite that the community andparental base is first empowered with appropriate basic education support ofliteracy and continuing education so that parents and communities will graduallyserve as a natural vehicle for creating demand and sustaining ‘basic education forall’ at the community level.

It is common knowledge now that basic education of youth and adults,either in the form of a literacy programme or some form of adult or continuing

21



education, is indispensable to all forward-looking development of a society/community. No poverty alleviation or improvement of the quality of life of thepeople, in the real sense of the term, is possible without the foundation of basiceducation. The level of awareness and sensitivity to the value of education forthemselves and their children among people with limited educational exposure andliteracy tends to be limited and unharnessed. But, parental and community interestand readiness is the key; it is essential to ensure that children’s education issupported, pursued and sustained. There may very well be a school nearby in thecommunity, or a literacy or an adult education centre, but it will not do muchunless the community and parents want to use it, and they want the education thatis imparted to their children, youth and themselves.

As a regional co-operative programme, APPEAL’s programme actions,strategies and modalities will be in support of programmes and projects of theMember States which are designed to promote literacy and basic education forgirls, women and under-served disadvantaged population groups in rural andremote areas. Its emphasis will be on a co-ordinated, three-pronged approach totackle the barriers to providing ‘basic education to all’ through the promotion ofeffective primary schooling, literacy and continuing education.

As a high priority programme for development, the future thrusts ofAPPEAL’s programmes are proposed to be in the following areas:

1. Reaching the unreached - targeting girls, women, disadvantaged, under-served and the poor, especially in rural and remote areas.

2. Promoting contents and methods of literacy, primary schooling andcontinuing education, which respond to the real needs of girls, women,disadvantaged and the poor - with emphasis on improvement of thequality of life and poverty alleviation.

3. Enhancing local capacities through training of basic primary education,literacy and continuing education personnel and dissemination oftraining materials and methods.

4. Strategies and methods for improving and enhancing the quality ofliteracy, basic education and learning achievement.

5. Harnessing community participation and ownership and forging togetherpartnerships among and between government ministries, departmentsand NGOs for the promotion of literacy and ‘basic education for all’.

22


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Member State Organization

National CoordinatorMechanism for APPEAL

Australia

Bangladesh

Bhutan

Annex I

LIST OF NATIONAL CO-ORDINATIONCOMMITTEES FOR APPEAL

(as of 10 January 1995)

Address

Ministry of EducationAfghanistan National Commission

for UNESCO, P.O. Box 717Kabul

APPEAL Sub-Committee in theNational Commission forUNESCO

Director, EAIO Sectionlnternational Policy BranchInternational DivisionDepartment of Employment.,

Education and TrainingG.P.O. Box 9880Canberra ACT 2601

The National Commissionfor UNESCO


Secretary-GeneralBangladesh National Commission

for UNESCO1, Asian Highway, PalassyNilkhet, Dhaka-5

Bhutan National Commissionfor UNESCO

Ministry of Social ServicesRoyal Government of BhutanThimphu

Cambodia UNESCO Office, Cambodia UNESCO OfficeP.O. Box 29, Phnom Penh

China, People’s Rep. of The National Commissionfor UNESCO

Chinese National Commissionfor UNESCO

37, Damucang HutongXidan Beijing

lndia The Department of Education Indian National Commission forCo-operation with UNESCO

Ministry of Human ResourceDevelopment

Department of EducationRoom 203, “C” WingShastri Bhawan, New DelhiNew Delhi 110001

25


Asia-Pacific Programme of Education for AN (APPEAL)

Member State

Indonesia

Organization


Lao PDR

Malaysia

Maldives

Mongolia

The Specialized LiteracyCommission

APEID-APPEAL Sub-Commission

The National Co-ordinationCommittee for APPEAL


The National Co-ordinationMechanism for APPEAL


The National CoordinationCommittee for APPEAL

Address

Indonesian National Commissionfor UNESCO

Ministry of Education and CultureGedung c., Ltd. 17Jalan Jenderal Sudirman,

SenayanJakarta 10270

Vice-President for ResearchI T A L M

Shahid Islamieh Building7th floor, Enghelab AvenuePhalestin crossroadP.O. Box 13145-654, Tehran

c/o Japanese NationalCommission for UNESCOMinistry of Education, Scienceand Culture

3-2-2 KasumigasekiChiyoda-ku, Tokyo, 100 Japan

DirectorDepartment of General EducationMinistry of EducationB.P. 67, Vientiane

Educational Planning andResearch Division (EPRD)

