flexible learning strategies: country case report

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Flexible Learning Strategies

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Published by UNESCO BangkokAsia and Pacific Regional Bureau for EducationMom Luang Pin Malakul Centenary Building920 Sukhumvit Road, Prakanong, KlongtoeyBangkok 10110, Thailand

© UNESCO 2013All rights reserved

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Table of Contents

Introduction ....................................................................................................................................... VI

Background ..................................................................................................................................... VIII

Summary of Regional Meeting .......................................................................................................... IX

PART ONE

Introduction to ALPs

Session 1 Keynote Speeches .................................................................................................... 1

Why Alternative Learning/Schooling Programmes for Primary Education are

a Crucial Strategy to Reach the Unreached .............................................................................. 1

Dr Ros Morpeth, National Extension College, The Michael Young Centre, Cambridge, UK

Reaching the Unreached: No More Missing Halves? ............................................................... 2

Prof. Keith Lewin, Director of the Consortium for Education Access, Transitions and Equity (CREATE), University of Sussex

Session 2 Introduction to ALPs ................................................................................................. 7

PART TWO

Practical Guide and Current Situation of ALPs in the Region

Section 1: Policy and Framework .................................................................................... 17

1.1 Introduction ............................................................................................................................... 17

1.2 Country cases ............................................................................................................................. 19

Case presentation 1: Alternative learning system/schooling programmes for Primary Education to Reach the Unreached (Philippines) ......................................................................... 19

Case presentation 2: Alternative Learning/Special Training in India (India) .................................. 21

Case presentation 3: Alternative Learning Programmes for Primary Education to Reach

the Unreached through “Paket A”-1 (Indonesia) ......................................................................... 24

1.3 Recommendations drawn from country case presentations ........................................................ 27

I

II Flexible Learning Strategies: Country Case Report

Section 2 Curriculum and Instruction ................................................................................... 29

2.1 Introduction ............................................................................................................................... 29

2.2 Country cases ............................................................................................................................. 32

Case presentation 4: ALS Curriculum and Instruction: Nature and Processes (Philippines) .......... 32

Case presentation 5: Non-Formal Primary Education and Equivalency (Bangladesh) .................. 34

Case presentation 6: Alternative Learning Programmes for Primary Education to Reach

the Unreached through “Paket A”-2 (Indonesia) ......................................................................... 36

Case presentation 7: An overview of Alternative Learning Programmes in Nepal (Nepal) ........... 37

Case presentation 8: Achieving Peace through Accelerated Learning Programmes (Sri Lanka) ... 40

2.3. Recommendations drawn from country case presentations ....................................................... 41

Section 3 Teacher/Facilitator Requirements, Recruitment and Training ......................... 43

3.1 Introduction ............................................................................................................................... 43

3.2 Country cases ............................................................................................................................. 44

Case presentation 9: Training for Residential Bridge Course Facilitators in India (India) .............. 44

Case presentation 10: Alternative Learning Programmes for Primary Education to Reach the

Unreached Through “Paket A” -3 (Indonesia) .............................................................................. 46

Case presentation 11: Case from Thailand: Hill Tribe Schools (Thailand) ...................................... 48


Section 4: Assessment of Learning Outcomes.......................................................... 51

4.1 Introduction ............................................................................................................................... 51

4.2 Country cases ............................................................................................................................. 51

Case presentation 12: Assessment of Learning Outcomes of Students in BRAC School (Bangladesh) ................................................................................................................... 51

Case presentation 13: Alternative Learning Programmes for Primary Education to Reach the

Unreached Through “Paket A”-4 (Indonesia) ............................................................................... 56

Case presentation 14: Assessment in Alternative Learning System/Schooling Programmes

for Primary Education to Reach the Unreached (Philippines) ....................................................... 57


IIIPART ONE: Introduction to ALPs

Section 5: Logistics and Management Including Budgeting and Resource

Mobilization and M&E ................................................................................................................ 59

5.1 Introduction ............................................................................................................................... 59

5.2 Country cases ............................................................................................................................. 60

Case presentation 15: The Alternative Learning System in the Philippines (Philippines) ............... 60

Case presentation 16: Management of an Alternative Learning Programme: A Perspective by CARE India (India) ............................................................................................ 63

Case presentation 17: Multiple Pathways of Education in Afghanistan (focus on CBS and ALC) (Afghanistan) .............................................................................................................................. 68

Case presentation 18: Sharing on Mother Tongue Based Equivalency Programmes for School Dropouts in Nepal (Nepal) .......................................................................................................... 68


Section 6: Community Involvement (Communication Strategies, Advocacy and

Social Mobilization) ...................................................................................................................... 71

6.1 Introduction ............................................................................................................................... 71

6.2 Country cases ............................................................................................................................. 72

Case presentation 19: Community Involvement: 2nd Chance Education in

Bangladesh (Bangladesh) ........................................................................................................... 72

Case presentation 20: Community Involvement, Strategy and Social Mobilization of NFPE in

Myanmar (Myanmar) .................................................................................................................. 78

Case presentation 21: Migrant Education in Ranong (Thai-Myanmar border) (Thailand) ............. 81


Concluding recommendations .......................................................................................... 82

IV Flexible Learning Strategies: Country Case ReportIV Flexxibiblele L Learning Strategies: Country Case Report

List of Slides

Slide 1: Dropping Out and Dropping In ......................................................................................... 4

Slide 2: Zones of Inclusion and Exclusion- Drop-Outs and Push-Outs at Different Levels ........... 5

Slide 3: Alternative Pathways to Achieving EFA ............................................................................. 8

Slide 4: The Situation in 2010: 131.3 Million Children out of School ............................................ 9

Slide 5: Five Dimensions of Exclusion (5DE) ................................................................................. 10

Slide 6: OOSCI Participating Countries ......................................................................................... 11

Slide 7: The Magnitude of the OOSC Situation in South Asia ..................................................... 11

Slide 8: Numbers of Children Expected to Enter, Drop Out or Never Enter School in

South Asia ....................................................................................................................... 12

Slide 9: Distribution of OOSC in India by Social Group ................................................................ 13

Slide 10: Number of OOSC for Primary and Lower Secondary School Age in East Asia ................ 14

Slide 11: Some of the Barriers and Bottlenecks Contributing to Reduced Enrolments in the

East Asia Pacific ................................................................................................................ 14

Slide 12: Polices and Strategies for Reducing OOSC Enrolment Rates in the East

Asia-Pacific Region ........................................................................................................... 15

Slide 13: Policy Framework ............................................................................................................. 18

Slide 14: The Process of Bringing Paket A into the Formal Education Management ................... 26

Slide 15: Factors and Delivery Methods that May Have a Significant Bearing on Curriculum

and Instruction ................................................................................................................. 30

Slide 16: Factors and Delivery Methods Influence the Curriculum and Instruction ....................... 30

Slide 17: Necessary Content of Curriculum .................................................................................... 31

Slide 18: Goal of Curriculum for K to 12 in Both Formal and Alternative Education Systems

in the Philippines .............................................................................................................. 32

Slide 19: Paket A Curriculum Structure ......................................................................................... 37

Slide 20: The Training Topics Provided to MVF Facilitators by the MVF Resource Group .............. 46

Slide 21: Teacher Training Process for Hill Tribe School Teachers .................................................. 49

Slide 22: The structure of Indonesia’s National Exam Which Can be taken by Students Trained

in Either the Formal or Informal “Paket A” Schooling Systems ....................................... 57

Slide 23: Number of ALS Implementers in the Philippines .......................................................... 60

Slide 24: Cost of Contracting an Organization as Service Provider ............................................... 61

Slide 25: Cost of Contracting an Individual as Service Provider .................................................... 61

Slide 26: Monitoring and Evaluation Forms used by ALS in the Philippines ................................. 62

VPART ONE: Introduction to ALPs VPARTT O ONENE:: IInntroduction to ALPs

Slide 27: The Management Structure Established by CARE to Allow for the Running

of Udaans ........................................................................................................................ 64

Slide 28: Management Required During Camp ............................................................................ 65

Slide 29: Relationships Between Agencies ..................................................................................... 67

Slide 30: The Concept of Community Development ..................................................................... 73

Slide 31: Examples of Community Committees ............................................................................. 74

Slide 32: Steps for Community Involvement ................................................................................. 74

Slide 33: Level of Community Voice and Accountability ............................................................... 75

Slide 34: The Benefits of Community Involvement ....................................................................... 76

Slide 35: Challenges Associated with Community Involvement .................................................... 76

Slide 36: CAMPE’s Recommendations for Facilitating Effective Community Involvement .......... 77

Slide 37: Tracking Donations to the NFPE Programmes in Myanmar .......................................... 79

Slide 38: Donations in Kind to the NFPE Programmes in Myanmar .............................................. 79

Slide 39: NFPE Learners Perform at School Festivals .................................................................... 80

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VI Flexible Learning Strategies: Country Case Report

IntroductionFlexible Learning Strategies (FLS) represent a shift away from a piecemeal approach to meet the learning needs of educationally excluded children towards a more systematic, flexible and rights-based/inclusive interventions appropriately designed to match their needs and circumstances. The objective of FLS is that, regardless of mode of delivery, duration and place of study, otherwise excluded children can acquire functional basic literacy and numeracy skills as well as the competencies and life skills required to have improved life choices and live safe and dignified lives thus fulfilling their right to education.

At the global level, there is no commonly accepted terminology to encompass the various programmes that try to meet the learning needs of children outside of the formal schooling system. To this end, the term flexible learning strategies is used to cover the various initiatives and the different terminologies they are called including equivalency programmes, certified non-formal education (NFE) programmes, accelerated learning programmes, second chance education, community-based education/school/learning, flexible schooling programmes, complementary programmes, alternative learning programmes, etc.

The regular education system with its traditional schools do not provide sufficient and appropriate learning options for children who do not enrol in school, or drop out early for a wide variety of complex and often interlinked reasons. Traditional schooling therefore is not adequate to achieve the Millennium Development Goal (MDG) 2 and Education for All (EFA) Goal 2 of universal primary education.

Substantial progress has been achieved in getting more children into school in Asia-Pacific. The adjusted net enrolment rate in primary education in Central Asia has reached 94.7 per cent, 96.9 per cent in East Asia and the Pacific, and 92.9 per cent in South and West Asia as of 2011.1

However, there are still 18 million primary school age children who are not in school. Country studies undertaken as part of the Global Initiative on Out-of-School Children led by UNICEF and the UNESCO Institute of Statistics, also indicate that the estimates for out of school children could be higher.

In the region, progress towards universal enrolment has also slowed while many children drop out of school before completing the full primary cycle. Removing or lowering costs associated with education in order to ensure accessibility, relevance, inclusiveness and affordability has also proven to be not sufficient. Deep-rooted inequalities associated with gender, ethnicity, wealth and location in addition to poor quality education, are major barriers to getting more children into school.

1 Source: UIS Online Database accessed 31 July 2013.

VIIPART ONE: Introduction to ALPs

According to the 2012 EFA Global Monitoring Report, an estimated 250 million primary school age children worldwide are not able to read, write or count well. The figure includes out-of-school children but also children who have spent at least four years in school but have not been learning. This indicates that formal schools have also not been able to meet the individual learning needs of children in their specific contexts often prompting them to dropout.

Various FLS initiatives have taken root in countries in Asia and the Pacific as traditional school models are not sufficient to meet the learning needs of all children - both in terms of providing them access to schooling and for ensuring that those in school learn and stay in school. Although “inclusion” traditionally connotes inclusion to formal schools, the magnitude of the numbers of out-of-school children in Asia and the Pacific and the huge numbers of children in school but not learning highlights the importance of putting in place flexible and alternative modalities to meet the learning needs of ALL children, including programmes that have a different pedagogy and content and learning outcomes than the formal education system.

The implementation of more flexible, alternative and equity-based learning programmes that address the characteristics of learners, such as their interests, needs, experience, abilities, culture and learning styles, is a crucial strategy to bring education within the reach of marginalized children and to accelerate progress towards our MDGs and EFA commitments for 2015..

VIII Flexible Learning Strategies: Country Case Report

BackgroundNote: This report discusses Flexible Learning Strategies (FLS). However, previously these were referred to as Alternative Learning/Schooling Programmes (ALPs). Throughout this report, the terminology we use to refer to Flexible Learning Strategies as ALPs.

For the achievement of Millennium Development Goals (MDGs) 2 and Education for All (EFA) Goal 2, conventional/traditional schooling is often unable to provide quality education to those in difficult and non-traditional circumstances. The regular education system with traditional schools does not provide sufficient and appropriate options for children who do not enrol in school, or drop out early for a wide variety of complex and often interlinked reasons. In order to ensure accessibility, relevance, inclusiveness and affordability, removing or lowering costs associated with education is not sufficient. The implementation of more flexible, alternative and equity-based learning programmes that address the characteristics of learners, such as their interests, needs, experience, abilities, culture and learning styles, is a crucial strategy to bring education within the reach of marginalized children and to accelerate progress towards our MDGs and EFA commitments for 2015.

While the net enrolment ratio in universal primary education in Central Asia and East Asia and the Pacific rose above 90 per cent in 2008, South and West Asia remain at 86 per cent. And there are more than 26 million out-of-school primary school aged children in the region. Progress towards universal enrolment has slowed while many children drop out of school before completing the full primary cycle. Deep-rooted inequalities associated with gender, ethnicity, wealth and location in addition to poor quality education, are major barriers to universal primary education. Some countries including Bangladesh, India, Indonesia, the Philippines and Thailand have come close to achieving EFA goals by introducing alternative learning/schooling programmes for youth and adults that ensure learners acquire basic literacy and numeracy skills. But there remains a need to develop alternative learning/schooling programmes (ALPs) for school-aged children.

The provision of education by flexible approaches is most successful when it is integrated into national systems, allowing learners to continue their studies in conventional/traditional schooling or to gain meaningful employment. Ideally, alternative delivery programmes within a formal education system can offer more promising pathways to accessing education. However, despite the continuous and ever-increasing calls to education stakeholders for the addition of alternative and equity-based learning programmes for school-age children as part of the Ministry of Education’s responsibility, many countries in the Asia-Pacific region have yet to develop a systematic approach to provide primary level alternative learning/schooling programmes. Alternative learning/schooling programmes for school-age children currently provided by Ministries of

IXBackground

Education and NGOs are called by various names such as para-formal education or second chance, complementary education, open and distance learning and equivalency programmes (EPs). Many countries face obstacles and challenges to implementing alternative learning/schooling programmes because of low public perception about the quality and importance of such programmes, inadequate financial and technical support from the government, lack of further research studies, and weak NGO-government partnerships. Alternative, flexible and inclusive learning programmes equivalent to conventional/traditional schooling and accredited by the government will be the key for addressing access to quality education for all learners in the 21st century and a future-oriented approach to basic education. These will enable children to acquire not only basic literacy and numeracy but also the competencies/life skills required to live in a globalized world.

Summary of the Regional MeetingThe UNESCO Asia and Pacific Regional Bureau for Education (UNESCO Bangkok), the UNICEF Regional Office for South Asia (ROSA) and the UNICEF East Asia and Pacific Regional Office (EAPRO), organized a regional meeting on alternative learning/schooling programmes for primary education in Bangkok, 7-9 November 2012.

The overall aim of this meeting was to develop momentum for creating, promoting and raising awareness about flexible learning strategies in the region, particularly primary level alternative learning/schooling programmes that are officially accredited by the government and are flexible and effective in offering school-age children a (second) chance of education so that they can learn, graduate and see their right to education fulfilled.

This report documents the regional meeting, particularly examples of FLS in the countries in Asia-Pacific. At the meeting, these flexible learning initiatives were previously referred to as Alternative Learning/Schooling Programmes (ALPs). Thus throughout this report, FLS initiatives are referred to as Alternative Learning/Schooling Programmes (ALPs).

