Asia/Pacific Cultural Centre for UNESCO
Asia/Pacific Cultural Centre for UNESCO
Literac
y and Health for
All Mothers a
nd Children!Supporting M
aternal and
Ch
ildH
ealthIm
provementandBuildingLiterate
Enviro
nm
ents
Accord ing to UNESCO’s EFA Global Monitoring Report (2009), there are 776 million adult illiterates in the world today, of which 500 million are women. In the Asia-Pacific region, 524 million adults are illiterate and more than 60% of them are women. These illiterate women are deprived of access to basic education and many of them do not have access to basic health services, either. It is widely recognised that if the female literacy rate is low, infant and maternal mortality rate tends to be high .Parents, especially mothers, have great influence on the educational and health conditions of their children, and it is expected that the improvement of women’s literacy will lead to the improvement of the education and health of their children and family members as well as that of the future generations.One of the prevai l ing chal lenges of any literacy programme/project is the sustainment of learners' literacy skills, par t icular ly of neo- l iterates. I f they are not encouraged to use their newly acquired skills, they easily relapse into illiteracy. It is essential to build literate environments which facilitate reading activities and the use of literacy skills at home and in communities, in order to ensure the sustainment of literacy skills. Such environments will also be the basis for creating the learning society.
Asia/Pacific Cultural Centre for UNESCO (ACCU)
Japan Publishers Building, 6 Fukuromachi
Shinjuku-ku, Tokyo, 162-8484 Japan
Phone: +81-3-3269-4559 Fax: +81-3-3269-4510
Email: [email protected]
Website: http://www.accu.or.jp/en/
Printed by TRY Co., Ltd, Japan [Dec.2009/1000]
Photo credits: LRCs in Bangladesh, Cambodia, Lao PDR, Nepal, Pakistan and Philippines, and ACCU
Background
SMIL
E
Philippines2 3
Cambodian Women’sDevelopment Agency (CWDA)
Cambodia
Notre Dame Foundation forCharitable Activities, Inc., Women
in Education and Development(NDFCAI-WED)
Philippines
Dhaka Ahsania Mission (DAM)
Bangladesh
National Resource Center forNon-Formal Education
(NRC-NFE)
Nepal
Non-Formal EducationDevelopment Centre (NFEDC),
Department of Non-FormalEducation, Ministry of Education
Lao PDR
Pakistan Girl Guides AssociationPunjab Branch (PGGA)
Pakistan
［ ●Project Site(s) ］
LahoreShiekhupura
Nankana Sahib
Shariff KabunsuanMaguindanao
Phnom PenhPrey Veng
DhakaJessore
LumbiniBagmati Vientiane
What is SMILE Project?
Cambodia
Nepal
“SMILE”(Supporting Maternal and Child Health Improvement and Building Literate Env i ronment ) pro jec t i s formulated a s a mo d e l l i t e ra c y p ro j e c t w h i ch integrates literacy and maternal and child health education. This project aims to comprehensively improve the educational environment of home and community by focusing on women’s l iteracy and improvement of mothers’ and children’s health. T h e p r o j e c t w a s s t a r t e d i n 2 0 07 implemented by two Literacy Resource Centres for Girls and Women (LRCs) and has now expanded to six LRCs in Asian countries. The six LRCs are implementing the SMILE project following a framework including exemplar project activities, such as development of SMILE curriculum and materials, organisation of literacy classes, distribution of literacy promotion “gift packages”, cooperation with health sectors and implementation of monitoring and evaluation. At the same time, each LRC is developing unique activities of its own, as well. Target groups of the SMILE project are 1) illiterate and neo-literate mothers, 2) mothers especially with small children, and3) mothers-to-be. By integrating literacy and maternal and child health education, and building a l i terate env ironment in home and community, the SMILE project try to reach unreached population to contribute to achieve the goals of Education for All (EFA), United Nations Literacy Decade ( UN LD :20 03 -2012) and Mi l l enn ium Development Goals (MDGs).
Where is it going on?
PhilippinesPhilippinesNepalCambodia
Nepal
Philippines4 5
Voicefrom
the field
Literacy EducationWhat is Literacy?