Ministry of EducationKuala Lumpur

Planning committeeMinistry of EducationMale

Director-GeneralDepartment of General EducationMinistry of Science and

EducationUlan Bator-44

ChairpersonThe Secretary of the Ministry of

Education, culture and socialWelfare

c/o Nepal National Commissionfor UNESCO

Raiser Mahal, KantipathKathmandu

2 6


Annex I

Member State

New Zealand

Organization

The New Zealand NationalCommission for UNESCO

Pakistan The National Co-ordinationCommittee for APPEAL

Papua New Guinea Education Sub-Committee ofthe National Committee forAPPEAL

Philippines

Republic of Korea

Samoa

Thailand

Viet Nam

The National Co-ordinationfor APPEAL


The Samoa Co-ordinationCommittee for APPEAL



Address

do Department of EducationPrivate Mail BagWellington

ChairpersonThe Federal Education SecretaryMinistry of EducationIslamabad

First Assistant SecretaryNational Education DepartmentDepartment of EducationP.S.A. Haus, P.O. Box 446Waigani

DirectorDepartment of Education, culture

and SportsBureau of Non-formal EducationMetro Manila

Chairpersonc/o Institute for Lifelong

Education544-29, Sinsa-dongKangnam-gu, Seoul

ChairpersonSenior Education Officer for

Examination and ResearchDepartment

Ministry of EducationGovernment of Samoa, Apia

Director-GeneralNon-Formal Education

DepartmentMinistry of EducationBangkok 10300

Ministry of Training andEducation

4 Trinh Hoai DucHanoi

27


Annex II

REGIONAL, SUB-REGIONAL AND NATIONALWORKSHOPS/ACTIVITIES (19914996)

A. Eradication of Illiteracy (EOI)

q Regional and Sub-Regional Workshops

1. Fourth Sub-Regional Workshop for Training of Literacy Personnel inDhaka Bangladesh.

2. Fifth Sub-Regional Workshop for Training of Literacy and ContinuingEducation. Personnel in Port Moresby, Papua New Guinea.

3. Sixth Sub-Regional Workshop for Training of Literacy and ContinuingEducation Personnel in Pyongyang, DPR Korea.

4. Regional Workshop for Training of Literacy and Continuing EducationPersonnel in Chengdu, China.

5. Regional Workshop on Writing to Promote Women’s Self-Reliance,Chiangmai, Thailand.

6. Second Regional Workshop for the Conduct of Skills-Based LiteracyProgrammes for Women in Hua Hin, Thailand.

q National Activities

1. Translation and printing of ATLP materials in Bangladesh, China, Laos.

2. Workshop for training of literacy personnel in China, Indonesia,Malaysia, Philippines, Viet Nam, Pakistan.

3. Purchase of training equipment and printing of ATLP materials,Indonesia.

4. National workshop on development and finalization of curriculum andmaterials, Nepal.

5. Local curriculum development in the context of ATLP in Central andSouthern Regions, Thailand.

28


Annex II

6. Workshop for development of curriculum for skills-based literacyprogrammes for women in Bangladesh, Bhutan Laos, Viet Nam.

7. Workshop of reading materials development for women of Yunnanprovince, China.

0 Regional and Sub-Regional Workshops

1. First Regional Training Workshop on Planning and Management forLiteracy and Continuing Education Personnel in New Delhi, India.

2. Third Regional Workshop for the Conduct of Skills-Based LiteracyProgrammes for Women, Hua Hin, Thailand.

3. First Sub-Regional Workshop on Basic Literacy Materials for Adults inIndia.

CI National Activities

1. Translation and printing of manual on the construction of county-levelvocational and technical training Centre, China.