X

The Specific objectives of the meeting:

• To stimulate exchange of experience and lessons learned among participating countries;

• To identify generic implementation and operational procedures for alternative learning/schooling programmes for improving practices in planning, implem entation and

monitoring alternative learning/schooling programmes; and

• To promote and support member states in Asia and the Pacific to develop and improve accreditation systems for increasing access to and quality control of alternative learning/schooling programmes.

Expected results of the Meeting:

• Enhance knowledge on a range of promising practices of alternative learning/schooling programmes mainly from Asia and the Pacific (short term)

• Inclusion of flexible learning/alternative learning/EP Primary in subsector programmes and

budgeting (medium term)

• Current flexible/alternative/equivalency programmes linked to formal education under legal commitments such as education acts (medium term)

The meeting brought together mid-to-high level representatives and experts selected from ministries responsible for and NGOs involved in primary education from the 23 countries listed here:

Afghanistan, Bangladesh, Bhutan, Cambodia, India, Indonesia, Lao PDR, Malaysia, Maldives, Marshall Islands, Mongolia, Myanmar, Nauru, Nepal, Pakistan, Philippines, Samoa, Sri Lanka, Thailand, Timor-Leste, Tuvalu, Uzbekistan and Viet Nam

The participants were policy makers, planners and implementers who play a strategic role in the provision of primary education in their respective countries. They are expected to be responsible for planning and implementing alternative learning/schooling programmes after attending the meeting.

In addition, representatives from academics, UN agencies, international/regional develop ment organizations, bilateral co-operation agencies and major donors engaged in primary education and/or alternative learning/schooling programmes participated, while eminent experts in alternative learning/schooling programmes were invited as resource persons.

Flexible Learning Strategies: Country Case Report

XIPART ONE: Introduction to ALPs XI

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PART ONE

Introduction to ALPs2

Session 1 Keynote speechesThere are several ways to look at Alternative Learning or Schooling Programmes

(ALPs). The keynote speakers focused on two areas: Dr. Ros Morpeth highlighted

the importance of including non-state providers in the provision of alternative

primary education; Professor Keith Lewin emphasized the responsibility of the state

in providing education as a basic right and for ALPs to also serve as legitimate,

sustainable alternative to formal systems.

Why Alternative Learning/Schooling Programmes for Primary Education are a Crucial Strategy to Reach the Unreached.

Dr Ros Morpeth, National Extension College, The Michael Young Centre, Cambridge, UK

The Necessity for Using Diverse Methods of ProvisionAlternative learning/schooling programmes (ALPs) for primary education are a crucial strategy to reach the unreached. Traditionally, inclusion meant the inclusion of children in the formal schooling system. Recent research conducted in South Asia by UNICEF, however, suggests that the large number of children out of school and the diversity of their needs can only be met through a variety of methods, not only through formal schooling.3 As many state education systems cannot meet the demands of quantity and quality, governments must reconsider their role as the exclusive provider and move towards a more diversified education system as they reform and improve the public system.

2 Note: This report discusses Flexible Learning Strategies (FLS). However, these were previously referred to as Alternative Learning/Schooling Programmes (ALPs). Throughout this report, FLS initiatives are referred to as ALPs.

3 Open and Distance Learning for Basic Education in South Asia. http://www.unicef.org/rosa/ODL_Report_(Final_version)___10_Dec_09.pdf

http://www.unicef.org/rosa/ODL_Report_

2 Flexible Learning Strategies: Country Case Report

Enabling Framework

Morpeth suggests six elements are needed to provide an enabling framework for ALPs:

• Expanding the notion of inclusion.• Expanding the notion of access.• Defining meaningful and quality education.• Creating a diversified education system.• Creating a common enabling framework.• Providing an open national framework for certification.

Apex providers Political commitment is needed to embed a rights-based approach into the national education policy framework, with quality assurance and greater links between the formal and non-formal. Some examples of some potential “apex” providers, using alternative learning/schooling principles, include the National Institute for Open Schooling (India), BRAC Primary School (Bangladesh) and Escuela Nueva (Colombia),4 whose models may be able to be replicated elsewhere or who may be able to provide support to other providers. Additional examples of site-specific ALP include one designed to educate children on railway platforms in Bhubaneswar, India (Photo 1). These programmes and others offer models of how a more flexible and equitable system can be delivered for marginalised children, with progression routes and accreditation equivalent to, or the same as, the formal system.

Reaching the Unreached: No More Missing Halves?Prof. Keith Lewin, Director of the Consortium for Education Access, Transitions and Equity (CREATE), University of Sussex

The state as the main provider No other institution aside from the state can deliver the right to education for all. Only the state can guarantee universal access. Alternative non-state providers can be complementary but they are unlikely to ever replace the state as the core provider. It is important to note that none of the high-enrolment countries rely on non-government systems to provide education at the basic level.

Many experts believe that the state should be viewed as the guarantor of the right to education. It is the states themselves who signed the Universal Declaration of Human Rights and committed themselves to universalizing access through the Education

4 National Institute for Open Schooling in India http://www.nios.ac.in/; BRAC Schools in Bangladesh http://www.brac.net/content/bangladesh-education-primary-schools; Escuela Nuevas in Colombia http://www.escuelanueva.org/portal/.

http://www.nios.ac.in

http://www.brac.net/content/bangladesh-education-primary-schools



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3PART ONE: Introduction to ALPs

for All and Millennium Development Goals (MDGs). States therefore have a special responsibility to promote access to public goods such as education to all citizens and particularly to the socio-economically disadvantaged groups. No other provider is obliged to deliver the right to education. ALPs are provided by governments or NGOs to learners who drop out or are excluded from the mainstream. If they are viewed through this lens, it becomes important to determine the following two factors:

1. ALPs as an alternative to the formal system

The first factor is whether the ALPs in question are merely alternatives to the formal system because they are simply different service providers, i.e. they deliver the same content/curriculum via different styles/methods and achieve the same learning outcomes as public systems. Or, are they alternative because they differ in terms of pedagogy, content and learning outcomes? The answer to this question goes to the heart of the case that can be made for alternative schooling. Are they simply in existence because the state cannot provide access? Or do they offer an alternative to what the state is providing with different outcomes?

2. The ten-year question

The second, equally important factor is the ten year question. Where should ALPs be in ten years’ time? It is important to think about this because we have to reflect on the overall purpose of the ALP. Do ALPs exist solely for the purpose of reintegrating students into formal education systems in which in case they will gradually wither away if they are successful? Do they provide legitimate, sustainable alternatives to such formal systems? Policy makers and implementers must consider how long ALPs will continue and how they are financed since every dollar spent on them is a dollar not spent in public schools. What is the aim of such programmes? To eliminate the need for ALPs altogether? Or to become self-sustaining, with secure long term resourcing strategies from non-state sources that may be related to particular social groups?

Goal of ALPs Like formal education systems, ALPs must be geared towards development goals such as preparing learners to generate their own livelihoods and enter labour markets. They should promote abstract thinking and critical analysis skills – teaching learners how to learn, not what to learn – so that they can become lifelong learners and contribute to the social and economic stability of their nations.

Understanding why they are out of school In order to make ALPs more targeted, it is worth examining closely the reasons why children are out of school. It is often suggested that the actual number of Out-of-School Children (OOSC) worldwide is much higher than the frequently quoted estimate of 60 million children. Are they temporary or permanent drop-outs, or are they actually push-outs?


Some OOSC have never been enrolled, while others have dropped out. In order to have a nuanced understanding, University of Sussex’s CREATE model has created an analytical framework called ‘Drivers of Exclusion’ which attempts to understand the exact reasons why children are not enrolled or drop out of school. These drivers can include both supply-side and demand-side factors such as poverty, conflict, underachievement, etc. Mapping such zones so as to understand the unique characteristics of OOSC groups is important and further targeted studies are needed to understand specific local contexts (for example, see Slides 1 and 2).5

Slide 1: Dropping Out and Dropping In

Cross-cutting Issues• Poverty• Location• Orphans• Pedagogies• Child labour• Infrastructure

• Gender• Disabilities• Social protection• Language• Resources• Fragile states

Livelihoods and well-being

Adolescents

Children without accessto pre-school

and ECD

Under 6 years of age

Children unlikely to

enrol in normal schools Drop-outs

from Primary

OverageLow attendance

Low achievementSilent exclusion Primary leavers

No transition onlower secondary

Drop-outsfrom

secondary

Primary age children

OverageLow attendance

Low achievementSilent exclusion

Zone 2Primary drop-outs

Zone 0Excluded from

pre-schooland ECD

Zone 1Not enrolled

in grade 1

Zone 3Primary enrolled,risk of drop-out

Zone 4No transition

to lower secondary

Zone 5Lower

secondarydrop-outs Zone 6

Lower secondaryenrolled, risk of

drop-outsutting Issues

der

ll-being

hout a pre-school and ECD en

schoo

Silent

lo

seconda

Source: © Keith Lewin, CREATE

5 See “Making Rights Realities” www.create-rpc.org.

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Slide 2: Zones of Inclusion and Exclusion- Drop-Outs and Push-Outs at Different Levels

Zone

0 N

o pr

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Zone 1Never enrol

Zone 2 Primary Drop-out

CREATEZones of Exclusion

[email protected]

Secure enrolment, Attendance and Achievement

Primary Grades

% P

artic

ipat

ing

Lower Secondary Grades

Zone 3 At Risk Overage, Low Achievers and Attenders

Zone 4 Primary Leavers

No Access

At Risk

Access

Zone 5 Drop-outs

Zone 6 At Risk

Unlikely to enrol No

accessNever enrol

100

90

80

70

60

50

40

30

20

10

0

1 2 3 4 5 6 7 8 9 10


Risk of ExclusionIt is also important to consider multiple layers of disadvantage or risk factors, in order to provide additional support to all learners – and not just drop-outs – who have missed out because of various forms of social exclusion. Furthermore, we should not isolate exclusion factors but consider them together. For example, gender may not indicate anything and religion may not indicate anything when looked at individually but when combined, a Muslim girl may have the least access and be considered at high risk of dropping out. We must look at these factors together and consider differences within groups as well as differences between groups.

School drop-outs should be anticipated and reduced. Governments must develop programmes that meet the learning needs of children in identified ‘exclusion zones’ in order to provide universal primary education for all.

Moving Forward: Next Steps Once a diagnosis has been made, successful educational models can be found, more often than not by looking at strategies employed by nations who have faced similar situations in the past. What is required is a rational, detailed, planning process which takes into account demographics and developmental needs which learn from the experience of others. Universal primary education can be achieved even in poorer countries if there is political will to allocate sufficient resources for this purpose, as has been shown in several nations including Sri Lanka, Viet Nam and Botswana.

http://www.create-rpc.org

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PART ONE

Introduction to ALPs

Session 2 Introduction to ALPs

UNESCO Bangkok and UNICEF presented an overview of current ALP provision in

the region and opened up the discussion on the status, progress, best practices

as well as challenges faced in implementing ALPs. UIS, UNICEF ROSA and UNICEF

EAPRO reported on the Out-of-School Children Initiative (OOSCI) conducted in South

Asia and East Asia. Data from the UNESCO Institute for Statistics (UIS) show that

approximately 61 million primary school-age children were out of school in 2010

worldwide, some 17 per cent of whom live in the Asia-Pacific Region (10.37 million

children). The number could be much greater, highlighting the need for ALPs. While

the global out-of-school figure has declined over the past 15 years, falling from 105

million in 1990, data show that progress began to slow down in 2005 and stagnated

between 2008 and 2010 with the number remaining at 61 million. As of 2011, data

from UIS show that globally there are 57 million out-of-school children, 18 million of

whom live in the Asia-Pacific. Urgent action is required to ensure that these numbers

continue to fall so that more children become and remain engaged in education.

Defining ALPs and Overview of Current Alternative Learning/Schooling Programmes

Mr Abdul Hakeem APPEAL Coordinator, UNESCO Bangkok

Some of the driving factors behind the use of ALPs include Millennium Development Goal (MDG) 2, Education for All (EFA) Goal 2 and the fact that there are at least 10 million Out-of-School Children (OOSC) in the Asia-Pacific region. Alternative learning programmes can provide a pathway for those children excluded from formal schooling to still receive a basic primary education in accordance with EFA Goal 2, as represented graphically in Slide 3.


Slide 3: Alternative Pathways to Achieving EFA

Source: © UNESCO Bangkok

Countries such as India, Indonesia and the Philippines have a long history of equivalency programmes, while others such as Bangladesh, Cambodia, Myanmar and Nepal are considering formalising primary education equivalency (beyond existing Government-Non-Governmental Organisation co-operation, whereby each programme is outlined in separate and specific Memorandums of Understanding).6 Some of the striking features of ALPs are:

• Intensive learning

• “Reaching the unreached” – reaching the most marginalized and disadvantaged.

• Equivalency to the formal system

• Flexible methodologies

• Link to lifelong learning, life skills, civic responsibility and global citizenship.

UNESCO aims to support Member States in promoting and expanding ALPs by developing a Policy Brief and advocacy video, assisting countries to integrate ALPs in national policies, facilitating national consultation meetings, implementing pilot projects and conducting an impact study of ALPs in 2013.

6 For more information on the programmes operating in each country please see the Matrix in Annex 1.


UIS UNICEF Out-of-School Children Initiative (OOSCI) Rationale and Methodology

Ms Aurélie Acoca, UIS, UNESCO Bangkok

The Out-of-School Children Initiative (OOSCI)7 is a joint programme of the UNESCO Institute of Statistics (UIS) and UNICEF. The initiative was launched in 2010 to accelerate efforts to achieve the goal of providing universal primary education by 2015. The initiative aims to strengthen national data collection, analysis and policy development on out-of-school children to encourage the development of more systematic approaches to acceleration, scaling up and guiding concrete education sector reforms. Data collected to date shows the numbers of OOSC (Slide 4).

Slide 4: The Situation in 2010: 131.3 Million Children out of School

RegionsPrimary Lower Secondary

Absolute Numbers (000)

Percentage (%)

Absolute Numbers (000)

Percentage (%)

Arab States 5,036 11.8 3,732 16.6

Central and Eastern Europe 931 4.8 1,281 6.8

Central Asia 317 5.8 315 4.3

East Asia and the Pacific 6,581 3.9 10,331 10.0

Latin America and the Caribbean

2,698 4.6 1,780 4.9

North America and Western Europe

1,267 2.6 554 1.8

South and West Asia 13,261 7.5 30,946 29.5

Sub-Saharan Africa 30,641 23.3 21,676 36.5

World 60,735 9.3 70,615 18.4

Source: © UIS-AIMS / US Data Center accessed October 2012

7 For more information on OOSCI, visit http://www.unicef.org/education/files/OOSCI_flyer_EN_Sept.pdf.

http://www.unicef.org/education/files/OOSCI_flyer_EN_Sept.pdf


The conceptual and methodological framework developed by the OOSCI introduces a new approach for analysing the problem of OOSC through Five Dimensions of Exclusion (5DE) (Slide 5) that capture children excluded from the pre-primary to lower secondary school age across a range of disparity factors and degrees of exposure to education. Excluded children include those not in school as well as those who are currently in school but at a high risk of dropping out.

Slide 5: Five Dimensions of Exclusion (5DE)

Dimension 1Not in

pre-school or primary

school

Dimension 2Not in primary school

Dimension 4At risk of dropping

out of primary school

Dimension 3Not in secondary school Out of school

In school

Pre-primaryage children Primary age children

Primary school students Lower secondary school students

Lower secondary age children

Dimension 5At risk of dropping

out of lower secondary school

Source: © UIS-AIMS

The major products of the initiative include the country, regional and global reports which incorporate data from all participating countries. Country reports will answer the questions: How many OOSC are there, and what gender and age are they? Who are the OOSC: their ethnicity, language, religion, social group/caste, disabilities? Where are the OOSC located sub-nationally? What are the reasons for OOSC - family issues, social issues, health issues, school issues? What previous experiences have countries had in attempting to enrol them? What were the results and lesson learned?

