regional workshop on planning and management of...

Asia-Pacific Programme of Education for All (APPEAL)

COMPLETION REPORT

Project on Training of Planning and Management Personnel

of Literacy and Continuing Education

Under the Japanese Funds-in-Trust for Promotion of Literacy in Asia and the Pacific

UNESCO PRINCIPAL REGIONAL OFFICE FOR ASIA AND THE PACIFIC

UNESCO Principal Regional Office for Asia and the Pacific. Asia-Pacific Programme of Education for All. Completion report [of the] Project on Training of Planning and

Management Personnel of Literacy and Continuing Education (547~RAS-41, implemented in 1996-97) under the Japanese Funds-in-Trists

for Promotion of Literacy in Asia and the Pacific. Bangkok: UNESCO PROAP, 1999.

24 p.

1. LITERACY PROGRAMMES. 2. LIFELONG EDUCATION. 3. TRAINING. 4. PROJECT MANAGEMENT. 5. EDUCATIONAL PERSONNEL. 6. EDUCATIONAL PROGRAMMES. I. Title.

379.24

0 UNESCO 1999

Published by the UNESCO Principal Regional Office for Asia and the Pacific P.O. Box 967, Prakanong Post Offtce Bangkok 10110, Thailand

Printed in Thailand

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

AP/99/M/208- 100

CONTENTS

INTRODUCTION

1. : Background ........................................................................ 1

11. : Regional Workshop .......................................................... 2

111. : Follow-up National Activities ...................................... 6

IV. : Conclusions and Suggestions .............................................. 9

ANNEXES

Annex 1 : List of Participants .._..,...._....,.. .._......_. _., . . . . . . . . . . .._._... . 13

Annex 11 : Regional Workshop Programme ,..,., ,......._.. ,... . . . . . _...... 19

INTRODUCTION

The World Conference on Education for Ail, held in Jomtien, Thailand, in 1990, represents the most important education event in recent decades. Although there has indeed been significant progress in achieving “Education for All” in Asia and the Pacific, the region still continues to have a large proportion of the world’s illiterates.

Although the adult literacy rate in the region has improved from about 60.7 per cent in 1980 to about 72.3 per cent in 1995, the absolute number of adult illiterates (age 15 and over) has declined only slightly from about 653 million in 1990 to some 65 1 million in 1995, accounting for three-quarters of the total number of illiterates in the world (UNESCO Statistical Report and Studies, 1995).

Despite the increases in enrolment rates (both gross and net) in many countries of the region since 1990, some 74 million of the world’s total 132 million children or 56 per cent of the school-age (6-11 years old) population are not enrolled in primary education. Of those who enroll, at least one-third abandon or drop out before completing the primary cycle (UNESCO World Education Report, 1993).

Moreover, gender disparities make the picture look bleaker: of an estimated 74 million out-of-school children in the region, some 46 million or 62 per cent are girls, concentrated especially in the South Asian region (UNESCO World Education Report, 1995). Other disadvantaged groups are also affected: there are large numbers of adult illiterates, youth and out-of-school youth who reside in isolated areas or are slum dwellers with very limited or no access to social services including education and training.

Following the recommendations of the FiRh Regional Conference of Ministers of Education and those Responsible for Economic Planning in Asia and the Pacific (MTNEDAP V), and the approval of the Twenty-third Session of the UNESCO General Conference, the Asia-Pacific Programme of Education for All (APPEAL) was launched in 1987. The goals of APPEAL are threefold: eradication of illiteracy; universalization of primary education; and promotion of continuing education.

In view of the massive illiteracy problem in the region, the Government of Japan set up the UNESCO-Japanese Funds-in-Trust to implement a programme entitled “Promotion of Literacy in Asia and the Pacific” on the occasion of the International Literacy Year in 1990. The Funds aim to provide assistance to the implementation of activities related to promotion of literacy in the region.

The Government of Japan has provided US$700,000 every year from 199 1 to 1996. In 1997 and 1998 the contribution made was US$SOO,OOO annually. In 1999, US$620,000 was provided under the funds-in-trust.