2. National workshop for training of literacy personnel in Bangladesh,Malaysia, Maldives, Laos.

3. Workshop to develop curriculum for training of literacy personnel,Pakistan.

4. Local curriculum development in the context of ATLP in Central RegionPhase II, Thailand.

5. Workshop for development of curriculum for skills-based literacyprogrammes for women in Bhutan, China, Myanmar.

6. Workshop for the development of reading materials for women’s self-reliance Thailand, Viet Nam.

EI National Activities

1. Training equipment for literacy and adult education in Bangladesh.

2. Workshop for training of literacy personnel adapting ATLP in Bhutan,China, Malaysia.

3. Production of simplification version of ATLP materials, China.

29



4. Research on functional literacy in selected provinces in Indonesia,Republic of Korea.

5. Workshop for development of 5-year non-formal education frameworkand master plan, Laos.

6. Translation of ATLP materials, Nepal.

7. Grassroot level planning workshop, Nepal.

8. Workshop for the development of materials for women with limitedreading skills in Viet Nam, Papua New Guinea.

9. Workshop for the conduct of skills-based literacy programmes forwomen, Myamnar.

10. Workshop on training of trainers for the promotion of functional literacyamong girls and young women, Pakistan.

11 Translation of video software on women’s literacy material developmentin Bangladesh, China, India, Indonesia, Iran, Laos, Malaysia, Maldives,Nepal, Pakistan, Thailand, Viet Nam.

EI Regional and Sub-Regional Workshop

1. Second Regional Training Workshop on Planning and Management forLiteracy and Continuing Education Personnel in Bhutan, Pakistan.

EI National Activities

1. Study visit to Malaysia, Indonesia, Thailand of key literacy personnelfrom Bhutan.

2. Translation of ATLP materials, Cambodia.

3. Workshop on curriculum and materials development, Nepal.

4. Development of local materials for Banepa literacy campaignprogramme, Nepal.

5. Simplification of ATLP into one volume, Bangladesh.

6. Research on functional literacy, Thailand.

7. Inter-agency skills training for community-based literacy cum livelihooddevelopment programme workers.

8. Workshop on basic literacy materials for minority people in Thailand.

3 0


Annex II

EI Regional and Sub-Regional Workshops/Seminars

1. Regional Seminar for Policy-makers on Women’s and Girls’ Education,Chiangmai, Thailand.

2. Sub-Regional Training Seminar on Literacy and Post-LiteracyProgramme for Women, Lampang, Thailand.


1. Workshop for training of senior management personnel, Cambodia.

2. Study visit to Malaysia and Indonesia of senior literacy personnel fromCambodia.

3. Workshop on national literacy curriculum development, Cambodia.

4. Research on functional literacy for rural development, China.

5. Translation of ATLP into Hindi, India.

6. Workshop on EFA and the role of NFE, Nepal.

7. Workshop on training of literacy personnel in ethnic minorities, China.

a Regional and Sub-Regional Workshops/Meetings/Seminars

1. Third Regional Workshop on Planning and Management of Literacy andContinuing Education in August in Thailand.

2. Sub-Regional Training Workshop on Literacy for Women in October inPakistan.

3. Third Sub-Regional Workshop on the Development of Basic LiteracyMaterials for Girls and Women in Nepal.

B National Activities

1. Literacy, NFE and culture project in the highland province ofRattanakiri, Cambodia.

2. Eradication of illiteracy from some selected villages, Bangladesh.

3. Production of literacy materials for neo-literates, Sri Lanka.

31



B. Continuing Education for Development (CED)

C?I Regional and Sub-Regional Workshops

1. Regional Workshop for Training of Continuing Education Personnel inChiangmai, Thailand.

0 National Activities

1. Workshop for training and continuing education personnel in Maldives,Nepal, Viet Nam.

2. Translation of ATLP-CE materials, Viet Nam.

3. Promotion of literacy through community learning resource centres inLaos, Philippines, Viet Nam.

a Regional and Sub-Regional Workshops

1. Second Regional Workshop on Continuing Education for Developmentin Hebei Province, China.

2. Regional Workshop on Learning Centre Development, Colombo, SriLanka.


1. Translation and printing of ATLP-CE materials, Republic of Korea,Laos.

2. Study visit to Thailand of key literacy and continuing educationpersonnel from Nepal.

3. Workshop for training of level B personnel on equivalency programmes,Philippines.

4. Translation and printing of ATLP-CE materials in China, Bangladesh,Cambodia, India (Marathi), Thailand (Vols. l-5).

3 2


Annex II

EI Regional and Sub-Regional Workshops1. Sub-regional Workshop on Continuing Education for Development in

the Pacific Countries, Melbourne, Australia.