There are ten Asia-Pacific Region countries (Slide 6 – South-East Asian countries are highlighted in purple, South Asian in red and Central Asian in green) among the 26 country teams from seven regions who are currently participating in the initiative. More may be included in the second round, once the first round has been evaluated.


Slide 6: OOSCI Participating Countries

26 teams from 7 regions

Cambodia, Indonesia, Philippines, Timor-Leste, Bangladesh, India, Pakistan, Sri Lanka, Krgyzstan, Romania, Tajikstan, Turkey, DR Congo, Ghana, Liberia, Nigeria, Ethiopia, Mozambique, Zambia, South Sudan, Morocco, Sudan, Bolivia, Brazil, Colombia, MexicoSource: © UIS-AIMS

Review of and Recommendations from the South Asia OOSCI Report

Ms Lieke van de Wiel, Regional Education Adviser, UNICEF ROSA

In South Asia, the magnitude of the OOSC problem is shown in Slide 7. Throughout the four countries of the region 23.8 million primary and 15.6 million secondary aged children are out of school.8

Slide 7: The Magnitude of the OOSC Situation in South Asia

Primary Secondary Total OOSC

23.8 million primary and 15.6 million secondary-agedchildren out of school in four countries

BangladeshIndiaPakistanSri Lanka

30,000,000

25,000,000

20,000,000

15,000,000

10,000,000

5,000,000

0

8 There are difference in figures between OOSCI data and UIS OOSC data due to different data sources, methodologies, number of countries covered, school years covered and so on. UIS figures are based on the May 2012 data release covering school year 2010 and covers the whole South and West Asia region which includes 8 South Asian countries plus Iran while OOSCI figures covers only four countries.

Source: © UNICEF ROSA / India out-of-school report. Data from the NSSO 2007-8 unit level data;

Note: *Muslims belonging to OBC and General not included


It is the poorest children, often those who are living in urban areas and engaged in child labour that are out-of-school in South Asia, whilst gender disparity differs from country to country.

Slide 8: Numbers of Children Expected to Enter, Drop Out or Never Enter School in South Asia

Pakistan Bangladesh India

Sri Lanka Dropped out

ALP can provide educationto those who never enter school andthose who have dropped

Expected to never enter

Expected to enter by age 17

48

33

18

4741

12

6122

17

5542

12

Source: © UNICEF ROSA

Slide 8 shows the number of children expected to enter, drop out of or never enter school in each of the four South Asian countries. Some of the barriers and bottlenecks these children face include; supply-side barriers (e.g. availability of facilities), and the poor quality of schooling which is pushing children out of primary and secondary education. On the demand side some of the barriers include: lack of an education-focussed culture – children are more likely to be involved in child labour as families facing poverty do not prioritise education; similarly, the cost of schooling, as well as gender, cultural and social norms interacting with low household wealth. An indication of how one’s social group affects OOSC numbers in India is given in Slide 9, showing some of these factors at work.


Slide 9: Distribution of OOSC in India by Social Group

India: Distribution of out-of-school children by social groups

Muslims

Other backward castes*

Scheduled tribes

General

Scheduled castes

5.9%

23.7%

31.9%

25.9%

12.5%

Source: © UNICEF ROSA

More large-scale holistic interventions that address multiple barriers to schooling are needed in South Asia such as BRAC Primary School in Bangladesh. Main taining momentum to streng then education sector- wide planning approaches and their ability to respond to specific needs is impor tant as is targeting children who are likely to never enter school and other specific groups of marginalised children who don’t show up in the aggregate profiles. Once we determine why children cannot access primary education or complete primary education, we can determine what is necessary for these children including alternative delivery modes for out-of-school children and those at risk of dropping out.

Review of and Recommendations from the OOSCI East Asia Report

Mr Cliff Meyers, Regional Education Advisor, UNICEF EAPRO

While the numbers of OOSC in the East Asia-Pacific Region are not as high as those of South Asia, significant numbers of children are still not yet enrolled in primary or lower secondary education (Slide 10).


Slide 10: Number of OOSC for Primary and Lower Secondary School Age in East Asia

Number of out-of-school children for Primary and lower Secondary School age

Primary

Cambodia Indonesia Philippines Thailand Timor-Leste Viet Nam

Primary Primary Primary Primary Primary Lowersec.

Female

Male

Lowersec.

Lowersec.

Lowersec.

Lowersec.

Lowersec.

1,200,000

1,000,000

8,000,000

6,000,000

4,000,000

2,000,000

0

1,200,000

1,000,000

8,000,000

6,000,000

4,000,000

2,000,000

0

Source: © UNICEF EAPRO

Slide 11: Some of the Barriers and Bottlenecks Contributing to Reduced Enrolments in the East Asia Pacific

Demand Side BarriersSupply Side Barriers

Policy, Govern, Capacity, FinanceSocial/Cultural Economic

• Perceptions on value of education

• Limited right age

• Entry to grade one

• Gender Bias and Discrimination

• Disability

• Migration and lack of birth registration

• Direct and Indirect Fees

• Health and Nutrition• Natural Disasters

• Access

• Water and Sanitation Facilities

• Quality

• Language

• Lack of Early Childhood Development Services

• Decentralization and Governance

• Education Financing



We can think of supply side and demand side bottlenecks and barriers (Slide 11):

• Supply side: Social or cultural factors such as perceptions regarding the value of education; limitations on the correct age of entry to Grade One (this can lead to high enrolment rates i.e. if data is collected on 7-year-old students but children are actually enrolling from age six, this boosts gross enrolment rates); gender bias and discrimination; disability; migration; lack of birth registration; economic factors such as school fees both direct and indirect; lack of health and nutrition and the effects of natural disasters.

• Demand side: Access; inadequate water and sanitation facilities; quality; language; lack of early childhood education or development services; decentralization or lack of governance and insufficient education financing.

Slide 12: Polices and Strategies for Reducing OOSC Enrolment Rates in the East Asia-Pacific Region

Demand Side BarriersSupply Side Barriers

Policy, Govern, Capacity, FinanceSocial/Cultural Economic

• Community participation

• Promoting importance of ECD

• Promoting gender equality in education

• Inclusive education for children with disabilities

• Birth certificates and accessibility

• Lower costs of education

• Increase in household income to afford education

• Improved health and nutrition

• Education for disaster management

• Expanding access to school facilities

• Improved quality• Language of

education• Expansion of

ECD Services

• School based management

• Education financing and fund flows

• Targeted and universal welfare schemes


Slide 12 presents the policies and strategies currently used for addressing both demand-side and supply-side barriers, including social, cultural and economic approaches. On the supply side, possible solutions may include: expanding access to school facilities, improving quality, changing the language of education, expanding ECD services, school-based management, or improving education financing and creating targeted universal welfare schemes.

Previously, policy measures introduced to tackle the OOSC problem were either considered as the exclusive responsibility of the formal education sector (the state) or as tools used by informal or non-state organisations. This is no longer the case as informal organisations are often very well-funded and can afford to take on infrastructure projects. At the same time, many states seem to be adopting the non-traditional management techniques of ALPs into their formal systems.


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PART TWO

Practical Guide and Current Situation of ALPs9 in the Region

Section 1: Policy and Framework

1.1 IntroductionIn this section, the national policies that support ALPs will be discussed. Along

with equivalency and non-formal programmes, ALPs should be supported by

relevant education policies and frameworks. If a country is committed to alternative

education, it is likely to have policies to support it. However, in reality, many

implementers face challenges when there is an absence of policies relating to ALP

in their country. As a result, ALPs are often not recognized by the formal education

sector and by potential employers – a limitation which limits the ability of students

to continue pursing higher education opportunities and to improve their livelihood.

Reaching the Unreached: No More Missing Halves?Prof. Keith Lewin CREATE, University of Sussex

Creating Effective Policy FrameworksIn order to create effective policy frameworks, governments must first diagnose the problem by asking: who is currently excluded from basic education and who exactly are we trying to reach? This will give a direction and allow governments to identify gaps in the education system. As different zones of inclusion and exclusion exist (see part I), not one, but several policy discussions must take place for each zone of exclusion in order to target different types of children. No one diagnosis will be sufficient. Governments must also look to the future: what is the end result they hope to achieve?

9 Note: This report discusses Flexible Learning Strategies (FLS). However, these were previously referred to as Alternative Learning/Schooling Programmes (ALPs). Throughout this report, FLS initiatives are referred to as ALPs.


Then, every government policy must have a robust statistical basis, a goal, content and steps in the process. When considering the implementation strategy, some of the key questions to ask are:

• Who is responsible (Responsibilities)?

• Who is going to pay for it (Resources)?

• What will be the indicators of success (Verifiable indicators)?

• Over what time frame shall the policy be implemented (Time Scale)?

Slide 13: Policy Framework

Policy Framework

• Policy Diagnosis and Rationale

• Goal

• Objectives

• Content and Process

• Implementation Strategy

º Locus of Responsibilities

º Resources

º Time Scale

º Verifiable Indicators

As always, governments must balance what the people want – i.e. the demands of public opinion – with what people really need. In this case, basic primary education is at the core of public policy-making.


1.2 Country cases

Diverse country examples are presented in the following section. Some ALPs were created by governments while others were created by NGOs or funded by foreign donors. This section presents cases of large state-run initiatives, as well as smaller NGO programmes.

19PART TWO: Practical Guide and Current Situation of ALPs in the Region

Case presentation 1

Alternative learning system/schooling programmes for Primary Education to Reach the Unreached (Philippines)

Ms Sevilla A Panaligan, Chief of Continuing Education Division, Bureau of Alternative Learning System (BALS), Department of Education, Government of the Philippines

Identifying Gaps in Existing Policies To make education accessible to all, the 1987 Philippine Constitution declares that the state has responsibility to “protect and promote the right of all citizens to quality education for all and shall take appropriate steps to make such education accessible.” The Republic Act 9155 permits the use of alternative learning systems as a parallel option to provide a “viable” alternative to formal education.10

A 2008 Functional Literacy, Education and Mass Media Survey (FLEMMS) by National Statistics Office (NSO) estimates that there are approximately 2.1 million out-of-school children and youth in the Philippines. To address this need, the Bureau of Alternative Learning Systems (BALS) was created with the following aims:

• To provide a systematic, flexible approach to reach all types of learners outside the formal school system, including those who can be categorized as marginalized or those who are unreached by formal education regardless of age, gender, economic status, ethnicity and religion.

• To provide accreditation and certification through the alternative learning system.

In order to achieve these objectives, BALS implements two major programmes:

• The Basic Literacy Programme (BLP): BLP caters to those who have no literacy and numeracy skills.

• The Accreditation and Equivalency (A&E) Programme: A&E provides an alternative pathway for the semi-literate, neo-literate and basically literate learners to complete the 12 years of basic education.

Alternative Learning System (ALS) programmes compare to the formal system in the following ways:

• The programmes and curriculum are life skills-based. • They are comparable and parallel to formal education in the Philippines. • The ALS learning assessments and certification are different from those used in the formal

10 Governance of Basic Education Act of 2001.


system. The ALS programmes have a life skills-based curriculum, whereas the formal system has a more academic focus.

• Age is not prescribed for ALS learners, so communities can learn together.

• The curriculum is packaged as self-driven modules rather than using textbook-based learning which are teacher facilitated.

The ALS programme is mandated to remain equivalent to the formal system. ALS students are able to take the Accreditation and Equivalency (A&E) test for certification as long as they have reached the minimum age of 11 years old for elementary-level and 15 years old for the secondary-level test.

Various kinds of ALS programmes exist.

• For the Visually Impaired

An ALS programme is currently being adapted to allow visually impaired learners to participate, thus targeting another group of OOSC.

• ALIVE Programme

Another ALS programme caters to Muslim migrants (who are internally displaced in the south) through the Arabic Language and Islamic Values Education (ALIVE) programme. ALIVE uses Arabic as the language of instruction and takes into account the demands of the conflict zones they are living in and the remoteness of the areas to which they have migrated.

• Mobile Teacher

In order to facilitate ALS programmes in remote areas, a mobile teacher programme exists. The mobile teacher travels by alternative transport to reach remote areas (Photos 2 and 3). This also provides a viable pathway for successful ALS students to become teachers in their own or neighbouring communities.

As the ALS uses the same set of learning goals, when learners from different ALS programmes take the A&E test, it will lead to an equivalent level of certification.

Qualifications Systems In addition, BALS has formal arrangements with many higher learning institutions in order to facilitate the ongoing learning for ALS students. Post-participation monitoring of learners shows that ALS qualification often leads to promotion in regular positions for low-skilled labourers in their own communities.

Lifelong LearningThe overall vision of the Bureau of Alternative Learning System is that it “envisions itself to be one of the leading producers of Filipino lifelong learners.” In partnership with other stakeholders, its mission is to develop exemplary programmes and to provide open creative learning opportunities so that all people can achieve multiple literacies.


Case presentation 2

Alternative Learning/Special Training in India (India)Mr Manjeet Kumar, Under Secretary, Elementary Education, Ministry of Human Resources Development, New Delhi;

Mr Yogendra Bhushan, Project Co-ordinator, NGO Bodh, Rajasthan

Ms Shweta Sandilya, Education Specialist, UNICEF India

A Multi-pronged approach: Ensuring Universal Enrolment While Mainstreaming OOSC A multi-pronged approach has been adopted to ensure universal enrolment, reduce drop-out rates and bring OOSC into mainstream schooling. Any introduction to the Indian context will mention the 2009 Right of Children to Free and Compulsory Education Act (RTE) and the Sarva Shiksha Abhiya (SSA) Programme, as well as to “Special Training.”

Special Training ProgrammeUnder the RTE act, special training is defined as accelerated learning for out-of-school children (OOSC) into age-appropriate classes. Efforts are being made to incorporate flexible approaches which are more responsive to the learning needs of these children (the majority of whom come from socially disadvantaged groups) within the public education system itself. Special training of OOSC is provided to those who have never been admitted to formal schools. It is not a separate school system but rather a special programme under the regular school system.


Governments absorb the management of ALPs into their systemThe overall trend with ALPs is that governments are taking over the responsibility of managing alternative primary education programmes as part of meeting the needs of primary education. The models will now be government-approved and government-led (and/or civil society led that has been government approved) ALP initiatives that are embedded in the formal system. The example for this is the SSA special training or Indonesia’s recent management push from equivalency education into Department of Primary Education. This is also in line with the Philippines model.

While the government is taking more control, NGOs are concerned about losing their autonomy. Will they still be able to have the creativity that makes their programming more accessible for hard-to-reach learners?

The approach taken by special training determined by the local authority and based on local contexts:

• Firstly it identifies OOSC through school mapping exercises.

• Special training is provided by teachers working in schools or specially engaged teachers.

• Flexible duration and timing for special training (seasonal option for children of migrating families) but the ideal duration of special training is a minimum of three months, which may be extended based on periodic evaluation of the learning process.

• Well-structured teaching learning material for special training.

• Actual admission of the child in the age appropriate class on completion of special training and continued support to be provided into regular schooling.

• Above all, school readiness is essential.

Much progress has been made under this programme. However, gender-parity has not been fully reached. This is an example of an ongoing challenge.

The practical application of such methodology can be provided from an NGO perspective by sharing the specific example of ALPs provided by the NGO Bodh in Rajasthan. At first, a comprehensive survey was undertaken to assess the number of OOSC. It was discovered that despite two decades of successful flagship programmes, there were still approximately 120,000 children out of school in the district, 60 per cent were girls and the majority of them were first generation learners (nobody from their previous generations has ever gone to school.) A significant number of them were working children. These included students who had been “pushed out” as well as those who had never enrolled.


Accelerated LearningThe response was to establish special learning centres which delivered a condensed course using an adaptation of the mainstream formal education curriculum. The centres require a high number of personnel to be effective, as increased teacher-pupil ratios improve learning. Although the centres employed accelerated learning methods in order to get children into age-appropriate formal education more quickly (something the majority of pupils were ready for within three months to two years of attending the centres), the centres emphasized equivalency so that the children were able to re-integrate more easily.