It is indispensable to have appropriate literacy materials for promoting women’sliteracy and learning about maternal and child health care. There are various teaching/learning materials that already exist. To use the maximum of existing resources, each LRC collects materials from various organisations. The collected materials are selected carefully to be used in the SMILE curriculum which has been developed by each LRC. When necessary, LRCs develop their own original materials to meet mothers’ needs.
Material Development
Community Learning Centres (CLCs) / Community Resource Centres (CRCs) manager s , l i te rac y fac i l i t a tor s and community health workers are trained to deepen understanding of the SMILE project and to provide integrated literacy and maternal and child health education.
Facilitators’ Training
Literacy/post-literacy classes integrating maternal and child health education are conducted at Community Learning Centres (CLCs) / Community Resource Centres (CRCs). Facilitators circulate around the village and visit learners’ houses from time to time so that none of the learners will be left behind in class.
Literacy Classes
"Literacy" is one of the biggest and the most difficult issues that people in developing countries are facing. UNESCO defines a "literate" as a person "who can, with understanding, both read and write a short, simple statement on his /her everyday life." There are many people who have the will to learn; nevertheless, they have little opportunity to access basic education due to various reasons such as poverty, discrimination, conflict, etc. As a result, they are unable to have skills for reading, writing and calculating.
I would like to use information to continue to educate and disseminate the information to family members, tell children about hygiene in food and eating and tell mothers that have small children how to breast-feed, how to provide food for children aged 0 to 5 years, take children to get vaccinated, and tell pregnant women about how to take care of their health during pregnancy.
Ms. Sounung Sokin, a CLC facilitator, Cambodia
Bangladesh
Pakistan
Cambodia
Lao PDR
6 7
Voicefrom
the field
Literate Environment
gift package in Pakistan
One of the biggest problems that causes neo-literates to relapse into illiteracy is lack of interesting books and reading materials around them. To tackle this problem, LRCs are encouraged to establish library facilities or reading corners in CLCs/CRCs or LRCs. In some countries, learners are setting up their own reading corners at home. Reading and storytelling sessions for children are also encouraged to be conducted at CLCs/CRCs, LRCs and at home.
Reading Corner
A literacy promotion “gift package” is developed and delivered to learners so that they can continue to utilise knowledge and skills that they acquired in literacy classes. It contains, for example, an alphabet poster, a laminated card with the learner’s hand-written message to her child and a photo
Gift Package
Pakistan
Cambodia
of the child, textbooks, children’s books, etc. In addition, in some countries, hygiene items such as soap and toothbrush and first-aid kit are included.
It is important to create a literate environment in the family and community so that people can continue learning and utilising acquired knowledge in their everyday life. A good literate environment will be the basis of a learning society.
The book is very interesting to read because it has many topics and activities like health information, writing practice, calculation, everyday life, etc. It provides us with information on how to take care of my children and also myself. I learnt about the stages of pregnancy, and what is a mother’s duty before, during and after pregnancy by reading the SMILE book. We can read more books from the reading corner. I am utilising my learning in my personal life, taking care of my child and also sharing this with my friends.
Ms. Parvin Khatun, learner of SMILE project, Prodip Ganokendra, Bangladesh
Cambodia
Basis of a Learning Society
8 9
Voicefrom
the field
Collaboration
In addition to literacy and maternal and child health education for mothers, it is also important to connect mothers with people in the health sector. For example, collaborative ties between health sections of the local governments, regional health organisations, health centres, doctors and nurses should be strengthened. Primary health care services may include health checkup for mothers and children, provision of immunisations for children, provision of guidance on nutrition, basic hygiene and maternity and infant care, provision of medicine and nutritious food for sick and malnourished children, etc.
Connection with the Health Sector
Mothers who studied in literacy classes are making mothers’ groups. In the groups, mothers can share their experiences and exchange information. It is reported that for many mothers, it was the first time in their lives to share their anxiety about their pregnancy and child rearing. The mothers’ groups are expected to become an information hub of the community.
Mothers’ Groups
Meetings are held with local stakeholders such as agencies /workers in education and health sectors and local authorities in target communities to establish linkages and coordinate with their ser v ices /activities.
Other Stakeholders
Neither literacy education nor maternal and child health education can be implemented without cooperation of local communities and organisations. Collaboration is vital in the SMILE project for its sustainability.