1. Training workshop on continuing education in China, Mongolia.

2. Study visit to Australia and New Zealand of Jilin Officers, China.

3. Implementation of APPEAL through post-literacy education and training(PET), India.

4. Translation of ATLP-CE in India (Hindi), Indonesia, Thailand (Vols.l-5).

5. Preparation of mobilization and communication materials for post-literacy and continuing education, India.

6. Establishment of community learning centres, Myanmar.

7. Continuing education for youth adapting ATLP-CE, Sri Lanka.

8. Workshop on the needs of resource centres, Nepal.

q Regional and Sub-Regional Workshops/Meetings/Seminars

1. Third Regional Workshop on Continuing Education for Development inAugust in Malaysia.


1. Planning for personnel training on community learning centres, Laos.

2. Workshop for training directorates of learning centres, Viet Nam.

3. Workshop for education personnel. involved in literacy education forethnic people, Viet Nam.

4. National workshop for training of continuing education personnel,Indonesia.

33


Annex III

APPEAL PUBLICATIONS

1. APPEAL National Studies Series: (11 countries)

Bangladesh Laos PhilippinesChina Malaysia ThailandIndia Nepal Viet NamIndonesia Pakistan

2. APPEAL Training Materials for Literacy Personnel (ATLP)

Vol. 1

Vol. 2

Vol. 3

Vol. 4

Vol. 5

Vol. 6

Vol. 7

Vol. 8

Vol. 9

Vol. 10

Vol. 11

Vol. 12

Principles of curriculum design for literacy training.

Principles of resource design for literacy training.

Manual for senior administrators of literacy trainingprogrammes.

Manual for supervisors - resource development and training.

Extra money for the family; exemplar.

Our forests; exemplar.

Village co-operatives; exemplar.

Health services; exemplar.

Specifications for additional exemplar training manual.

Post-literacy activities and continuing education.

Evaluating a literacy trainingprogramme.

Implementing a literacy training programme.

3. APPEAL Manual for Planning and Management of Literacyand Continuing Education (AMPM)

Vol. I Policy framework for literacy and continuing education.

Vol. II Planning for literacy and continuing education.

Vol. III Management of literacy and continuing education.

34


Annex III

Vol. IV Monitoring and Evaluation of Literacy and ContinuingEducation.

4. Manual for Women Adapting ATLP

0 Manual for Adapting APPEAL Training Materials for LiteracyPersonnel (ATLP) for Women.

0 Exemplar 1 Women‘s work for development.

0 Exemplar 2 Local curriculum: wife-bashing.

0 Exemplar 3 Women of enterprise.

5. Reading Materials for Women with Limited Reading Skills(A set of 12 booklets)

Australia

Bangladesh

China

India

Indonesia

Laos

Pakistan

Papua New Guinea

Sri Lanka

Thailand

Women‘s work, women‘s worth.

Two in one.

Beautiful andproductive courtyard.

We are equals.

Women making money.

Learn to read and read to learn.

Calculating women.The dark shadow.

Dekap‘s lesson.

Effort.

A-Sa-Ma‘s broken dream.Home sweet home.

6. Reading Materials for Women’s Self-Reliance(A set of 17 booklets)

Bangladesh Nahar the brave girl.Amena‘s dream.Sabina comes out into the light.Daughters are not a curse.

35


Asia-Pacific Programme of Education for Ail (APPEAL)

Bhutan

China

Indonesia

Laos

Myanmar

Pakistan

Papua New Gunea

Sri Lanka

Thailand

Viet Nam

7. Self-Reliant Women(A set of 18 booklets)

Bhutan

China

India

Laos

Myanmar

Pakistan

Papua New Guinea

Thailand

Viet Nam

The enlightened man.Work together and share.Women‘s struggle with pests.

The changing of a girl‘s life.Murderer in your house.

Ibu Tati did it.

Water for life.

Courageous girl.

My home...at last.

Kala -first woman village court magistrate.

No more hunger.

Manee‘s struggle.

Do not ignore them.

New weaving Zoom.Cattle grazing for cash.

Chicken care.Cashing in on corn leaves.

Weaving for money.Why not educate girls?

Planting bananas, planning money.Banana co-operatives.

Together we sell.Women in gardening.

Poultry keeping for cash.Goat raising - cash key to choices.

Food marketingExpanding mumu business.

Ways to earn more.Sharing responsibilities - sharing happiness.

Organizing to lead.Can women lead?

36


Annex III

8. Materials on Empowering of Women(A set of 18 booklets)

Bangladesh

Bhutan

China

Laos

Myanmar

Papua New ‘Guinea

Philippines

Viet Nam

Rethinking our responsibility.Sakina the winner.

Apple tree, money tree.Women in plumbing.

Century eggs for prosperity.Women in family business.

Integratedfarming for women.Women and self-confidence.

Earning from dried fish.The importance of water for successful farming.

Getting to know me: self esteem.The pig raising business.Tricks to trade.