This report covers activities carried out during 1996-97, under the project on “Training of Planning and Management Personnel for Literacy and Continuing Education” funded by the Japanese Funds-in-Trust within the framework of APPEAL. Full reports on the activities under this project are available in UNESCO PROAP, Bangkok.

I. Background

An estimated two-thirds of the world’s adult illiterates live in the Asia and Pacific region. Improving the provision of literacy and basic education to adult illiterates and out-of-school youth both through formal and non-formal channels of education is a major challenge in many countries of the region.

The importance of literacy and continuing education is well recognized throughout the region, yet the planning and management of formal education in general and of literacy and continuing education programmes in particular need considerable reorientation and strengthening.

In view of the widespread illiteracy in the region, UNESCO PROAP through its Asia and Pacific Programme of Education for All (APPEAL) developed four manuals for Planning and Management of Literacy and Continuing Education (AMPM). These manuals aim at providing resource materials and guidelines for the planning of literacy programmes in the region.

UNESCO/APPEAL organized two regional workshops, one each in India in 1992 and in Pakistan in 1994, with the support of the Japanese Funds-in-Trust for Promotion of Literacy in Asia and the Pacific to assess how best these manuals could be used in the Member States,

The overall objective of the project is to enhance national capacity for planning and management of literacy and continuing education of the Member States in the region, particularly LDCs and E9 countries, The project aims to utilize the materials and expertise developed by the AMPM.

The project consisted of the following two phases that were carried out from October 1996 to October 1997:

1. organization of a regional workshop; and

2. follow-up national activities.

II. Regional Workshop

1. Objectives and Structure

The Third Workshop was held in Nakhorn Ratchasima, Thailand, from 7-17 October 1996, sponsored jointly with the Department of Non-formal Education, Ministry of Education, Thailand, and Sirindhorn Institute for Continuing Education and Development. The workshop aimed to provide training experience for key personnel from the Member States of UNESCO to help them understand the concepts, principles and values of literacy and continuing education and to develop skills and attitudes, to plan and manage non-formal education systems, and to train literacy and continuing education personnel in their countries.

Objectives

The main objectives of the workshop were to help participants to:

. identify and analyze the problems and issues faced in the planning and management of literacy and continuing education programmes in their respective countries;

. exchange knowledge and experience of contemporary trends and practices in the planning and management of literacy and continuing education; and

n design follow-up action plans for strengthening and building national capacities in the methods and techniques of planning, management, monitoring and evaluation of literacy and continuing education programmes,

Structure

The workshop consisted of the following sessions:

9 Presentation of country reports and review of EFA; m Lecture and discussions in small groups on planning and management; . Field visits; and 9 National follow-up actions and recommendations.

Pflrticip an ts

The workshop was attended by 20 participants from Government and Non- Government Organizations of 12 Member States including Bangladesh, Bhutan, Cambodia, Lao PDR, Maldives, Mongolia, Myanmar, Nepal, Pakistan, Papua New Guinea, and Viet Nam. Four resource persons assisted in, the organization and deliberations of the workshop. A list of participants is attached as Annex I.

2 * Completion Repot-l: 547-RAS- 3 0

2. Proceedings Opening

The Third Regional Workshop on Planning and Management of Literacy and Continuing Education was inaugurated by the Vice-Governor of the northeastern province of Nakhorn Ratchasima, Mr. Kasemsak Sanpote, on Monday, 7th October 1996, at Juldis Khao Yai Resort Hotel. Opening the workshop, the Vice- Governor thanked UNESCO PROAP for having chosen Thailand to be the venue for the Third Regional Workshop. He also welcomed the participants and those working with UNESCO PROAP.

The Vice-Governor emphasized the importance of literacy and continuing education and the need for formulating a vision with planned strategies for how to achieve it. He illustrated this theme using the Thai experience, noting that human resource development is the prescription for a developed and prosperous country. He also stressed that Asia-Pacific countries must use their human resources well regardless of how poor or small they are.

The Deputy Director-General of the Department of Non-formal Education, Mr. Chartchatri Yosida, also welcomed the participants and organizers of the workshop. He praised UNESCO for its efforts in helping the Member States to improve the quality of life of people in the Asia-Pacific region.