The project really helped our community, especially the young mothers. They are active in attending their classes. I hope this project will continue for years to come.
Ms. Ben Patano, Barangay Kagawad, Chairman,Committee on Education, Barangay Magsaysay, Philippines
Cambodia
Cambodia
Nepal
Philippines
Cooperation of Local Communities
10 11
LRC
LRC
ACCU
LRC
LRC
LRC
LRC
LRC
LRC
LRC
LRC
UNESCO Bangkok
LRC
LRC
LRC
LRC
LRC
LRC
LRC
LRC
Bangladesh
INDIA-Jaipur
Pakistan
India-Indore
Islamic Republic of Iran
Lao PDR
Nepal
Myanmar
Mongolia
Cambodia
Viet Nam
Thailand
Sri Lanka
Indonesia
Papua New Guinea
Philippines
China
JAPAN
Bhutan
?What is LRCLiteracy Resource Centres for Girls and Women (LRC) programme was launched in 1994 by ACCU in cooperation with UNESCO and its member states in Asia-Pacific region, in order to meet the needs for literacy education, especially for girls and women. The LRCs were managed by a partner literacy/Non-Formal Education (NFE) organisations. At present, 18 organisations in 17 countries are members of the ACCU-LRC network. The common functions of the LRC are promoting l i teracy and non-formal education (NFE) through various activities such a s mate r i a l s and cu r r i cu lum development, training, networking, informat ion shar ing and advocacy. Each LRC conducts different activities responding to the local needs. The SMILE project is implemented by the member organisations of the ACCU-LRC network who expressed interest in implementation of the project and whose proposals were approved.
BangladeshDhaka Ahsania Mission (DAM)(e-mail) [email protected] (web) http://www.accu.or.jp/litdbase/literacy/lrc/bgd.htm
BhutanNon Formal and Continuing Education Division (NFCED),Department of Adult and Higher Education,Ministry of Education(e-mail) [email protected] (web) http://www.education.gov.bt/DAHE/nfed.htm
CambodiaCambodian Women’s Development Agency (CWDA)(e-mail) [email protected] (web) http://www.bigpond.com.kh/users/cwda
ChinaResearch and Training Centre for Literacy Education (RTCLE) (web) http://www.chinaliteracy.org http://chinaliteracy.org
India-JaipurRajasthan Adult Education Association (RAEA)(e-mail) [email protected](web) http://www.accu.or.jp/litdbase/literacy/raea/ namaskar.htm
India-IndoreState Resource Centre for Adult Education, M.P., Bhartiya Grameen Mahila Sangh (SRC Indore)(e-mail) [email protected](web) http://www.srcindore.org
IndonesiaStudio Driya Media (SDM)(e-mail) [email protected](web) http://www.accu.or.jp/litdbase/literacy/lrc/idn.htm
Islamic Republic of IranLiteracy Movement Organization (LMO)(web) http://www.accu.or.jp/litdbase/literacy/lrc/irn.htm
Lao PDRNon-Formal Education Development Centre (NFEDC)(e-mail) [email protected](web) http://www.accu.or.jp/litdbase/literacy/lrc/lao.htm
MongoliaNational Centre for Non Formal and Distance Education (NFDE)(web) http://www.nfde.mn/
MyanmarMyanmar Literacy Resource Centre (MLRC)(e-mail) [email protected](web) http://www.accu.or.jp/litdbase/literacy/lrc/mmr.htm
NepalNational Resource Center for Non-formal Education (NRC-NFE)(e-mail) [email protected](web) http://www.nrc-nfe.org.np/
PakistanPakistan Girl Guides Association Punjab Branch (PGGA)(e-mail) [email protected] (web) http://www.accu.or.jp/litdbase/literacy/pgga/plrchp.htm
Papua New GuineaPapua New Guinea Integral Human Development Trust (PNG Trust)(web) http://www.accu.or.jp/litdbase/literacy/pngtrust/j.htm
PhilippinesNotre Dame Foundation for Charitable Activities, Inc., Women in Education and Development (NDFCAI-WED)(e-mail) [email protected] [email protected] (web) http://www.accu.or.jp/litdbase/literacy/wed/ wedlrc_1.htm
Sri LankaSarvodaya Shramadana Movement of Sri Lanka (SSM)(e-mail) [email protected](web) http://www.sarvodaya.org/
ThailandHill Area and Community Development Foundation (HADF)(e-mail) [email protected] [email protected](web) http://www.accu.or.jp/litdbase/literacy/hadf/ learning.htm
Viet NamNational Organization for Community Education, Continuing Education and Development (NOCEAD)(e-mail) [email protected] [email protected](web) http://www.accu.or.jp/litdbase/literacy/nocead/ toppage.htm
12 13
(Total Number of Adult Illiterate Population: 775 millions)
Two-thirds of illiterate population are women.