Continuous and comprehensive evaluation (CCE) has been made mandatory in the new post-RTE framework. CCE focuses on aspects of comprehensiveness in terms of curriculum and cognitive competencies. It establishes direct links between assessment, planning/reviewing and classroom processes. CCE uses many tools for the purpose of assessment to be done objectively and specific tools such as checklists, worksheets, portfolios, child-register, open ended comments and observations. CCE also involves community and children in assessment at various levels and shares the outputs with parents. This allows for major challenges to be identified so that policy and implementation processes can be improved and updated.

Based on experience, the presenters suggested the following should be considered when creating policy frameworks:

• Quality has to be emphasized in all respects recognizing the greater complexity of the task over the mainstream schooling process.

• Evolving dedicated structures for academic support, adopting research based practices for evolving context specific processes.

• Ensuring greater participation of the community and other direct and indirect stakeholder’s by evolving community-based monitoring and support systems.

• Providing appropriate preparatory training (not less than for one month), continuous academic support, periodic review and planning.

• Using a community/habitation-based tracking system which ensures effective planning and monitoring (using child registration).

• Directly addressing the issues of school readiness, ownership, and pedagogic alignment/consistency in the transition phase.

The next steps for India are to:

• Establish steering committees at the state-level with NGOs to provide process guidance and support for state-sponsored alternative primary schooling such as special training.

• Develop a standard, common definition for OOSC and a tracking system for each child.

• Develop ALP process guidance for the states as an advisory resource- highlighting the development of relevant content that prepares students for mainstream schooling and highlighting the key role of teachers.


• Organize state level workshops to develop age appropriate content for special training/alternative schooling and demonstrate methodology.

• Technical support for the states to develop the process and methodology for alternative schooling building on earlier experience.

• A system of continuous evaluation should be put in place to enable children to enter mainstream schooling at an appropriate juncture.

Case presentation 3

Alternative Learning Programmes for Primary Education to Reach the Unreached through “Paket A”-1 (Indonesia)

Mr Ngadirin Harjautama, Official of the Directorate General of Basic Education, Ministry of Education and Culture, Republic of Indonesia

Overarching FrameworkEducation has been given priority by both the government and community members, beginning with the amendment of the constitution in 2002 which stated that 20 per cent of national and local budgets should be dedicated to education. The National Constitution (1945) states that all citizens have a right to education. It is stressed in the Government Regulation No. 47 (2008) that every citizen is entitled to compulsory education and that they should have a minimum basic education that consists of six years at primary school level and three years at junior secondary school level, a total of nine years compulsory education. The government finances the implementation of compulsory education (Government Regulation No. 48 Year 2008) and it pushes local governments to build primary and secondary schools so that all children will have access to a school.

Equal and Transferable Education Based on the Indonesian Education System (Law No. 20 Year 2003), all citizens should receive an education without discrimination. They can go to formal, non-formal, and informal education.

• The formal education system consists of six years elementary school, three years junior secondary school, three years in senior secondary school, and then higher education.

• Non-formal education consists of courses, training, early childhood learning groups, etc.

• Informal education is family education, i.e., home schooling, education in families.


These three forms of education are equally acknowledged and they are transferable. This means that it is granted by law that a student from non-formal education and informal education could transfer to formal education, and vice versa. Transfer between formal and non-formal education has been regulated and implemented in the field; but from informal to formal education there is no direct transfer. The transfer should first be to non-formal education before going to formal education.

Making Education EquivalentEquivalency education is recognized as equivalent to standard formal education. Just like formal education, equivalency education pursues the eight national education standards as stated in the Indonesian education system, which are content/curriculum standard, competency standard, process, evaluation, management, teachers and education personnel, facilities, and financial standards. These common standards make it possible to have different types of primary schooling.

Equivalency education consists of:

• “Paket A” (A Package), which is equal to the primary level. The curriculum is similar to the one used in primary schools, with more focus on life skills education.

• “Paket B” is equal to the junior secondary level.

• “Paket C” is equal to senior secondary level.

Paket A, B and C are provided in the Community Learning Centres (CLCs).

Scholarships are also provided for children from low-income and disadvantaged families both for formal primary school and Paket A learners.

In 2011, the management of Paket A, B and C was moved under the formal education system (the Directorate General of Basic Education) from the Directorate General of Non-formal and Informal Education. The process of bringing Paket A into the formal education management is shown in Slides 14.

Within formal education, there is a programme called “special class service” or “remedial and retrieval classroom” that provide education for out-of-school children. The implementation of this programme is similar to Paket A. The difference between them is that this special class takes place in schools, while the Paket A programme is run by community learning centres (CLCs). In order to reintegrate into the formal system, Paket A students must sit an entrance exam. As a future policy consideration, improvements can be made to include CLCs in the school cluster system which is already in place.


Slide 14: The Process of Bringing Paket A into the Formal Education Management

The Process of bringing Paket A into the Formal Education Management

2002: 4th National Constitution Amendment (2002) > Stating the 20% of National and Local Budget for education

2003: New National Education System > Stressing the 20% of National and Local Budget for education > Formal, Non-Formal, In-Formal are transferable > Develop 8 National Education Standards

2005: National Education Standard Board 1. Contents/Curriculum Standard (F-2006, NF-2007) 2. Competency Standard (F-2006, NF-2007) 3. Teaching Process Standard (F-2007, NF-2008) 4. Education Evaluation Standard (F-2007) 5. Education Facilities Standard (F-2007) 6. Education Management Standard (F-2007, NF-2007)) 7. Teachers and Education Personnel Standard (2007 > F&NF) 8. Financial Standard (F-2009)

2005: Piloting ‘free’ basic education (9 years) through ‘BOS’ (Bantuan Opersional Sekolah – School Financial Grant)

2011: Fully free basic education programme • Cover public & private primary and junior secondary schools • Policy to forbid any fee for school activity (primary & junior sec.) • Developing ‘special service class’ for drop-out students at primary schools • Providing grant for schools who deliver special service class • Providing scholarship for students from low economic family • Providing scholarship for all students in the special service class • Registered CLCs are provided ‘BOS’

Source: © Mr Harjautama


Government initiatives to widen access in IndonesiaThe government continued and expanded implementation of a large-scale conditional cash transfer programme that provides cash to poor families who meet the criteria, including children’s enrolment and attendance in school. In 2011, the programme covered 1,116,000 households.

The government’s Bantuan Operasional Sekolah (BOS) programme continued to provide block grants to schools, which are intended to reduce fees and ensure that primary and junior secondary school students are provided a free education. The Ministry of National Education’s minimum service standards for basic education will cover 216,000 schools from 2011 to 2013. In 2011, the Government expanded its education scholarship programme to more than 4 million underprivileged children, including 2.7 million elementary school students, 1.3 million junior secondary school students and 700,000 senior secondary school students.

1.3 Recommendations drawn from country cases presentations• It is important to understand the overall goals of each country’s education system when

designing ALP policies and programmes.

• Additional research is needed in order to understand who, where and why there are OOSC when designing policies and programmes.

• National/regional standards and operational guidelines on policies and programmes for an overall framework for primary education, including alternative education. These guidelines should include both management and technical aspects of education.

• The guidelines should also include the recognition of alternative primary schooling, including:

– Accreditation of alternative education providers.

– Certification which is recognized by both the formal and non-formal education systems, as well as by employers.

– Where possible, mainstreaming of students once they have reached age-appropriate levels.

• Countries must monitor and evaluate formal and alternative primary education schooling to understand potential weaknesses and areas of success.

• Lessons learned from ALPs can be useful to the formal system.

• Advocacy of alternative schooling interventions into the formal education system.


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PART TWO


Section 2: Curriculum and Instruction

2.1 IntroductionIt is important for ALP learners to have equal opportunities to complete a core curriculum. ALP curricula can take into account the special needs of children and include appropriate modifications for the learning of the disabled, students from ethnic minority groups, immigrant families or students facing a range of other barriers. The course of study should also provide students/learners with an opportunity to successfully meet the requirements, leading to accreditation and certification equivalent to those awarded by conventional/traditional primary schooling or by transition to conventional/traditional schools.ALPs may vary in terms of teaching method, hours/scheduling, curriculum or location.

Curriculum and InstructionProf. Keith Lewin, CREATE, University of Sussex

Although there is a generalized education quality goal in the MDGs agenda, there is currently no learning or curriculum goal in the EFA framework, which may be worth raising in the context of post MDG discussions.

Some factors and delivery methods which may influence the curriculum and instruction include:

• The “hidden curriculum”, the societal norms which can sometimes contradict formal curriculum (an example is given in Slide 16 where one of the photos shows a young girl smoking despite anti-smoking messages delivered through formal education).

• Gender segregation: Is there a difference between the way boys and girls learn?

• Activity-based learning.

• Large class sizes.

• Multigrade schools.

• Low and high price fee-paying private schools claiming to offer ALPs.

• Resource-free learning and the boarding school models.


Slide 15: Factors and Delivery Methods that May Have a Significant Bearing on Curriculum and Instruction

Slide 16: Factors and Delivery Methods Influence the Curriculum and Instruction



Every curriculum should clarify needs (educational) aims, instructional objectives, knowledge and skill content, methodological direction (learning and teaching) and assessment and evaluation, which are interlinked (slide 17).

Slide 17: Necessary Content of Curriculum

AIMS

Instructional Objectives

Learning and Teaching Methods

Knowledge and Skill Content

Assessment and Evaluaton


Actual costs of various curriculum decisions, including the specific cost-per-learner, and assessments of learning outcomes linked to different methods can be a good lens through which to evaluate the viability of alternative curricula models.


2.2 Country cases

Case presentation 4

ALS Curriculum and Instruction: Nature and Processes (Philippines)

Ms Sevilla A Panaligan. Chief of Continuing Education Division, Bureau of Alternative Learning Systems (BALS), Department of Education, Government of the Philippines

It is important to state clearly the overall purpose/aim of the country’s education system as this will have a large impact on the curriculum. In the Philippines, the goal of curriculum for kindergarten (K) to grade 12 learners in both the formal and alternative education systems, is to produce “holistically developed Filipino citizens with 21st century skills” (Slide 18). In order to achieve this overall purpose, the Government of the Philippines manages Alternative Learning System (ALS) programmes directly.

Slide 18: Goal of Curriculum for K to 12 in Both Formal and Alternative Education Systems in the Philippines

Goal 1: Holistically developedFilipino with 21st century skills

Assessment

Formal Education System

Alternative LearningSystem

K to 12Curriculum

Source: © Sevilla A Panaligan


As a whole, curriculum and learning materials development efforts are geared towards the improvement of the economic status of Filipinos, particularly for those in marginalized communities. ALS curricula and learning material are designed to be life skills-based so that learning activities/exercise could directly solve real life challenges and issues. They also promote entrepreneurial spirit and rudimentary income-generating skills as well as the use of appropriate technologies for sustainable and productive use of resources in different contexts. Curriculum and learning materials are developed in consideration of age level, experience, cultural context and social milieu of learners. For this, local implementers are involved as writers and they design the curriculum and learning materials in close consultation with learners by way of pilots and direct feedback.

The ALS curriculum is designed to cater to the needs and requirements of marginalized learners such as learners from poor households and indigenous people, Muslim communities, victims of armed conflict, child and youth labourers, inmates and street children. In order for it to be truly parallel to the formal system and for ALS graduates not to be marginalized, it focuses on the same standards and competencies as the formal system. However, ALS emphasizes “functionality”, which means that learners learn not only the core knowledge, skills and competencies and values, but also their roles as parents, family members, community members and workers. Special consideration has been given to contextualizing curriculum for indigenous peoples by adding content that meet their unique circumstances such as protection of ancestral domains, family life, health and sanitation while maintaining the same standard competencies.

Special Emphasis on Core, Basic Reading, Writing and Numeracy Learning materials are developed to ensure the development and mastery of communication skills, science and math, social studies, and entrepreneurship from simple to complex levels. Information-rich learning materials developed by government and industry agencies are collected by BALS then adapted to meet the diverse needs of learners. Materials are also adapted to the various delivery methods to reach learners in remote areas, such as mobile teaching, clan teaching, radio, TV and more recently, digitised modules.

Learners who complete all modules are able to take accreditation and equivalency (A&E) tests in order to enter the formal system or seek Technical Education and Skills Development Authority (TESDA) industry skills certification.


Case presentation 5

Non-Formal Primary Education and Equivalency (Bangladesh)Mr A.N.S Habibur Rahman,Consultant, Reaching Out-of-School Children Project, Directorate of Primary Education

Bangladesh has had a long history of non-formal education (NFE) delivered largely by various non-state providers. The Ministry of Primary and Mass Education has memorandums of understanding (MOUs) with many of these non-state providers but does not provide direct management of their ALPs at this time. Until the 1980s, NFE was mostly designed for youth and adults. This created a demand to educate their children. The demands made by neo-literates and lessons learnt from the programme prompted the authorities and especially NGOs, to initiate non-formal primary education (NFPE) for children aged 8-14 years who were mostly first generation learners. NFPE in Bangladesh is a supplementary and complementary form of formal primary education. Approximately 6 million children have studied under NFPE in the last three decades.

Existing NFPE Programmes and Approaches NFPE shares many commonalities regardless of who provides the programme. These include one teacher for one Learning Centre (LC); 25 to 35 children in an LC; a single cohort for a total cycle of completion; and small houses used as classrooms with learners sitting in a U shape on mats on the floor for 2.5 to 4 contact hours each day. The training of most teachers for NFPE is similar. NFPE teachers generally receive two weeks foundation training followed by three to four days of refresher training at the beginning of every academic year. Residential training of teachers is strongly recommended.

In contrast, differences are found with programme duration and post-NFPE options. Since the inception of NFPE, most of the programmes were run by NGOs for durations of three years, or to complete five year cycle of formal primary education, covering functional literacy with an option to undertake further education. Some NGOs offer the programme to be completed in four years. Most NGOs provide NFPE so that learners can enrol in formal schools; while other NGOs focus on linking the learners with vocational and livelihood education .The Reaching Out-of-School Children (ROSC) project undertaken by the Government of Bangladesh through the Ministry of Primary and Mass Education was designed for a cycle of five years using the same instructional materials as the formal system. Another government run project, “Basic Education for Hard to Reach Urban Working Children” (BEHTRUWC), was run by the Bureau of Non-formal Education of the Ministry of Primary and Mass Education. It was designed for 40 months (eight months per academic year for five years) uses its own curriculum and gives emphasis on functional literacy and life skills.


CurriculumCurricula in each NFPE project are not the same. Some programmes use the full government curriculum of five core subjects (Bangla, Math, English, Science and Environmental Study), while some NFPE use an abridged version of the curriculum for a shorter period. Others use their own curriculum up to grade 3 and switch to the government curriculum from grade 4. Yet others use a curriculum that is linked with pre-vocational courses and some use a project-based own curriculum with emphasis on life skills. One of the lessons learned about curricula is that they need to be adopted to ensure the inclusion of children in difficult circumstances. For this, the Child-Centred Curriculum developed for NFPE has many benefits, including (1) it developed collectivism among the learners, (2) it can attend to individual learner’s own needs, (3) it can introduce life skills education, (4) it uses games in the teaching-learning process; and (5) it provides all learning materials.

In order to build strong literacy and numeracy skills, it was found that emphasis should be placed on learners as independent readers from the initial stage, provide creative writing practices, link math with day-to-day transactions and introduce project work in learning activities to solve problems.

Teaching and Learning MaterialsIn 2010 the government made it mandatory for all NGOs to use government textbooks for conducting NFPE programmes as a milestone towards achieving the goal of equivalency. The government provides textbooks for all children irrespective of formal and NFE. To overcome the difficulty of integrating formal textbooks into their delivery methodology, NGOs have introduced guidebooks for teachers, training programmes for teachers and supplementary reading materials based on the textbooks.