Mr. Prem Kasaju, Education Adviser and Coordinator of the Asia-Pacific Programme for Education for All (APPEAL), responded to the speeches and thanked the speakers on behalf of the Director-General of UNESCO and the Director of PROAP in Bangkok. He briefly introduced the importance of the workshop and its major programme areas, stressing that literacy and continuing education are a new thrust crucial for the Asia-Pacific region.

Orientation qf the Workshop

Mr. Kiichi Oyasu, Programme Specialist in Literacy, introduced the aims and objectives of the workshop. Participants then were asked to express their hopes and fears for the workshop. Some selected approaches and ground rules were also suggested for the effective deliberation of workshop themes and activities.

Workshop Sessions

During the plenary, participants from both the Government and non-government organizations presented their country reports highlighting major issues and trends in literacy and continuing education in their respective countries. Dr. R. Govinda (India) and Dr. Charles C. Villanueva (Philippines) presented a comprehensive account of the country reports. Mr, Qutub Khan, Programme Specialist in

Regional Workshop * 3

Educational Planning and Management, PROAP, projected the Mid-Decade Review of EFA with particular reference to the Asia-Pacific region. He also presented graphically the possible relationships and associations between basic education and development with reference to demographic, cultural, political and other socio-economic variables.

The several plenary and group sessions of the workshop were organized in close conformity to the units of the AMPM manuals. The main areas covered by the workshop included:

9 National policy, goals and objectives; . Planning for literacy and continuing education; n Management of literacy and continuing education; and . Monitoring and evaluation.

Each workshop session was facilitated by the resource persons. The workshop activities included the introduction of important concepts, study of AMPM manuals, group work based on guiding questions, and presentations of group work findings followed by discussion in plenary sessions, The workshop programme is attached as Annex II.

Field Visits

Field visits were organized by the host institution to provide to participants a first- hand knowledge about current formal and non-formal education programmes in Nakhorn Ratchasima province, Thailand. During these field visits, participants were divided into three separate groups. Each group visited local communities to collect some basic quantitative and qualitative information to help them prepare micro-level projects in literacy and continuing education,

Follow-up Action Plans

Each group prepared follow-up strategies and action plans and presented them in the plenary for further discussion.

Finally, the participants presented their evaluation of the workshop and thanked the workshop organizers.

3. Outcomes of the Workshop Issues

The following issues were frequently raised during the session discussions as important factors for successful implementation of literacy and continuing education:

4 * Completion Report: 547-RAS- 10

In many countries, there is a lack of systematic planning and management in non-formal education (NFE) at the national as well as grassroots level. This aspect should be looked into and strengthened for effective implementation of NFE programmes using the available resources fully.

The lack of qualified personnel working for NFE programmes is another serious weakness in planning and management of literacy and continuing education programmes. More effort should be made for the development of human resources through training of personnel at every level.

Although the importance of GO-NGO collaboration has often been discussed, it is not always easy to implement it. This kind of co-operation should be strengthened in such areas as training, monitoring and evaluation.

In comparison with formal education programmes, NFE needs more decentralization of decision making in order to meet the needs of adult learners living in diverse geographical and socio-economic environments.

Community participation and involvement in planning and management are the key to sustaining NFE programmes at the grassroots level.

Sessions

n Participants appreciated the content of workshop sessions, since this workshop gave them (for many the first time) an overall picture of the planning and management of non-formal education.

. There were some differences in participant backgrounds in terms of understanding of the subjects and the command of English, which resulted in different levels of participation in session activities.

. Participation from NGOs activated the discussion in all sessions. Discussions between government and NGO participants took place during the workshop to explore their possible collaboration after the workshop.

n Some lectures were too long to keep the participants’ interest.

n Although small group discussions were useful, some other activities (e.g., brainstorming, role play) should have been included to mobilize the active involvement of participants.

Logistics

. Overall, the logistics of the workshop were well organized in co-operation with Department of Non-formal Education and the Sirindorn Institute for Continuing Education and Development.