Out into the community.Who am I?The woman I want to be: an entrepreneur.

Better rice, better life.Pigs produce gold

9. Functional Literacy and Civic Education among Rural Women

10. APPEAL Training Materials for Continuing EducationPersonnel (ATLP-CE)

Vol. I Continuing education: new policy and directions.

Vol. II Post-literacy programmes.

Vol. III Equivalency programmes.

Vol. IV Quality of life improvement programmes.

Vol. v Income-generating programmes.

Vol. VI Individual Interest Promotion Programmes.

Vol. VII Future Oriented Programmes.

Vol. VIII Learning Centre Development.

37





Annex V

APPEAL ACTIVITIES IMPLEMENTED AND PLANNEDUNDER NORWEGIAN FUNDS-IN-TRUST

Implemented activities and important achievements

1. Training materials entitled APPEAL Training Materials for LiteracyPersonnel (ATLP) consisting of 12 volumes have been produced anddisseminated. ATLP has been/is being translated and adapted inBangladesh, Cambodia, China, Indonesia, Laos, Nepal, Thailand and VietNam for use as training materials at national training courses andworkshops.

2. A Manual on how to adapt ATLP for women including three exemplarvolumes, have been developed with the view to reflect women’s issues andto enhance women’s participation in the development process.

3. APPEAL Training Materials for Continuing Education Personnel (ATLP-CE) in 8 volumes have been developed. ATLP-CE has been/is beingtranslated and adapted in Bangladesh Cambodia, China, India, Indonesia,Republic of Korea, Laos, Thailand and Viet Nam. The materials are beingused in national workshops to train literacy and continuing educationpersonnel.

4. Technical and financial support have been provided to National TrainingActivities for training of literacy and continuing education personnel.Fourteen Member States have organized around 44 national trainingworkshops to train more than 2000 trainers and supervisors as follow-up tothe regional and sub-regional training workshops. The countries whichhave organized national training courses are Bangladesh, BhutanCambodia, China, India, Indonesia, Laos, Malaysia, Maldives, Myamnar,Nepal, Pakistan Philippines, Thailand and Viet Nam.

5. Regional and sub-regional training activities. More than 500 literacytrainers and supervisors from the Member States of UNESCO have receivedtraining from seven sub-regional and two regional training workshops forATLP. Two regional workshops and two sub-regional workshops fortraining of continuing education personnel have also been organized.

6. There has been support to research and revise literacy curricula followingthe ATLP-model to make the content more functional and relevant to theneeds of adult learners. Measurement tools and procedures of functionalliteracy were developed through a sub-regional workshop. Action researchprojects have been launched in Indonesia, China, Thailand, Philippines and

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Republic of Korea. Many countries have revised their literacy curriculafollowing the ATLP model and improved the textbooks and teachers’guides.

7. Support has been given to the promotion and development of CommunityLearning Centres as a means to implement literacy activities and trainliteracy and continuing education personnel at the local level. Myanmar hasreceived financial support to develop and implement activities in sevenlearning centres.

8. Study visits of key literacy personnel from Bhutan Nepal, Cambodia andChina. They have been given the opportunity to study strategies in literacyand continuing education in Indonesia, Malaysia, Thailand and Australia.

Planned future activities

A proposal has been sent to the donor - the Norwegian Government - forsupport for a prospective extension (third phase) of the project.

The programme focus will be on functional literacy and continuingeducation for specific target groups such as women/girls and ethnic groups/minorities in the least developed countries.

Proposed activities include:

1.

2.

3.

4.

5.

Networking and training at sub-regional level through sub-regionaltraining workshops and support to study visits and exchange of literacypersonnel.

Promotion of establishment and strengthening of national and sub-national training and resource centres and in-country training ofliteracy and continuing education personnel.

Support the establishment and development of community learningcentres as a training and delivery mechanism for literacy and continuingeducation programmes at the local level.

Give special attention to the needs of women and disadvantaged groupswith a focus on functional literacy curriculum development and thedevelopment of training manuals and learning materials suited todisadvantaged groups.

Set up of project monitoring and information systems to monitoreffectiveness and efficiency of programmes and assess the impact onlearners.

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Documents

ASIA-PACIFIC PROGRAMME OF EDUCATION FOR …unesdoc.unesco.org/images/0010/001050/105017e.pdf · ASIA-PACIFIC PROGRAMME OF EDUCATION FOR ALL Report to the First Meeting of the Intergovernmental