Tips for a Successful NFPE Programme Some of the lessons learned for the successful NFPE include introduction of user-friendly teachers’ instructional materials; activity based teaching-learning processes; use of teaching-learning aids; regular practice of co-curricular activities; use of supplementary reading materials; introduction of a school preparedness period; no homework or private tutorial support; strong remedial measures through peer learning; emphasis of active learning; use of mother tongue for ethnic minorities in early grades; recruiting teachers from the learners’ own community; and teacher training about inclusive education for children with disabilities.

Current challengesSince 2009, NFPE in Bangladesh has been geared towards achieving the goal of equivalency. The government has introduced a common public examination after completion of a five year cycle of primary education which is also implemented in NFPE programmes. The children who complete the cycle in a less time also appear


in the public examination. A side effect of the equivalency measures introduced by the government at the primary level seems to be that some NFPE learners are now at risk of being pushed out of education if they do not meet age-appropriate levels of competence or consistently fail to succeed in the public exam. Therefore, further development of equivalency measures may need to be undertaken with diversified potential outcomes such as the option of linking learners with vocational education and other forms of life skills certification. As mentioned earlier, some NFPE programmes already link learners to vocational education rather than back into the formal system.

Case presentation 6

Alternative Learning Programmes for Primary Education to Reach the Unreached through “Paket A”-2 (Indonesia)

Mr Ngadirin Harjautama

Comparable to Indonesia’s formal curriculum, the Paket A programme is divided into units. The curriculum content of Indonesia’s Paket A Programme includes moral and religious education, personality and citizenship, science and technology, arts, sport and health. The learning outcome focuses on basic literacy (reading, writing and numeracy skills), life skills education, and preparing for the next level of education (Paket B or Junior Secondary School). Eleven subjects are covered. They include religious education, citizenship, Indonesian language, mathematics, natural and social sciences, arts, culture, sport and health, functional skills, local content, and personal develop-ment skills (slide 19). The functional skills are optional and the local content can be integrated to other subjects. The learning process scheme uses the competency credit unit (CCU), and the total is 204 CCU. This means that students should take 204 CCU to complete the Paket A Programme. Learning is conducted a minimum of twice a week in the classroom during the academic calendar (from July to June).

Indonesia’s Paket A Curriculum prepares learners to sit the national examination (see Case Presentation 14 in Section 4 on Assessment of Learning Outcomes) just as in the formal system. The national examination covers citizenship, mathematics, Indonesian language, natural science and social science. It is held twice a year in July and October. Students from either system are eligible to take the test and receive certification which is well recognized throughout the country.


Slide 19: Paket A Curriculum Structure

No. Subjects Level 1 Level 2 Total

1 Religious Education 9 9 18

2 Citizenship 9 9 18

3 Indonesian Language 15 15 30

4 Mathematics 15 15 30

5 Natural Science 12 12 24

6 Social Science 9 9 18

7 Art and Culture 6 6 12

8 Sport and Health 6 6 12

9 Functional Skills **) 9 9 18

10 Local Content **) 6 6 12

11 Personal Skill Development 6 6 12

TOTAL 102 102 204

Notes: *) 1 ccu competency credit) = 1 face to face meeting + 2 hours tutorial or 3 hours self learning, **) Optional, ***) could be

integrated in other subjects


The maximum number of students in a Paket A class is 20. The ratio of textbooks is one per child. A syllabus for each subject should be developed by the institution/teacher, based on the competency standards set in the national curriculum. The standard also requires a teaching plan and a student learning report.

Case presentation 7

An Overview of Alternative Learning Programmes in Nepal (Nepal)

Mr Gopal Prasad Bhattarai, Deputy Director, Non-Formal Education Centre (NFEC), Bhaktapur

Mr Tap Raj Pant, National Programme Officer, UNESCO Office in Kathmandu

National frameworks for ALPsThere is a constitutional right to education in Nepal. ALPs have emerged during the development of the NFE subsector in the country, which was further accelerated by the


EFA agenda. ALPs for primary education, initially conceived as education programmes for unschooled girls, were also used for conflict affected children during the troubles. Due to their importance, ALPs have been given space in the tenth five-year National Development Plan 2002-2007 (National Plan of Action for EFA 2001-2015). A ten year literacy and NFE policy and programme framework was developed and endorsed in 2006.

ALPs in Nepal

Current ALPs include:

• Flexible Schooling Programme (FSP): is equivalent to formal primary grades I-V and its target learners are children of age 8-14 years old who are working and marginalized, children with financial and social difficulties, those affected by conflict and children from minority linguistic groups. Children study at their FSP centre for four hours per day, six days a week. Currently, there are 500 FSP centres in operation where 10,000 children are learning. A nearby formal school, called the “mother school” is responsible for the supervision and monitoring of FSP centres. Facilitators and teachers of FSP are required to possess the same qualifications as primary school teachers and they are selected from among local eligible persons by the community and mother school. FSP facilitators/teachers receive 5-7 days training every year. The operational budget of FSP comes from government.

• School Outreach Programme (SOP): is a three year primary education for grade I-III and it targets children of 6-8 years old who live far from formal schools. Therefore, SOP learners attend a class in an accessible location that is identified by a mother school. Currently there are 3,000 children enrolled in the SOP who are expected to be integrated into grade IV at the mother school.

• Urban Out-of-School Programme (UOSP) is a 20 month programme equivalent to grade III (Level 1) and grade V (Level 2), which is supported by UNICEF in partnership with the Ministry of Labour (MOL) and the Ministry of Local Development (MOLD). It is provided as a complementary programme of FSP to 10-14 year old working children in seven urban areas.

• Girls Access to Education (GATE), supported by UNICEF, is a 9-month programme run in partnership with NGOs and MOLD. The GATE programme targets 10-14 years old out-of-school Muslim girls who do not necessarily feel comfortable attending local schools.

• Mother Tongue-Based Equivalency Programme for School Drop-outs, supported by UNESCO in 2010 to 2011, was a ten month bridge course equivalent to primary grade 3, piloted by NFEC in partnership with local NGOs. It was aimed at getting primary level OOSC from the Mushar community in Dhanusha and Siraha districts, a most disadvantaged group with a high drop-out rate, into the formal education system. The programme was offered at six selected locations in the districts by facilitators with the support of mother schools.

• Community-Assisted Schooling Programme (CASP)


ALP Curriculum in NepalEach ALP has developed a curriculum tailored to the specific needs of the learners. For example, the NFEC developed a three year condensed course for FSP based on the formal school curriculum of primary grades, though there is enough flexibility in each of the core subjects that local content can be included, as appropriate. The core subjects for the condensed course include social study, math, Nepali, English and science. Non-core content such as music, arts and drawing is included in social study. Environment, health and physical education are included in science. More importantly, each core subject has room for local content.

The SOP has the same curriculum, textbooks and working hours as formal schools. The UOSP allows learners to enrol in formal schools based on their competencies then provides supplementary training in literacy, numeracy and life skills, including protection issues, as per its specific curriculum.

The GATE’s curriculum includes literacy, numeracy, arithmetic and reproductive health.

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A locally relevant condensed course in the Maithili language was developed for Mother Tongue Based Equivalency Programme for School Drop-outs within the FSP curriculum framework by a group of local experts including facilitators and formal school teachers. Specialised study materials were also developed in the language. Current challenges and lessons learned

Some of the challenges faced by ALP facilitators in Nepal include: the different needs of various OOSC groups (one size fits all is not applicable); resource constraints (only 1.7 per cent of the national education budget is allocated for NFE), ALPs are considered second-rate education – which leads to limited human resource availability; there is no clear equivalency system, monitoring and information database systems are weak; and the terrain within the country is also a challenge when attempting to reach learners in remote areas.

Lessons learned include: linking OOSC with vocational training in collaboration with a local authority such as the Chamber of Commerce; developing mechanisms to develop an individual profiling of each child; contextualizing the NFE curriculum; reintegrating life skills and livelihood skills into the NFE curriculum; and formulating the certification system. From the mother tongue programme, lessons learned include: involving local experts, teachers and facilitators in materials development to localize content; frequent supervision and interaction among learners, facilitators and community members contributed to almost no drop-out from the programme; and the use of the mother tongue as the medium of instruction at primary grade contributed to reducing drop-out rates and repetition rates.

Case presentation 8

Achieving Peace Through Accelerated Learning Programmes (Sri Lanka)

Dr Brenda Haiplik, UNICEF Senior Education Advisor

Following a rigorous needs assessment of students’ competency levels in Grades 3-9 in the Northern and Eastern Provinces of Sri Lanka during which displaced learners showed significantly reduced achievement levels vis-à-vis a reference group of non-displaced students, UNICEF assisted the Sri Lankan MOE to develop an accelerated alternative learning programme (ALP) as a remedial action to assist learners. The programme provided students who had fallen behind their age appropriate competency with the


opportunity to catch up and mainstream into formal school. Despite operating in logistically difficult circumstances amongst makeshift facilities, the programme helped to reduce the likelihood of drop-out and provided teachers with key skills and resources to promote inclusive education.

Curriculum of ALPALP uses the national curriculum, national textbooks and 18 ALP teachers’ handbooks containing practical information on how to teach the condensed syllabus effectively. Students receive instruction in core subjects promoting literacy and numeracy and cover two years of the standard curriculum in one year. There are five ALP levels: ALP Level 1 covers grades 1-2, Level 2 covers grades 3-4, Level 3 covers grades 5-6, Level 4 covers grades 7-8, and Level 5 covers grades 9-10. The core subjects for primary are Tamil, mathematics and English, while those of secondary are Tamil, mathematics, English and science. Children are placed by competency, not by age or previous grade. They enter at the level they need and exit once they have caught up with their age group.

Outcomes of the programme

The five core outcomes of the programme are as follows:

Outcome 1 – Increased inclusion of education into peace building and conflict reduction policies, analyses and implementation.

Outcome 2 – Increased institutional capacities to supply conflict sensitive education.

Outcome 3 – Increased capacity of children, parents, teachers and other duty-bearers to prevent, reduce and cope with conflict and promote peace.

Outcome 4 – Increased access to quality and relevant conflict sensitive education that contributes to peace.

Outcome 5 – Increased contribution to generation and use of evidence and knowledge in policies and programming related to education, conflict and peace building.

This last outcome is particularly important because educators need to do a better job of recording what is being done to reach OOSC in such a way that it can be understood. The programme’s success highlights the strong potential of using education through specifically designed curricula and its potential to build peace. The programme can also be replicated beyond its initial target areas with just a little context-specific adaption.

2.3 Recommendations drawn from country case presentations The potential to deliver alternative content to learners through ALPs is clear. However, whilst adding elements of ALP curricula is certainly a possibility, it is critical to think about the question “will there be enough time and resources to teach the standard curriculum – for equivalency purposes – with all the following elements?”


• One common framework which includes basic curriculum standards and competencies for primary education (which are to be delivered in both formal and alternative primary education).

• Curriculum needs to be customized to target at-risk groups of OOSC.

• Additional/supplementary teaching and learning materials are needed to complement the formal curriculum.

• Functional learning modules should incorporate real-life applications of learning.

• Multiple delivery methods should be used.

• Regional curricula can be mapped using a database.

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43

PART TWO


Section 3: Teacher/Facilitator Requirements, Recruitment and Training

3.1 IntroductionThe success of any school or programme – especially those involving learners at risk of dropping out, or those with academic or behavioural problems – depends heavily on qualified, caring teachers who are well trained. However, attracting sufficient numbers of well-qualified individuals into education and specifically into ALPs is a challenge. Learners in ALPs often have very different learning styles and do not have the same type of educational support from their families and communities. Added to this, they often lack the motivation to learn. They need teachers with strong content knowledge who are creative and persistent and also willing to counsel and inform parents and community members about the benefits of a full primary education for boys and girls alike.

In many countries, there are differences affecting social status and pay scales between “community” or “para”– formal teachers and formally qualified teachers – the former often have limited formal schooling, while the latter may have a degree from a recognised teacher training institute. It is unclear whether either type of teacher has an advantage when facilitating ALPs. There are often distinctions in their pedagogy. “Community” teachers may have less working experience but may be more open to new methods, while those with formal education may use more traditional practices. Regardless of qualifications, all ALP facilitators require teacher support which can be provided in a number of ways, as for example through peers or mentors.


3.2 Country cases

Case presentation 9

Training for Residential Bridge Course Facilitators in India (India) Mr Venkat Reddy, Project Director, MV Foundation

The following case presents one example of NGO-run ALP teacher training that has been undertaken by facilitators of the MV Foundation’s Residential Bridge Courses (RBC) in India.

BackgroundWhilst India’s enrolment statistics are impressive, retention of students in school can be difficult as they face social pressure to contribute to their families through labour and the care of elders or younger siblings. Children from disadvantaged groups and girls in particular, are most at risk of dropping out. MVF’s non-negotiable policy that all children must be in school, not participating in child labour, has led to a need for consensus building in the wider community. Based on constant meetings with the community and grassroots level experience working with children, MV Foundation designed an alternative strategy called “Residential Bridge Courses (RBCs)” for mainstreaming OOSC. Initially, many OOSC showed reluctance to re-enter formal schooling if they were not in age-appropriate grades, therefore the RBCs provide accelerated learning in order for pupils to catch up and then re-enter the formal system in an age appropriate class. The purpose of RBCs is to help OOSC in their transition from workers to students. It prepares them not only to join schools but also prepares the parents of OOSC to accept that their children are no longer available for work. It also assists schools to accept older children by developing modalities for responding to the needs of the first generation learners. Overall, the RBCs serve to establish links with the community that helps them understand the possibilities of bringing older children back to school.

Strategies for Identification, Enrolment and Mainstreaming of OOSCSocial mobilisation is the important first activity for RBCs in order to: bring about change in the attitudes of various stakeholders that prevent children from attending school; create a norm in favour of children’s right to education; and create confidence in the community that older children can re-join schools through the bridge courses. For social mobilisation, not only local institutions such as gram panchayats and school committees are involved, but also local youth, especially those so called “first generation learners“ who can play an important role in the programme as partners.


OOSC are engaged in different forms of work. Before inviting children to attend RBCs, the RBC facilitators contact them by various community interventions including a door to door campaign, taking surveys, street play, a child to child campaign, exposure visits to RBC camps, picnics to convince OOSC of the benefits of RBC, and making and building societal confidence about children rejoining school. For this, local youth have been proven the best protagonists for reaching out to these children because they come from similar backgrounds and have an instinctive understanding of the children’s situation. Empathy is an asset so facilitators are often first generation learners11 themselves. Therefore, as often as possible, facilitators from local backgrounds who strongly believe social change is possible, are selected.

Facilitators’ TrainingFacilitators are initially MVF volunteers or para-staff members. After several years’ service they may become full staff members and be issued with appointment letters.

As detailed in Slide 21, facilitator training is undertaken by an MVF resource group which provides conceptual and thematic training about local norms, child rights and the right to education, child-centred teaching-learning, specific problems faced by girl children as well as MVF organizational goals. In addition, the resource group provides academic and technical training for facilitators, including practical teaching skills like teaching classes of mixed ability, building rapport and maintaining healthy teacher-pupil relationships, setting up libraries, experiential learning, using texts and do on. Facilitators are provided with on-going training and mentoring support which increases their motivation and commitment.

OutcomesMVF has successfully mainstreamed approximately 50,000 children into the formal education system through its RBCs. The national and state governments have also replicated the RBC model.

11 A first generation learner is one who is the first in their family to become literate and or attend formal or informal schooling of any kind i.e. the previous generation of their family/community is unschooled.