H However, due to the absence of the Director of the host institution during most of the period of the workshop, decisions were not made quickly enough to

Regional Workshop * 5

meet the changing situation and the needs of participants regarding facilities, foods and local transportation.

m Furthermore, since most of the institute staff and hotel staff did not speak much English, there was a communication gap between local staff and international participants and resource persons.

III. Follow-up National Activities

As a follow-up to the Regional Workshop, assistance was provided to Bangladesh, Lao PDR and Mongolia for the implementation of national level activities. Main activities in the three countries are summarized below.

1. Bangladesh

The national follow-up activities were undertaken by Campaign for Popular Education (CAMPE) in co-operation with the Department of Non-formal Education, Ministry of Education, and UNESCO Dhaka office.

As the first step of the national follow-up, the four volumes of AMPM were translated into Bangla and 40 copies were printed as a draft version for field tests carried out by the selected NGOs in the country. Main findings of the field tests were integrated into the draft Bangla version of AMPM.

Using AMPM as the main resource material, a national training workshop on planning and management was held in Dhaka from 23 to 25 August 1997. The main objectives of the workshop were to:

n Disseminate the concept of and practical methods for planning and management of literacy and continuing education based on the outcomes of the Regional Workshop;

. Examine the content of AMPM and develop the Bangla version which was translated and tested with NFE practitioners at the grassroots level prior to the workshop; and

. Train literacy and continuing education personnel to improve their capacity to plan and manage NFE programmes.

There were 20 participants from GOs and NGOs. UNESCO arranged the services of a resource person from India to assist in organizing the workshop sessions.

As a concrete outcome of the workshop, the draft Bangla AMPM was finalized, and later duplicated and disseminated to GOs and NGOs working in literacy and

6 * CJompletion Report: 547-l&IS’- 10

continuing education programmes. Major modifications made in the Bangla version were as follows:

. Simplified language throughout the entire manual;

. Detailed explanations of terminology used in the manual;

m Description of the basic education situation in Bangladesh, including statistical data, in addition to the regional overview;

n Policy and scenario of NFE in Bangladesh included in the volume on planning; and

. Case studies of Bangladesh included in the volumes on management, monitoring and evaluation.

2. Lao PDR

The National Workshop on Planning and Management of Literacy and Continuing Education was organized by the Department of Non-formal Education, Ministry of Education, in Vientiane on 20 - 27 October 1997.

The main objectives of the workshop were to:

n Enhance the capacity of NFE key personnel at the provincial level in planning and management of literacy and continuing education programmes;

. Develop practical guidelines for effective planning and management of NFE in the country, based on four volumes of AMPM; and

. Prepare action plans to integrate the outcomes of the workshop into the ongoing NFE projects in each province.

There were 41 participants, including of?icials from the NFE Department, heads of the education service in provincial offtces, technical staff of NFE sections in provincial offices and directors of three regional NFE centres in the country. UNESCO arranged the services of a Programme Specialist in Literacy and a resource person from Thailand.

Prior to the workshop, the four volumes of AMPM were translated into Lao for use as the main resource materials of the workshop. After the presentations and discussions of key concepts related to planning, management, monitoring and evaluation of NFE projects, considerable time was allocated to group discussions on developing planning and management guidelines and applying them to ongoing projects. Participants were divided into three groups according to geographical area to undertake this task.

Follow-up National Activities * 7

The main outcomes of the workshop were the guidelines that clarify the roles and responsibilities of the Department of NFE, Provincial Offices and District Offices in the planning and management of NFE programmes. The guidelines will be used for training workshops at the regional and provincial levels.

3. Mongolia

The National Workshop on Planning and Management of Literacy and Continuing Education was organized by the Non-formal Education Centre, Ministry of Education, in Ulaanbaatar on 1 - 5 October 1997.

The main objectives of the workshop were to:

. Disseminate the concept of and practical methods for planning and management of literacy and continuing education based on the outcomes of the Regional Workshop; and

n Enhance the capacity of NFE key personnel at the provincial level in planning and management of literacy and continuing education programmes, using AMPM as the main resource material.