As female literacy rate increases, more girls are enrolledin primary education.
As female literacy rates climb, total fertility rate drops.
Source: Asia-Pacific Literacy Data Base(http://www.accu.or.jp/ltdbase)
Female Adult Literacy Rate andTotal Fertility Rate
Country Code
4
0
300
250
200
150
100
50
010 20 30 40 50
female adult literacy rate, 2000-2006 (%)
un
de
r-5
mo
rta
lity
rate
, 2
00
6
60 70 80 90 100
As mothers learn to read, more children survive.
Female Adult Literacy Rate andUnder-5 Mortality Rate
3
Adult Illiterate Population 2005-2007
World Total
FemaleMaleTotal
497278775
Female Adult Literacy Rate and Percentage ofFemale Enrollment in Primary Education
Distribution of Global Adult Illiterate Population(15 and over) by Gender, 2005-2007 21
64%36%
■Female ■Male
AFG
MNG
MDV
THA
PHL
CHN
MYS
IDN
VNM
MMR
IRN
KHM
LAOIND
PNGBTN
NPL
PAK
BGD
0
60
50
40
30
20
10
010 20 30 40 50
Female adult literacy rate (15 and over) 2000-2006 (%)
Pe
rce
nta
ge
of
fem
ale
en
rollm
en
t in
pri
ma
rye
du
catio
n,
20
06
(%
)
60 70 80 90 100
AFG
MNG
MDVTHA
PHL
CHN
MYS
IDN
VNM
MMR
IRN
KHM
LAOIND
PNG
BTN
NPL
PAK
BGD
0
8.0
7.0
6.0
5.0
4.0
3.0
2.0
1.0
010 20 30 40 50
Female adult literacy rate (15 and over) 2000-2006 (%)
Tota
l fe
rtili
ty r
ate
(no.
of
child
ren
pe
r w
om
an
) 2
00
6
60 70 80 90 100
AFG
MNG
MDV
THA
PHL
CHNLKA
MYS
IDN
VNM
MMR
IRN
KHMLAO
IND
PNG
BTN
NPLPAK
BGD
AfghanistanBangladeshBhutanCambodiaChinaIndiaIndonesiaIranLao PDRMalaysia
AFGBGDBTNKHMCHNINDIDNIRNLAOMYS
MaldivesMongoliaMyanmarNepalPakistanPapua New GuineaPhilippinesSri LankaThailandViet Nam
MDVMNGMMRNPLPAKPNGPHLLKATHAVNM
Peaceful andSustainable Society
with Cultural Diversity
SharingVisions
Personnel Exchange
Cultural Heritage
Educationfor All(EFA)
Educationfor Sustainable Development
(ESD)
Workingtogether&
Collaboration
Cambodia
Facts & Figures
Philippines
About ACCUThe Asia/Pacific Cultural Centre for UNESCO (ACCU) is a non-profit organisation established in 1971 for Asia and the Pacific regional activities in line with the principles of UNESCO, working for the promotion of mutual understanding and cultural cooperation among peoples in the region.ACCU has since been implementing various regional cooperative programmes in the fields of culture, education and personnel exchange in close collaboration with UNESCO and its member states in Asia and the Pacific.ACCU carried out the programmes on the “think together, work together” principle and reflect local needs and situations.
14 15
Asia/Pacific Cultural Centre for UNESCO
Asia/Pacific Cultural Centre for UNESCO
Literac
y and Health for
All Mothers a
nd Children!Supporting M
aternal and
Ch
ildH
ealthIm
provementandBuildingLiterate
Enviro
nm
ents