Slide 20: The Training Topics Provided to MVF Facilitators by the MVF Resource Group

Training Facilitators

MVF has a resource group that provides curriculum support and provides training to the facilitators in:On thematic and conceptual issues like:

• Child rights • Non-negotiable principles of the organisation • Community mobilization and motivation • Teacher-pupil relationship • Specific problems of girl children • Government policies and acts

Academic activities like:

• Subject-wise training in planning to teach older children • Reading texts • Setting up a library • Experiential learning (through songs, story telling, games, cultural activities,

practical environmental science classes, field trips etc.)• Teaching classes of mixed ability• Using text books

Source: © MVF

Case presentation 10

Alternative Learning Programmes for Primary Education to Reach the Unreached Through “Paket A” -3 (Indonesia)

Mr Ngadirin Harjautama, Directorate General of Basic Education, Ministry of Education and Culture, Republic of Indonesia

Alternative primary education programmes which are recognized as equivalent to formal education have been implemented in Indonesia since the 1990s. The main alternative primary education programmes equal to primary level is known as Paket A. Paket A is largely delivered in CLCs supervised under central, provincial, and district education offices.


Teacher Requirement and RecruitmentIn order to become Paket A tutors, teachers must meet very detailed guidelines, the same as those for teachers in the formal system. Paket A teachers/tutors should have a minimum of an undergraduate degree or Diploma IV in the related field of basic education, based on the National Education Standard.

Teacher recruitment is conducted by CLC management in accordance with the teachers’ competency requirements as stated in the Minister’s Regulation No. 16/2007. Paket A teachers/tutors must meet the following Competency Standards:

• Pedagogically, Paket A teachers/tutors must understand: the learners’ characteristics; students’ development potential and learning theory; as well as having curriculum development skills, teaching-learning process ability, ICT skills and communication skills, and assessment and evaluation skills

• Personalities must be respectful, honest, responsible, confident and they should take pride in being teachers

• Socially, teachers should be inclusive, objective and adaptable, and practice effective communication and teamwork

• Professionally, they should master the subjects being taught, including content and curriculum standards; develop teaching materials and ICT skills, committing themselves to continuous improvement.

Teacher TrainingData shows that of the 6,100 Paket A teachers/tutors in 2008, approximately 40 per cent did not yet meet the current requirements and 60 per cent are mismatched. Teacher training is therefore a key strategy for improving the quality of Paket A delivery.

Teacher training is provided by district education boards in coordination with the provincial and central education offices. The training budget comes from both local and national budgets. There are grants for teachers to continue their education to improve their qualifications. The government develops its professional improvement system through developing core tutors and encouraging them to work together to improve their skills and competencies.



Case from Thailand: Hill Tribe Schools (Thailand)Dr Rangsun Wiboonuppatum, Education Officer, UNICEF Thailand

First it is necessary to know the numbers and social profiles of out-of-school children (OOSC), as governments are often willing to do what they can if they are able to understand the needs. It is clear that the UIS framework on out of school children can be very useful. Thailand has a very small percentage of out-of-school children but in reality 0.6 per cent translates to half a million OOSC. Thailand is listed as one of 15 countries where more than half of the world’s OOSC live. The government of Thailand is committed to the Convention on the Rights of the Child (CRC). Through legislation and practice it provides fifteen years of free education to all school-aged children in the country, regardless of whether or not they are Thai citizens.

This has led to the establishment of the so-called “Hill Tribe Schools” in four districts in Mae Hong Son province in northern Thailand. These schools and the ALPs which have been developed for delivery in the schools were primarily designed to cater for those children living in remote rural areas, some of whom belong to ethnic minorities, as well as their families who have the requisite documentation to enrol in the formal education system of Thailand but have not previously had access to education.

Teacher TrainingThe committee set up to oversee this process emphasized that the sustainability of these programmes is very important and would require dedicated teachers to serve in remote areas. Therefore, teacher training is based on recruitment of local people who are committed to the area; and providing education to first generation learners. There are currently several Hill Tribe Schools, taught by government and UNICEF supported teachers. Ongoing support is given to these teachers by way of a small stipend and through bi-monthly meetings which have the dual purpose of providing professional development, as well as being a networking opportunity for teachers in neighbouring areas to connect with each other to avoid isolation. Training on instructional techniques is integrated into these bi-monthly meetings, as is spiritual training (Photo 9) to increase motivation and an ongoing service ethic.


Slide 21: Teacher Training Process for Hill Tribe School Teachers

Bimonthly

Orientation Study Tour

Team Building

Annual Meeting

SpiritualTraining

It is possible that those “ pre-qualified” teachers who are recruited locally may complete professional training whilst on the job through the Teacher Training Institute which they can attend on weekends in order to become qualified teachers. About ten of them have become govern ment teachers or temporary teachers. This provides additional motivation. Importantly, efforts are constantly made by local branches of the Thai education system and UNICEF, which sponsors 17 of the teachers, to provide recognition for their service to boost morale.

3.3 Recommendations drawn from country case presentationsTeaching is a very demanding task. It is important to have rigorous recruitment, training, supervision, and support procedures so that teachers can be trusted, especially when they are developing their own curriculum and lesson plans. Ongoing teacher training and networking are vital for giving teachers the requisite tools for the job and to provide peer support and feedback mechanisms. ALP teachers also need salary or other benefits (teacher training and/or teaching and learning materials could be an incentive) appropriate to their local context, which provide for their professional development and practical needs (especially when they incur extra transport and materials costs). For this, it is critical that the ALP teachers and ALP programmes/schools are eventually considered as part of the formal system.

ALP budget allocations are not yet mainstreamed in most countries. Therefore, funding is usually provided on a project-by-project basis which results in limited sustainability. Teacher training and supervision, both pre-service and in-service guidance and support, is often one of the first programme costs to suffer. However, some countries – such as Indonesia – do have a budget for ALP teacher training, now that it has been integrated into the formal system. Under the Sarva Shiksha Abhiyan (SSA), the Government of India’s flagship programme for achievement of universal elementary education, programmes can apply for specific teacher training or supervision grants.

Source: © UNICEF Thailand


Recommendations

• Local recruitment, especially “first generation learners”

• Institutional/human resource policies that support teachers

• Social and informal support from peers

• Career progression/professional development opportunities for “unqualified” or pre-qualified teachers to become professional teachers

• Acknowledgement and compensation for teachers working in remote areas/difficult circumstances

• Remuneration for teachers, including but not limited to salary (for non-volunteers) and professional development

• Evaluation of teacher training programmes, particularly as they affect student achievement/reintegration

• Research of specific innovative teacher training components that go beyond formal school teacher training

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PART TWO


Section 4: Assessment of Learning Outcomes 4.1 Introduction

Assessment of Learning Outcomes consists of frequent monitoring of student/learner academic progress through a variety of assessment procedures in order to improve individual student/learner performance and also to improve the instruction and programme.

4.2 Country cases


Assessment of Learning Outcomes of Students in BRAC School (Bangladesh)

Mr Profulla Chandra Barman, Programme Manager, BRAC Primary School Operation

BRAC Primary School (BRS) BRAC Primary School was developed as a model to provide good quality primary education to the poor, disadvantaged and marginalized children, especially girls, who have dropped out or never enrolled. BRS uses the national curriculum with many supplementary materials. Children complete the five year primary cycle in four years. Around 30 to 33 students per class are learning with one teacher in a child friendly environment. There are currently 22,618 BRSs where 670,815 children are learning (65.48 per cent are girls) and 4.95 million students completed the course (66.21 per cent are girls).


BRS caters to the various needs of children. For ethnic children, a multilingual education through both medium of instruction in the mother tongue and the written script is provided. For children with special needs (CSN), students are provided with assistive devices and the classrooms are equipped with materials such as blackboards with coloured borders [why colour?], ramps and braille [textbooks?] in addition to teacher and staff training, curriculum adaptations and awareness building. BRAC also offers Boat School. In some areas of Bangladesh flooding or seasonal water logging goes on for six to seven months of the year. Boats are the only means of transport. Children need boats to attend school but many parents cannot afford them [the fare?]. Thus BRAC Boat Schools function as school buses and classrooms during the monsoon season.

Learning Outcomes of Learners in BRAC Schools Learning outcome is the particular knowledge, skill or behaviour that a student is expected to exhibit after a period of study. Learning outcomes reflect a nation’s concern with the level of knowledge acquisition among its student population. Measuring learning outcomes provides information on what particular knowledge (cognitive), skill or behaviour (affective) students have gained after instruction is completed.

Monitoring student learning outcomes and school performance is multifaceted, and the practice of monitoring varies substantially across countries. This multifaceted monitoring can include large-scale national, sub-national or international assessments, public examinations, school-based assessments and classroom assessments, which can be standardized or non-standardized (Clarke, 2011).

In addition to diagnostic assessment to assess the needs of children during learner selection, BRAC follows a formative and summative assessment system for assessing student learning outcomes. BRAC emphasises ongoing assessment in the classroom and periodic assessment after completing some lessons rather than a yearly or half yearly formal examination. BRAC also assesses the needs of students and their weak and strong areas so that corrective measures can be taken.


Assessment System in BRAC School: 1. Diagnostic Assessment

The diagnostic assessments focus on assessing the needs of the individual children during learner selection and investigating their previous exposure to learning and curricula.

• Assessing children’s needs during learner selection

Learner selection is important for establishing a new BRAC school. BRAC staff do the survey for selecting children. The findings of the survey like age, socio-economic background, literacy background of the parents and children help teachers to design and deliver the lessons in the classroom in the preparatory phase.

• Assessment for investigating knowledge of content:

When teachers introduce new content in the classroom, they assess prior knowledge of the content with relevant discussions so that students can relate their experiences with the new content. This way the children find the content easy and meaningful.

• Regular assessment for identifying weak areas

Assess students during lesson delivery, individual, peer and group assignments to identify the weak areas and slow learners.

Assessment System in BRAC School: 2. Formative Assessment (Ongoing assessment)After the initial testing before joining a programme, students undergo formative assess ment to identify learning gaps and progress made. This includes rigorous testing on course content as listed below. Teachers are required to produce daily lesson plans including stated learning outcomes for every lesson. Students then undergo assessment on their understanding of the previous lesson, assessment on the current lesson during lesson delivery, assessment on all content after completion of the lesson and assessment on the whole week of lessons.

• Assessment of the previous lesson

At the starting point of each subject in the classroom the teacher has a question time with the children to review the previously learned content so that learning will be long and strong.


• Assessment of the current lesson during content delivery

To assess knowledge, attitude and skills, the teacher asks questions about the current lesson, gives assignments, and has group consultation and presentations in the classroom.

• Assessment of the current lesson after completion of the lesson

After completion of each lesson the teacher assesses the students’ perception of the content.

• Assessment of all content after completing the whole lesson

After completion of a whole lesson on each subject, the teacher assesses the students’ final perception of the lesson.

• Assessment of one whole week of lessons

To understand the achievement level of learning outcomes of the students for the entire week, the teacher uses different methods for assessing the children.Different methods for ongoing assessment in the classroom

• Oral presentations

In oral presentations, the students present the content in a story, poem or summary in their own language. Students also articulate their thinking in any subject selected by the teacher.

• Group presentations

Where group presentation is applicable, teachers divide the whole class into five groups. Students prepare their lesson in a group guided by a leader. Every group presents and answers questions from other groups.

• Quiz

In quiz time a class is divided into two groups. One group asks questions to another in turn. The teacher is the moderator who keeps group score and announces the winner.

• Peer assessment

Teachers provide peer assessment in the regular assessment system. Learners assess each other in a peer. There are some merits to this assessment as for example, saving the teacher’s time, and developing students’ capacity to find common mistakes in their answers.

• Project assignments

Every project has some objectives. Through project evaluation BRAC discovers if project objectives are achieved, whether lessons are learned, what the challenges are and so on. This helps BRAC to apply new concepts, change the curriculum and improve training in the next project.

In addition to the above, there are many other methods such as question time, observation, journal writing, wall magazine preparation and experimentation.


Assessment System in BRAC School: 3. Summative AssessmentPeriodic Assessment After completion of certain lessons, a written examination is held through competency based questions. In total, BRAC ensures that students undergo five to seven final periodic assessments in each subject at each grade level. These assess the level of students’ thinking based on Bloom’s Taxonomy by way of both knowledge-based and evaluation-based questions. Assessments are mainly in written form. However, three summative assessments focus on music, drawing, acting and reciting in each grade. When poor performance or knowledge gaps are identified, remedial measures are seen as crucial and can be targeted as a result of the assessments.

Formal Examination at the End of Grade VStudents also have the opportunity to undertake the Primary Completion Examination administered by the government upon completion of Grade V. BRAC students have approval to sit this exam. The test covers six subjects each with 100 marks, scored according to a national grading system (BRAC students achieved a pass rate of 99.83 per cent in 2011). Before attending the examination the students take mock tests.

Assessment Through Monitoring of Student’s Learning PerformanceSummative assessment of learning outcomes is also undertaken by external monitors. To assess the students’ learning performance in each subject, BRAC Education Programme (BEP) internal monitoring unit developed a checklist. For monitoring learning outcomes, indicators are selected from among the lessons that are being delivered on that day and the previous lesson. The assessment involves a short and quick, paper–pencil test covering both knowledge and skills. Instruments are developed by the monitors themselves; however, all monitors usually monitor the same skills so that results can be aggregated. Monitors share the results of their monitoring with staff members at different levels so that they can take measures to improve the programme performance in order to reach desired outcomes. Re- monitoring is carried out quarterly to learn about the results of actions taken to correct problems found in the earlier monitoring visits. Also, the BEP internal monitoring unit analyses the data from the field and reports every three months. The monitoring report allows BRAC to pinpoint the weak areas of the students and to take remedial measures.



Alternative Learning Programmes for Primary Education to Reach the Unreached Through “Paket A”-4 (Indonesia)

Mr Ngadirin Harjautama, Official of the Directorate General of Basic Education, Ministry of Education and Culture, Republic of Indonesia

The learning assessment is done through diagnostic, formative and summative assessments. The result of the learning assessment is written in the student’s learning result for every semester. At the end of the second level of Paket A, the students should take the national examination for equivalency education which is also sat by students in the formal education system. This allows students of either system to receive a nationally recognised qualification and to progress to further study provided they achieve suitable results.

As outlined on Slide 23 below, there are five subjects that are assessed nationally, i.e. citizenship, Indonesian language, mathematics, natural science and social science. This national examination is managed by the Education Evaluation Centre in collaboration with the National Standard Education Board, both in the Ministry of Education and Culture. There are criteria for children to be accredited as having completed their Paket A Programme. The criteria are linked to the final score, i.e. a combination score of 60 per cent of the national examination and 40 per cent of the level 2 (equivalent to Primary School Year 4-6) learning assessment reports. The passing grade for graduation from Paket A is 5.5.


Slide 22: The structure of Indonesia’s National Exam Which Can be taken by Students Trained in Either the Formal or Informal “Paket A” Schooling Systems

Paket ‘A’ National Examination (Ministry Regulation No. 35, Year 2012)

• National Examination > 5 subjects, financed by governmento Citizenshipo Indonesian Languageo Mathematicso Natural Scienceo Social Science

• National Examination > twice a year (July, October)o Citizenship

• Examination Substantialo National examination item frame made by Ministry of Education & Cultureo The item test is made by the Education Evaluation Center in accordance with

the National Standard Education Board, MoECo The graduation is based on the ending score: 60% score of national exam +

40% score rate of the level 2 reporto The graduation criteria > minimum 5.5 for ending score



Assessment in Alternative Learning System/Schooling Programmes for Primary Education to Reach the Unreached (Philippines)

Ms Sevilla A Panaligan, Chief of Continuing Education Division, BALS, Department of Education, Government of the Philippines

Regular Learning AssessmentThe Philippines ALS conducts an entry level assessment, when learners enter the programme, to assess whether their understanding or previous education places them at a basic, elementary or secondary level. Once they commence learning, they undertake constant formative assessments, the results of which are placed inside each leaners individual learning portfolio, which they can take with them should they transfer to another location.