There were 56 participants from the Ministry and education officials fi-om all the provinces (airnags) of the country. UNESCO arranged the services of a resource person from the Philippines.

Prior to the workshop, the four volumes of AMPM were translated into the Mongolian language. Since NFE is new to Mongolia, most of the workshop time was spent clarifjling the basic concept and definition of planning and management of NJ?E through presentations and discussions. Participants were interested in the difference between formal and non-formal education, and concerned about how the quality of NFE can be developed and maintained. Participants then had discussions about the organizational structure of NFE in the country and resource development strategies, the outcomes of which were consolidated as workshop recommendations.

The following are the main recommendations to the Government adopted by the participants of the workshop:

. A national multi-agency body, preferably a commission, should be formed to oversee NFE policy, planning, implementation and monitoring in the country;

. There should be a monitoring and evaluation mechanism at all levels;

. The Ministry should disseminate the AMPM Mongolian version to the NFE workers;


m The NFE programme should include vocational training for unemployed and poor people;

. Local NFE personnel should receive more training; former teachers and skilled persons should be retrained to work with NFE; and,

n A network should be established for NFE workers and organizations.

IV. Conclusions and Suggestions

The Regional Workshop in Thailand in 1996 was organized successfully and was able to provide participants with useful information and knowledge about the planning and management of literacy and continuing education. However, the content was a little too heavy to be completely covered in a single workshop. Future workshops on this subject should focus on one or two aspects of AMPM.

Follow-up activities were carried out in Bangladesh, Lao PDR and Mongolia with technical support from international resource persons. Since the planning and management of NFE are not yet well-established in these three countries, the national activities provided personnel with systematic views of NFE through the translation of AMPM and training programmes.

In future, training workshops may be organized more effectively at sub-regional and national levels rather than at a regional level, because it is difficult to provide adequate training to participants with different back-grounds from all over the region. Unlike long-term training programmes or regular classrooms, it is not easy to adjust programmes to meet the various needs of participants within the period of a one or two-week workshop.

On the other hand, regional seminars and meetings will be useful forums for providing NFE personnel with opportunities to exchange experiences and learn from each other new and innovative methods and strategies.

Conclusions and Suggestions * 9

ANNEXES

Annex I

List of Participants

Bangladesh Mr. Mohammad Muzibur Rahman Director (Deputy Secretary) NGO Affairs Bureau, Prime Minister Office 1 Park Avenue, Matshy Bhaban (9th floor) Ramna, Dhaka- 1000 Tel.: (880-2) 956-2842

Mr. Tapon Kumar Das Assistant Programme Coordinator Campaign for Popular Education (CAMPE) 4/6, Block D, Lalmatia, Dhaka-1207 Tel.: (880-2) 815-769, 818-342 Fax: (880-2) 817-652

Bhutan Mr. Tsheringla District Education Officer c/o Non-fomral Education Section Ministry of Health and Education Thimphu Tel.: (975-2) 25067 or 22252 Fax: (975-2) 23550

Mr. Chhador Wangdi Head, Non-formal Education Section Education Division Ministry of Health and Education Thimphu Tel.: (975-2) 25067 or 22252 Fax: (975-2) 23550

Cambodia Mr. Mao Chhoeun Vice-Chief Administration Division in charge of Planning Non-formal Education Department Ministry of Education, Youth and Sports Phnom Penh Tel.: (855-23) 426-299/246 -726, Fax: (855-23) 426-163

-- -

Cambodia (cont’d)

Ms. Hoy Sochivanny Literacy Programme Assistant Cambodian Women’s Development Association No. 19, Road 242 Sangkat Beung Prolit P.O. Box 2334 Phnom Penh Tel./Fax: (855-23) 364-050

Lao (People’s Dem. Rep.)

Mr, Chanhom Thepkhamvong Senior Technical Offrcer Non-formal Education Department Ministry of Education P.O. Box 67 Vientiane Tel.: (856-21) 213-980 Fax: (856-21) 212-108

Mr. Somsy Southivong Non-formal Education Development Centre Ministry of Education P.O. Box 67 Vientiane Tel.: (856-21) 213980 Fax: (856-21) 212108

Maldives (Rep. of)

Mr. Ahmed Zahir Senior Community Teacher Educator Non-formal Education Centre 3rd Floor, Salahuddeen Building Ameenee Magu Machangolhi Male 20-03 Tel. (960) 324622 Fax: (960) 32223 1

Mongolia Mr. B. Baatarzorig Director Primary and Secondary Education Department Ministry of Education Ulaanbaatar- I 1 Tel.: (976-l) 323287 Fax: (976-l) 323-158

14 * Completion Report: 547-RAS-10

Mongolia (cont’d)

Ms. Jamba Togtokh Specialist of General Education Department Ministry of Education Ulaanbaatar- 11 Tel.: (976-l) 369-373 Fax: (976-l) 323-158

Myanmar U Tin Win Assistant Education Research Offtcer c/o Myanmar National Commission for UNESCO Myanmar Education Research Bureau University P .O. Y angon Tel. (95-l) 527-053

Nepal

Pakistan

Mr. Mahmood Alam Khan Chief (Under Secretary) Non-formal Education Unit Basic and Primary Education Project Sanothimi, Bhaktapur Tel.: (977-l) 611-288

Mr. Kishor D. Khadka Director hmovative Forum for Community Development Anam Nager Kathamandu Tel.: (977-l) 248-784 Fax: (977-l) 224-144

Ms. Shaheen Attiqur Rehman Executive Director Bunyad Literacy Community Council 226 Munir Road Lahore Cantt Tel.: (92-42) 667-0887 Fax (92-42) 666- 18 17

Papua New Guiuea

Mr. William Aua Literacy Elementary Co-ordinator Division of Education P.O. BOX 35 Mt. Hagen, Western Highland Tel.: (675) 542-2155 Fax (675) 542-208 1

Annex I: List ojl’articipants * 15

Papua New Guinea (cont’d)

Ms. Lilian Maxwell National Training Coordinator Papua New Guinea Integral Human Development Trust P.O. Box 279, University N.C.D. Tel.: (675) 326-2261 Fax: (675) 326-2671

Thailand

Viet Nam

Observers

Dr. Suchin Petcharugsa Educator Northern Region Non-formal Education Centre Lampang Tel.: (66-054) 222-962, 224-862 Fax: (66-054) 221-127

Mr. Tran Quang Thong Expert in Education Continuing Education Department Ministry of Education and Training 49 Dai Co Viet Street Hanoi Tel.: (84-4) 869-6364 Fax: (84-4) 869-4085 or (84-4) 869-3243

Mr. Ngo Quang Son Vice Director National Organization for Community Education,

Continuing Education and Development (NOCEAD) Viet Hung Commune, Gia Lam District Box 152 I.P.O. Hanoi Tel.: (84-4) 869-3017 Fax: (84-4) 825-0000

Ms. Sadia Mahmud-Marshall Consultant Human Resource Development Section Social Development Division ESCAP United Nations Building Rajdamnern Avenue Bangkok 10200, Thailand Tel.: (66-2) 288-2257 Fax: (66-2) 288-1030

16 * Completion Report: 547~RAS- 10

Observers (cont’d)

Resource Persons

Secretarait

Ms. Hiroko Tanaka Associate Social Affairs Offrcer Human Resource Development Section Social Development Division ESCAP United Nations Building Rajdamnem Avenue Bangkok 10200, Thailand Tel.: (66-2) 288-2257 Fax: (66-2) 288-1030

Dr. R. Govinda Senior Fellow National Institute of Educational Planning

and Administration 17-B Sri Aurobindo Marg New Delhi-l 10016, India Tel.: (91-l 1) 651-0135 Fax: (91-11) 685-3041

Dr. Charles C. Villanueva Director IV Office of Policy Planning, Research and Information DAP Building Pasig City Philippines Tel.: (63-2) 633-1981 Fax: (63-2) 635-5829