Equivalency ExaminationEquivalency tests are available to ALS students at several levels. If learners pass the Elementary Test, which they are allowed to do as long as they have reached the age that the test would be taken in the formal system, they are eligible to enrol in the formal school system at the appropriate level.

At the secondary level, once learners have attended an ALS learning intervention, they are able to take certification and equivalency tests and then proceed to college. This certification is accepted by most colleges except public universities. Because tuition there is provided free of charge there is much more competition so they are stricter than private universities when granting admission. Therefore, BALS staff conduct on average four meetings per year with the public universities to help them understand the leaning outcomes and capabilities of ALS learners, in a bid to increase acceptance of ALS certification. The university entrance examination is also administered for Filipino people living overseas.

The university entrance equivalency exam itself consists of 250 multi-choice questions and a composition writing section. The standard duration is 4.5 hours. The aim of the composition section is to assess whether learners can write and think critically. If they fail it they cannot pass the test as multi-choice can be guessed. To date almost 230,000 ALS learners have passed the university entrance level equivalency test. Many have gone on to higher education and others receive promotions at work.

4.3 Recommendations drawn from country cases presentations

Recommendations:

• Alternative learning assessments to measure common learning standards. Learner assessments don’t necessarily have to look identical to be equivalent; variation in learner assessment methods can allow for alternative curriculum, learners’ experience, etc.

• Overall assessment can be a combination of both formative and summative assessments

• Assessments can be locally created by vetted national and government bodies

• Assessments should be conducted frequently and at convenient locations

59

PART TWO


Section 5: Logistics and Management Including Budgeting and Resource Mobilization and M&E

5.1 IntroductionALPs should be designed to meet the different needs of students/learners and provide students/learners with a range of learning interventions. In many countries, ALPs are delivered through service providers, including NGOs, who are contracted by the responsible government authority. Establishing standards that have to be reached and setting up an efficient and transparent assessment system are necessary toward improving the quality of ALPs. In addition, the successful implementation of ALPs depends largely on adequate financial support and effective resource mobilization. Financial support of alternative learning programmes is critically important to long-term sustainability on top of ensuring on-time delivery and quality, and this funding can come from various sources: national or local governments, civil society institutions, NGOs and donors. On the other hand, resources must be mobilized to ensure the effective delivery of alternative education. Such resources include: teachers/instructors, classroom materials, infrastructure and budgeting for operational expenses.

Logistics, Management and M&EDr Ros Morpeth, National Extension College of The Michael Young Centre, Cambridge, UK

When considering logistics, management, monitoring and evaluation one must first identify diversity of need, target communities, policy and framework, curriculum, teacher training and the like. Monitoring and evaluation can show what works and what doesn’t, allowing smoother decision-making when choosing which ALP structures will work in a particular local context. However, there seems to be a reluctance to talk about what doesn’t work, which is unfortunate when considering this topic because that is how we learn and avoid pitfalls. In reality ALP logistics are about sustainability.


Case presentations 15

The Alternative Learning System in the Philippines (Philippines)Mr Roderick P. Corpuz, Education Programme Specialist II-Literacy Division, Bureau of Alternative Learning (BALS) Department of Education

Implementation Scheme of ALS including Finances and Budgeting

In the Philippines, ALS are delivered by the Department of Education, with ALS facili-tators and District Managers managing learning interventions in far flung areas. Their salaries are therefore provided by the national government. The government contracts out ALS delivery to various non-government organizations, church-based organizations and civil society groups. There are a grand total of 6,402 implementers around the country (Slide 23). The cost of contracting an organization as a service provider for 10 months with a minimum of 50 learners is approximately 110,000 Philippine Pesos (PHP) (approximately USD 2,706), while the cost of contracting an individual as a service provider (or literacy volunteer), serving 50 learners is PHP75,000 (approximately USD 1,845) for 10 months (see Slides 24 and 25). This means that the total cost per learner is PHP 1,200 (approximately USD30).

Slide 23: Number of ALS Implementers in the Philippines

ALS Implementers Number

Mobile teachers 2,281

District ALS Coordinators 2,390

AGAP 719

Service Providers Contracting:

• Basic literacy Programme (BLP) Facilitators• Accreditation & Equivalency (A & E) Managers• Balik Paaralan Para Sa Out-of-School Adults (BP-OSA) Instructional Managers • Indigenous People (IP) Facillitators

20420457034

GRAND TOTAL 6,402

Source: © BALS


Slide 24: Cost of Contracting an Organization as Service Provider

Item of Expenditure Total

1. Honorarium of the facilitator or Instructional Manager (IM) (w/o tax deduction) P 60,000.00

2. Cost of Materials and supplies to be used by the Facilitator or IM P 5,000.00

3. Management fee of the service provider P 30,000.00

4. Training Expenses of the Facilitator or IM as participant to a 3 to 5-day training conducted once by the Regional Office and once by the Division Office

P 5,000.00

5. Monitoring and Evaluation fee for DepEd Supervisors during visits made at:

• Midpoint of contract period• End of contract period

P 10,000.00

Grand total per learning contract P 110,000.00

Slide 25: Cost of Contracting an Individual as Service Provider (Literacy Volunteers)

Item of Expenditure Total

1. Stipend P 50,000.00

2. Teaching Aid P 5,000.00

3. Transportation Allowance P 20,000.00

Grand total P 75,000.00

Continuous networking and linkage with other government organizations, NGOs and civil society groups, ALS implementers, donors, communities and other stakeholders for potential partnerships is an important factor for the successful management of ALS especially in terms of decision-making.


Monitoring and EvaluationIn terms of monitoring and evaluation, an annual “Kumustahan sa Barangay” is conducted. This is a non-threatening strategy, an informal way to generate information from implementers, beneficiaries and stakeholders about the programme implementation (see photos of the process on Slide 28). An “ALS Inter-Regional Monitoring and Evaluation Scheme” is also used. As shown in Slide 29, several forms are filled out which keep track of financial, management and administration and technical data. This in-depth monitoring has enabled several innovations to meet the challenges observed. For example, better networking between relevant stakeholders, individual learning portfolios and non-traditional assessments which facilitate learners’ progress as well as connections to industry. The latter can help learners to access livelihood training and earn trade certification.

Slide 26: Monitoring and Evaluation Forms used by ALS in the Philippines

Monitoring and Evaluation (M&E) Forms

1. M&E 001 (Financial) – This form is used to monitor disimbursement and liquidation of funds allocated to the different learning centers and programs at the district and division levels.

2. M&E 002 (Management and Administration) – This form is used to monitor distribution and utilization of allocated manpower, supplies and materials. It also allows to benchmark best practices in the implementation of the ALS programs.

3. M&E 003 (Technical) – This form is used to monitor the processes undertaken in the implementation of the programme

Source: © BALS



Management of an Alternative Learning Programme: A Perspective by CARE India (India)

Ms Seema Rajput, Technical Specialist, CARE India

BackgroundCARE is an independent NGO which facilitates ‘Udaan(s)’ residential bridge courses, which help out-of-school girls who are 10 to 14 years old to catch up to their age groups then re-enter formal education. “Udaan” means “fly” in the local language and its curriculum allows students to complete the whole five year cycle of primary education and social education in 11 months. The programme can accommodate up to 100 girls in one cycle.

Programme ManagementThe driving force for successful implementation is the motivation of all involved. As shown in the Operational Strategy (Slide 28), CARE provides technical and financial support to various partner non-governmental organisations (PNGOs) who takes the lead role in managing the programme from undertaking needs analyses and community mobilization then providing the human resources and logistical arrangements required to run an Udaan within a given community.


Slide 27: The Management Structure Established by CARE to Allow for the Running of Udaan

Technical and Support Financial

CARE

LogisticArrangements

CommunitySupport

HumanResources

Need Analysis & CommunityMobilisation

UDAAN

PNGO

Source: © CARE

The management of Udaan(s) consists of three stages which are pre-camp, during camp and post camp. The pre-camp stage involves a formulation of a detailed implementation plan, training and orientation of teachers to develop a basic understanding of Udaan principles, management, identification and enrolment of girls through intensive social mobilization, addressing safety and security measures and conducting an induction camp for girls who have enrolled. Prior to the beginning of Udaan, a three day residential camp called the induction camp is organized a week ahead of the actual Udaan. This is a three-day familiarization exercise for all the stakeholders with the students, teachers and organizers. On the fourth day the parents are invited and there is a structured discussion with them in small groups and a single group with the purpose of sharing the schedule and life of Udaan and motivating them to allow their girls to stay throughout the year.

In a year, two more refreshers or in-service trainings are also organized when girls complete level 3 and 4. Besides the training, there is on-site academic support provided from time to time.

This induction camp provides exposure to what it would be like for girls to stay away from home, and for the parents to manage the family work that their daughter used to share and for teachers to have a sense of managing not only studies but also the residential activities as well as the support team. It is planned to provide a sense of confidence, that all of them can manage their duties.


The design of this exercise is such that it gives parents and daughters a chance to judge for themselves that they can succeed. It also provides the organizers an opportunity to finalise their selection of students. Parents also need to feel greatly reassured after this experience, while the students need to feel that there is something to look forward to by staying in the main camp.

In a year, two more refresher or in-service trainings are conducted when the girls complete level 3 and level 4. Academic support is provided from time to time. The during-camp stage consists of three aspects: academic management, day-to-day management and management outside camp. Detailed activities under each management are shown in Slide 28. At the post-camp stage, rigorous follow-up of Udaan graduates is conducted through peer-to-peer meetings, liaison with parents and communities as well as school and teachers.

Slide 28: Management Required During Camp

Academic Management

Day-to-Day Management

Management outside camp

• Integration of curriculum with social and life skill

• Graded approach along with time allocation

• Favorable pupil-teacher ratio 1.25

• Six teachers• Maximum learning without

undue pressure on children and teachers

• Horizontal linkages across subjects

• Activity-based and experiential

• Use of locally made TLMs, library and other reference material

• Regular assessment of curricular and co-curriculur aspects

• Weekly planning

• Space for reflection

• Time for play

• Clear-cut roles & responsibilities for all

• Daily routine is put in order

• Children’s committees for various purposes viz food preparation and distribution, cleaning of whole camp, library, sport, health, material etc.

• Ensuring play ground and play equipment, water and sanitation facility, cooking area, etc.

• Common menu as per nutritional standards

• First aid kit

• Library

• Standardized formats to maintain records like IEP, visitors register, enrolment and attendance, leave

• VLWs maintain relationship with parents/community

• Community seminar to share progress and issues on quarterly basis

• Voluntary contribution from community

• Fixed day or meeting girls

• Establishing relationship with formal school and teachers for smooth mainstreaming

Source: © CARE


In order to ensure smooth implementation of camp activities, the support of students plays a big role. Different committees for cleaning the whole area, serving food, supporting the kitchen, maintaining the library and sports materials, conducting morning assembly etc. are constituted through democratic elections. Each girl gets the experience of being in each committee as they rotate. The experience benefits them in other ways. The girls know everything about the process of election, the importance of democracy and the significance of transparency.

FinancesThe operational cost per girl for one year’s attendance at an Udaan is approximately INR23,000 – 24,000/year (approximately USD428). This takes into account the board and lodging of the girls; salaries of teachers and other staff; materials; training; and administrative services or overheads. The total cost is divided by the number of girls reached through the project in order to provide the cost per child.

Detailed implementation plans with clearly defined roles for all stakeholders are drawn up for running the camps and having been through a programme, camp participants are tracked through the resulting long-lasting community relationships (Slide 29). In addition, CARE holds monthly review and planning meetings with their partner NGOs all of which generate a progress report every quarter. CARE also conducts an annual review and makes use of web-based monitoring, all of which feeds into frequent research studies.

Relationships with other agenciesUdaan has relationships with other agencies in a direct or indirect manner. For example, local government at the grass roots level, Panchayati Raj institutions, play an important role in monitoring camp activities. They also ensure that after mainstreaming girls from Udaan to a formal school, the girls continue their education. Similarly, local partners network with other NGOs or institutions that run their own schools so that girls can be mainstreamed in those schools after Udaan. Also PNGO provide their technical expertise to other local NGOs who work for out-of-school children. At the national level, it is CARE India who deals with the advocacy issues vis-à-vis Udaan and issues related with out-of-school children. For example, experience from Udaan has been introduced to Kasturba Gandhi Balika Vidhyalayas (KGBV) a residential school for never enrolled and dropped out girls, run by the Government of India. The bridging strategy and management aspects of Udaan have been introduced in KGBVs run by many state governments.


Slide 29: Relationships Between Agencies

Relationship between agencies

Relationship with local government (village head, local authority-PRI)• Monitoring the camp activities• Ensuring continued education of mainstreamed girls

Relationship with other NGOs – networking • Mainstreaming of students• Providing technical expertise

Relationship with a system/government at the National level• Advocacy-expansion/adaptation of model and its processes

Source: © CARE

Monitoring and EvaluationIn camp, the camp co-ordinator monitors the classes daily, for which classroom observation tools (COT) have been developed. Support for teachers is also provided and there are weekly meeting for co-ordinators and teachers. For the monitoring of the programme, monthly, quarterly and annual reviews are conducted in co-operation with PNGOs.

Lessons learned from the Udaan programme and recommendations

• Operationalize follow-up of graduates, schools and communities

• Have regular contact with the community and encourage their involvement

• Careful planning and resource mapping to achieve goals

• Integration of life skills education into the mainstream curriculum

• Address safety, security and issues related to hygiene for girls

• Providers should forge relationships with ongoing formal institutions to allow for learners to transition/mainstream into further formal opportunities such as higher education and workforce institutions

• Government and providers need to conduct public awareness campaigns on the multiple pathways to education


Case presentations 17

Multiple Pathways of Education in Afghanistan (focus on CBS and ALC) (Afghanistan)

Mr Mohammad Naeem Baheen, MOE General Education Director, Ministry of Education (MOE) Afghanistan

Mr Ahmad Sha Azizyar, Education Specialist, UNICEF Afghanistan

Policy support for ALPs in Afghanistan exists in several documents: the National Constitution, education laws, the National Education Strategic Plan and the community based education (CBE) national level guidelines. While a free of charge education up to a bachelor degree is obligated by the constitution, ALPs are currently delivered through off-budget assistance by the Ministry of Education and NGOs in two educational modalities: community based education and accelerated learning programmes. Learners in CBE programmes are out-of-school children in the remote and insecure parts of the country. Accelerated learning programme participants are older children between 10 to 15 years of age. Mosque-based education is another form of ALP operating in Afghanistan. All of these modalities are being supported by the World Bank’s Global Partnership for Education. In 2012, the estimated unit cost per student in formal schools was USD45 to USD50 while the cost per student in ALPs is estimated at USD70 to USD75 per year. The government is attempting to bring the costs of ALPs within budget otherwise the long-term sustainability of funding is uncertain.


Sharing on Mother Tongue Based Equivalency Programme for School Drop-outs in Nepal (Nepal)

Mr Tap Raj Pant, National Programme Officer, UNESCO Office in Kathmandu

BackgroundAlthough the interim constitution of Nepal declares the right of every citizen to an education in their mother tongue, there are still 1.3 million children between the ages of 6 to 15 years out-of-school. Fifteen per cent of them drop out from primary grades 1 to 3. Language is one of the reasons for drop out (for details about language barrier, see the presentations on OOSC Initiatives in the Part 1, Session 2, Introduction to ALPs).


Management of Mother Tongue Based Equivalency Programme for School Drop-outsThe total cost of the ten month project was USD20,000. The initial enrolment was 122 children (80 girls and 42 boys) at the grade 3 and 4 level. Only four of that number dropped out. Locally, the programme raised awareness among local community of the need to educate their children. The Mushar Uthhan Committee (an association for Mushar people) has introduced this course in other districts with support from other donors. At the national level, NFEC now has plans to test this methodology further in another language context in 2012/2013.