Dr. Kla Somtrakool Director, National Science Education Centre Department of Non-formal Education Ministry of Education 928 Sukhumvit Road Bangkok, Thailand Tel. (66-2) 392-5960 Fax: (66-2) 391-5325

UNESCO Principal Regional Offtce for Asia and the Pacific (UNESCO PROAP)

920 Sukhumvit Road Bangkok 10 I 10. Thailand Tel.: (66-2) 391-0550, 391-0879 Fax: (66-2) 39 l-0866

Annex I: List of Participants * 17

Secretariat (cont’d)

Dr. P. Kasaju Co-ordinator Asia-Pacific Programme of Education for All (APPEAL)

Mr. Qutub Khan Programme Specialist

Mr. Kiichi Oyasu Specialist in Literacy

Mr. Shahnewaz Khan Deputy Director, Training Dhaka Ahsania Mission Bangladesh

Ms. Rachanee Chamnankit Secretary


Annex II

Regional Workshop Programme

Date and Time Topic Transaction Modality

Monday, 7 October 1996

os:oo-09:oo Registration

09:00-lo:oo Inauguration of the workshop

lO:OO-10:30 Break 10:30-11.15 Introduction of the

resource persons

11:15-11:30

11:30-12:00

Election of panel of chairperson and rapporteur Workshop expectation

12:00-13:00 13:00-13:15

13: 15-14:30

Break Aim and objectives of the workshop Presentation of country status report (East and Southeast Asia

Registration will take place at workshop venue. Programme will be prepared and distributed.

Pair groups will be formed by matching cards and each pair introduce each other. A brief introduction to the responsibilities of chairpersons and rapporteurs.

Each participant will write “Hopes” and “Fears” in cards and paste on the board.

A brief introduction to the work-shop objectives and activities. Participants from East and Southeast Asian countries will present country report in 10 minutes time using audio- visual materials followed by Q.A. for 5 minutes. After each presentation country report will be distributed.

14:30-15:oo 15:00-16:30

Evening

Break Presentation of country status report (cont’d)

Reception hosted by Non-formal Education Department. Ministry of Education and Governor of Nakhorn Ratchasima.

-..

Date and Time ’ Topic Transaction Modality

Tuesday, 8 October 1996

os:oo-lo:oo Presentation of country status report (cont’d) (South Asia)

lO:OO-IO:30 10:30-11:15

11:15-12:oo

12:00-13:00 13:00-14:30

Break Global Review on EFA (Q. Khan) Literacy and Development (Q. Khan)

Break National policy, goals and objectives (C. Villanueva)

14:30-15:oo 15:00-16:30

Break National policy. goals and objectives (cont’d)

Wednesday, 9 October 1996

os:oo-lo:oo National policy, goals and objectives (cont’d)

lO:OO-10:30 Break

.

.

Participants from South Asian countries will present their reports in 10 minutes time using audio-visual materials followed by a. Q.A. session for 5 minutes. After each presentation country report will be distributed.

Introduction to the literacy and basic situation. A brief introduction to the concept on: a) Basic Education and Human

Development. b) Continuing Education and

Development.

Participants will be divided into 3 small groups. Each group will study following concepts from Volume I: a) Features of national literacy

policy. b) Features of national policy for

continuing education. c) Setting goals and objectives of

literacy and continuing education. Each group will prepare report on one selected concept with their comments.

Each group will present group report in the plenary session followed by a Q.A. session, Consolidation of group reports.

Each country will examine their national policy. goals and objectives based on guide questions and prepare report which will be presented in small groups.



Wednesday, 9 October 1996 (cont’d)

10:30-l l:oo

1 l:OO-12:oo

Planning for literacy and continuing education (R. Govinda) Diagnostic analysis (Q. Khan)

12:00-13:00 13:00-14:30

Break Developing the plan perspective (R. Govinda)

14:30-15:oo Break 15:00-16:30 Group work (cont’d)

. A brief introduction to Planning Framework of Literacy and Continuing Education.

l Presentation discussion on: a) Diagnostic stock taking. b) Assessing the progress. c) Data requirement for planning.

. A brief introduction to the concept.

. Participants will be divided into three groups and study Unit II from Volume II.

. Each group will prepare report based on guide questions.

n Each group will present group report in the plenary.

Evening Country programme/cultural programme

Thursday, 10 October 1996

os:oo-OS:30 Building alternative scenario for the future

08:30-lo:oo Integrated planning

lO:OO-10:30 Break 10:30-12:00 Planning for

implementation

12:00-13:00 13:00-14:30

Break Planning for implementation (cont’d)

14:30-15:oo Break


. A brief demonstration on planning model.


. Participants will be divided in three groups and study Unit IV from Volume II.

. Each group will prepare report based on guide questions.

l Each group will present report in plenary.

n Consolidation of group reports and comments.

Annex II: Regional Workhop Programme * 21


Thursday, 10 October 1996 (cont’d)

15:00-16:00 Planning for implementation (cont’d)

.

.

16:00-17:00 Orientation on field visit (Kla, S.)

.

Each country will examine national plan and strategy and prepare comments on it based on guide questions. Each group will present report to small groups. Programme will be prepared and distributed. Participants will be divided in three groups. Each group will prepare checklist for field visit.

Evening Country programme/cultural programme

Friday, 11 October 1996

08:OO Departure for field visit m After return from the field visit each group will prepare field visit report.

Saturday, 12 October 1996

08:00-09:OO

09:00-lo:oo

lO:OO-10:30 10:30-12:OO

12:00-13:00 13:00-14:30

14:30-15:oo 15:00-16:30

Evening Country programme/Cultural programme

Preparation of field visit report (Kla, S.) Presentation of field visit report Break

n Group work.


Planning for . A brief orientation to the concept. community level action m Each group will study unit V from (Kla, S.) Volume II.

l Each group will prepare report based on guide questions.

Break Group work (cont’d) l Each group will present report to small

groups for comments. Consolidation of comments will be presented in plenary.

Break Project planning and . A brief orientation to the concept along management with a project planning framework. (C. Villanueva) . Each group will formulate macro level

project based on information collected from field visit.



Sunday, 13 October 1996

08:30-09:30

09:30-10:30

10:30-l l:oo 10:30-12:00

12:00-13:00 13:00-14:30

15:00-15:30 15:00-16:30

Evening

Project planning and n Each group will present report in management (con’d) plenary for critical examination and

comments. Management processes . A brief orientation to the concept. (Q. Khan) . Participants will be divided into three

groups. Each group will study Unit II from Volume III. Each group will prepare report based on guide questions.

Break Management processes (cont’d) Break Management process . Each group will present group report (cont’d) in the plenary followed by a discussion. Break Personnel development . Presentation and discussion on training (R. Govinda) of literacy and continuing education

personnel at various levels. Country programme/cultural programme (tentative)

Monday, 14 October 1996 Guided tour and cultural programme (optional)

Tuesday, 15 October 1996

08:00-10:00

10:30-ll:oo 1 I:OO-12:oo

12:30-13:00 13:30-14:oo

Technical Resource Development (R. Govinda) Break Preparation of monitoring, evaluation and reporting framework (C. Villanueva) Break Presentation of framework

n Programme will be prepared and distributed.

. Discussion and exercise on curriculum and learning materials production.

. The three groups will develop monitoring, evaluation and reporting framework for (i) national (ii) provincial and (iii) community levels.


Annex II: Regional Workshop Programme * 23


Tuesday, 15 October 1996 (ccmt’d)

14:00-14:30

15:00-15:30 15:30-17:oo

Evening

Use of AMPM n Discussion on the content of the (K. Oyasu) manual and its use in the national

follow-up programmes. Break Preparation of Action a A brief orientation on Action Plan. Plan . Each country will prepare Plan of (K. oY*u) Action. Farewell reception hosted by UNESCO

Thursday, 17 October 1996

08:00-10:00

10:30-l 1 :oo 11:00-l 1:30 11:30-12:30

Presentation of Plan of . Each country will present Plan of Action Action in plenary. Break Workshop evaluation Closing session

24 * Completion Report: 547~RAS-I O

--- --_.li __- ---

regional workshop on planning and management of...

Documents