5.3 Recommendations drawn from country cases presentations Recommendations (1) overall management; (2) finances and budgeting; (3) service delivery; and (4) monitoring and evaluation

o Institutional linkages between formal and alternative primary schooling

o Institutional and non-institutional capacity building

o Co-ordinating mechanisms between formal institutions, i.e. primary schools and known community entities, etc.

o pre-planning and resource mobilization from all key stakeholders including active public-private partnerships

o Monitoring and evaluation of learner enrolment, completion, and transition rates (into formal institutions and employers). Also M&E of learner achievement rates.

o Avoiding duplication of programmes, strategic targeting of ALPs

o Distribution of resources between regions and the sub-national level

o Political and security situation contingency planning


PART TWO


Section 6: Community Involvement (Communication Strategies, Advocacy and Social Mobilization)

6.1 IntroductionParent and community involvement focuses on the establishment of partnerships between schools/learning centres, home, community agencies, industry, government etc. based on mutual respect and collaboration which will result in improved student and programme performance. On another level, do ALPs involve parents, families, local community groups or even religious centres? Community involvement is important as it allows the local people to be involved in the decisions that will affect their lives. In the case of ALPs, the community has an important role to play in their implementation. This is largely because ALPs need social advocacy so that all children can avail themselves of these programmes. For example, in some cases, the largest participation in ALPs is by girls. However, social and religious restrictions might make it difficult for them to join and stay engaged in education programmes. Social motivation and proper advocacy by the community can help to bring these groups into ALPs.



Community Involvement: 2nd Chance Education in Bangladesh (Bangladesh)

Mr Tapon Kumar Das, Programme Manager, CAMPE Dhaka

The Government of Bangladesh education policy shapes the framework of both the formal and informal education systems alike. Providing basic and primary education is a constitutional obligation of the government. Moreover, the country has confirmed its commitment to basic education in two world conferences on Education for All (EFA). The Education Policy 2010 mentioned that “Primary education will be free for all and compulsory up to class-VIII.” The policy also emphasized involvement of local communities in the process. Although Bangladesh has made significant progress in primary education, there were still 1.8 million children out of school in 2010. Moreover, there is a high dropout rate (47 per cent). Therefore, as a result of these policies and the frameworks set up to deliver on the goals they provide, both formal and informal programmes are being targeted to reduce these numbers and ensure basic primary education for all children.

The Government of Bangladesh has undertaken a Primary Education Development Programme (PEDP-III) to address the learning needs of all children with equity. The programme was designed ensuring broader participation of concerned government agencies, Development Partners, academia along with other constituencies that include NGO coalitions like CAMPE. It also emphasizes participation and accountability at all levels of implementation, including at the community level. To supplement government initiatives and to ensure the inclusion of child drop-outs, NGOs and Community Based Organizations (CBOs) started implementation of non-formal primary education (NFPE) programmes i.e. alternative primary education (PE ALPs) in 1985. Over the intervening period, the number of NGOs and CBOs has increased. International donors have provided funding. Meanwhile, some NGOs like BRAC, Friends in Village Development Bangladesh (FIVDB), Dhaka Ahsania Mission (DAM), Underprivileged Children’s Educational Programmes (UCEF) etc. developed some innovative models which are being implemented all over the country through community involvement. These pro-gram mes are cost effective, equivalent, community-driven and sustainable.


Slide 30: The Concept of Community Development

Source: © CAMPE

Community involvement is considered an important tool for successful implementation of any development programme across the world. Community involvement means a process of participation where the community identify their needs and set priorities relevant to the policies, strategies and expected outputs (Slide 30). It also facilitates individuals and communities to take responsibility for their own welfare and develop a capacity to contribute to the community’s development. In Bangladesh, most of the NGOs and CBOs are in the community. They implement education programmes with the participation of the community which plays a crucial role in preventing absenteeism and drop-outs, as listed in Slide 31.

Community involvement means a process of participation where concerned people play a crucial role to identify the needs of their own community and setting a priority relevant to the policies, strategies and expected outputs.

Oakley and Marsden (1987) defined community participation as the process by which individuals, or communities assume responsibility for their own welfare

and develop a capacity to contribute to the community’s development.

NETWORKING NETWORKING

Teachers

GuardiansMothers

Representativesother concerned peopleElites

Religious leaders

COMMUNITY?


Slide 31: Examples of Community Committees

Source: © CAMPE

As shown in Slide 32, the process of community involvement advocated by the NGO coalition CAMPE has four steps namely (1) advocacy at the grassroots, (2) capacity development, (3) empowerment and 4) recognition with benefit sharing.

Slide 32: Steps for Community Involvement

Source: © CAMPE

– Mothers Committee– Parents/Guardians Committee– Centre/School Management Committee (CMC)– Event based Committee/Sub Committee

Following committee/Community Development process also mandatory in formal primary schools in Bangladesh.

– Parents-Teachers Association – School Management Committee (SMC)– School Level Implementation Plan (SLIP)– Upazila Primary Education Plan (UPEP)

Union Education Standing Committee (UESC) is a legal forum, responsible for monitoring progress of primary education in respective union.

Advocacy in grassroots– Mobilization– Motivation– Group Formation

Capacity Development– Right To Education– Teaching Learning– Supervision, Monitoring– Equity– Sustainability through local – resource mobilization

Empowerment– Responsibility– Authority– Equipped with information

Recognition with benefit sharing– Formal and informal


Community empowerment is a particularly important part of the process and can be achieved through delegation of authority to the community groups once capacity building has taken place thus helping the groups to work well together. Community empowerment can be effective in ensuring policy changes and appropriate flow of resources amongst the community. The model that CAMPE follows is depicted in Slide 33. CAMPE works with communities to enhance their capacity to provide meaningful feedback at all levels, local, regional and national. It also ensures adequate resources are made available to the community so that they can implement policy and allocate those resources in accordance with the policies that were developed with their input.

Slide 33: Level of Community Voice and Accountability

Source: © CAMPE

Some of the benefits and challenges of community involvement are shown in Slides 34 and 35.

Voice and accountability

established

National Interventions through CAMPE and Media for Policy and

Strategy Changes

Sub-national level interventions through PNGOs for Opinion Building

and accelerating the process implementation

Grassroots interventions through Community Education

Watch for Strength, Community, Voice and Ownership

FEEDBACK FRO

M THE CO

MM

UNITY

POLI

CY D

ECIS

ION

S &

RES

OUR

CES


Slide 34: The Benefits of Community Involvement

Source: © CAMPE

Slide 35: Challenges Associated with Community Involvement

Source: © CAMPE

Sharing project cost: Community can play managerial and supervisory role.Community can contribute to develop physical infrastructure of school. Community can play vital role to enrol all children in school, prevent absenteeism which reduce drop-outs in school.

Increased Efficiency: Community people participate in organizing process including planning and management, so that need-assessment delivery mechanism become appropriate. – No chance to create gaps in implementation process.– Less scope for duplication and repetition.

Enhance Empowerment: Through community involvement and participation in the decision-making process, people maintain a sense of ownership and control over the resources allocated to their school/community.

Building capacity of the community: Community can have an opportunity to receive informal and formal training and awareness raising programme, which strengthened capacity of community in the long run.

– Sometimes, existing policy, accountability, leadership, working space, time schedules are non-supportive to work effectively and efficiently.

– Difference in the conditions and incentives associated with participation such as staff and teachers get salary but other people are expected to volunteer their time.

– Deficiency of knowledge and skill and social power in different stakeholders.

– Political groupings influence people to be scattered, not united.

– Volunteering is decreasing day by day.


CAMPE’s recommendations for facilitating effective community involvement are shown in Slide 36 and include careful consideration of: who stakeholders actually are; the needs and most effective strategies for meeting those needs; and the realistic constraints of partnering with volunteers and retaining accountability vis-à-vis community partners.

Slide 36: CAMPE’s Recommendations for Facilitating Effective Community Involvement

Source: © CAMPE

PLEASE CONSIDER:– Appropriateness of stakeholders (age, attitude, volunteerism, interest, etc.)

PLEASE IDENTIFY: – Needs and the strategies to meet them– Resources required to implement a strategy

PLEASE REMEMBER: – Community involvement requires volunteerism– Community is independent, but must be willing– Community members are associates, not staff

PLEASE DO: – Respect and trust in those you work with– Enhance the voice of those participating

PLEASE TRY TO BE: – Accountable to the community



Community Involvement, Strategy and Social Mobilization of NFPE in Myanmar (Myanmar)

Mr Tin Nyo, Project Director, National EFA Coordinator, Non-Formal Primary Education Project (NFPE), Myanmar Literacy Resource Centre, Ministry of Education

ALPs were initiated in Myanmar in 1989 and introduced in the year 2000 as a UNDP project. After the termination of this project, ALPs for primary education were reintroduced as a joint project of the MOE and UNICEF starting from 2008/09. The government recognized NFPE as a successful initiative. Non-formal primary education is officially recognized by the Ministry of Education as an essential alternative learning system for out-of-school children to complete primary education. The ministry provides the necessary guidelines. The regional governments observe the launching of NFPE in their respective regions and provide assistance. Due to the achievement of good results by and for NFPE students, donors contributed cash and in-kind donations for regional and township level implementation. Currently, the project covers 73 townships out of which NFPE is being implemented in 45 townships with donors taking up 36 per cent of the total budget.

Social mobilization activities such as the donations in kind and the tracking of such donations depicted in Slides 37 and 38 are being organized at every township and community with community members, social workers, well-wishers and local officials. The Centre Management Committee, which is made up of community members, is responsible for the welfare of the teachers and the learners.

Some of the strengths of the NFPE are the strong commitment of policy makers, the MOE and the educators/officials/personnel running the programmes as well as the continued assistance from UNICEF, contributions of donors, well-wishers and CSOs along with effective networking among all stakeholders.


Slide 37: Tracking Donations to the NFPE Programmes in Myanmar

Above: Donation boards with the list of donors and their contributions; stationery, kinds of meal etc. for the learners Source: © Tin Nyo

Slide 38: Donations in Kind to the NFPE Programmes in Myanmar

Community Mobilization

Above left: A barber giving his free service for hair dressing for the NFPE LearnersAbove right: Sharing stationery by children from formal schools

Source: © Tin Nyo


Some of the challenges faced include: learners’ absenteeism due to poverty, parents’ attitude towards education (it is not a priority), lack of regular resourcing - financial, technical and manpower from various departments. These are addressed through initiatives such as the school festivals depicted in Slide 39, which increase the interest and support of parents and the wider community.

Slide 39: NFPE Learners Perform at School Festivals

Source: © Tin Nyo

The way forward for NFPE in Myanmar should include expansion of NFPE and initiation of NFMSE; strengthening of networks among all agencies, CSOs and the community for financial and technical support; strengthening and empowering local communities through decentralization; mobilization of potential resources; using media for awareness raising activities; providing support for opportunity costs, supply and more Income Generation Programme activities. The key requirement, however, is for Myanmar to maintain momentum for the development and sustainability of NFPE.

Learner’s at Graduation Ceremony and School Festivals

NFPE learners performanceat school festivals help increase the interest of parents and community members



Migrant Education in Ranong Province (Thai-Myanmar border) (Thailand)

Mr Somkiert Aungkyimyint, Teacher, Ranong Community College and Volunteer Co-ordinator of Centres for Quality of Life Development, Ranong Province

It is estimated that there are 10,000 migrants from Myanmar in Ranong province, Thailand, of whom 4,000 are registered and 6,000 are unaccounted for. There are a fixed number of thirteen Learning Centres (LCs) for migrants and stateless children in Ranong, by order of the Governor. Currently, these LCs can only service a relatively limited geographic area, though the number of attendees is not restricted. Each centre must be supervised and funded by an NGO which reports to the Thai government’s Ranong Education Department, which has ultimate responsibility for migrant education. Since 2012, LCs must also be formally registered, according to a new law. The LCs have developed their own curriculum, based on Myanmar’s national curriculum. There is a significant Thai language component to prepare children for mainstreaming into the Thai formal education system. Discussions are underway that would either allow LC students to sit one of the formal exams offered by the Myanmar education system at grades 9, 11 or 13 or for another placement test to be developed in order for LC students to be reintegrated into the formal education system of Myanmar.

Teachers in each of the LCs are drawn from the local communities, most of them are Thai but there are also Burmese teachers who have migrated from the southern part of Myanmar. The MOE and sponsor NGOs provide teacher training. Although the NGOs who sponsor the LCs provide some funds and in-kind donations, parents’ contributions are the most significant source of funding and community involvement. The latter includes cultural preservation through dance classes, Ranong Big Cleaning Day, and vacations and study trips hosted by members of the local community.

6.3 Analytical Advice or Interpretation Drawn from Country Case Presentations

Community involvement is vital to the success of ALPs. Community members and parents contribute valuable resources and skills. Community engagement also ensures that education is a priority in the wider community. This reduces the likelihood of drop-outs and increases the chance that children will succeed in primary level ALPs then


go on to further study, some transitioning to the formal education system and others enrolling in higher level ALPs.

Recommendations

• Synergy between local formal system – i.e. local governments and schools and

alternative schooling for sustainability

• Co-ordination amongst local partners for management of ALPs

• Building local public-private partnerships, including communities, for resource mobilization, service delivery and so on

• A community approach to curriculum, i.e. using local and relevant materials (localizing the curriculum)

• A community approach to teachers, i.e. using local men and women to serve as teachers (recruitment and support of teachers from local communities)

• Linking to local employers

• Community awareness on the right to education and multiple pathways to education

• Linkages to broader social protection programmes, i.e. conditional cash transfers, scholarships, and other incentives


PART TWO


Section 7: Concluding recommendations

There are a number of alternative learning programmes taking place in countries in Asia and the Pacific in the last decade. These programmes have been called equivalency programmes, certified non-formal education (NFE) programmes, accelerated learning programmes, second chance education, community-based education/school/learning, flexible schooling programmes, complementary programmes, alternative learning programmes, etc. One clear message is that there is no single solution for meeting the needs of these children and that countries need to look at what works well within their context and how they can build on this.

The following emergent themes have also been noted:

• Two approaches are emerging: revamping formal education to make it more inclusive for disadvantaged children, and the need for ALPs

• Clear relationships/pathways must be defined

• One framework, common standards and operational standards desired

• Different contexts require different understanding. It is important to know how, why, and when children are accessing/dropping out of school and what do about it

• Emphasis on social equity

• Multiple public/private partnerships is needed at ALL levels to make it happen

• Linking both formal and ALPs together, i.e. promising examples in the Philippines and Indonesia

• Taking into account lessons and good practices from ALPs to feedback and apply in formal education


Based on the lessons learnt from countries implementing ALPs, the following recommendations are made:

• Develop approaches which are based on the belief that education programs must adapt to the needs and circumstances of all children and young people

• Build close partnership between the Government and NGOs. This will allow for the adoption of a community-based approach used by NGOs within an overriding government framework and supportive legislation

• Ensure equivalency of accreditation

• Ensure ease of transition between alternative and regular education provision through credit accumulation and transfer

• Take into consideration the potential for accelerated curriculum and a curriculum which allows children and young people to gain educational skills alongside competencies for 21st century skills

• ALPs should have flexible delivery which can adapt to the life patterns of children and young people, and also the ability to make use of multiple modes of delivery where appropriate

• Adopt where possible a community-based approach, recruiting teachers from the community and training them to work holistically, supporting social as well as educational aspects of children’s lives and also facilitating change in community attitudes

• Increased political commitment to ALPs, including increased government fund allocation for ALPs

• Use of communication for development strategies to raise community awareness on the right to education and multiple pathways to education, and strengthen community engagement in ALPs

Alternative, flexible and inclusive learning programmes equivalent to conventional/ traditional schooling and accredited by the government will be the key for addressing access to quality education for all learners in the 21st century and a future-oriented approach to basic education. These will enable children to acquire not only basic literacy and numeracy but also the competencies/life skills required to live in a globalized world.

www.unesco.org/bangkok

flexible learning strategies: country case report

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