Promoting Lifelong

Learning Through

Community Learning

Centers

;fd'bflos cWoog s]Gb|dfkm{t\

hLjgko{Gt l;sfOsf] k|jw{g

UNESCO Kathmandu

Lifelong Learning

hLjgko{Gt l;sfO

Key Concepts

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UNESCO Kathmandu

Literacy as lifelong learning process, with continuous learningacross all ages and generations ;a} pd]/ / k':tfdf lg/Gt/ l;sfO;lxtsf] hLjgko{Gt

l;sfO k|lj|mofsf ¿kdf ;fIf/tf

No definite line between and literate and non-literate person

;fIf/ / lg/If/ JolStsf lardf km/s 5'6\ofpg] s'g} lglZrt /]vf x'Fb}g .

A continnum of proficiency levels. bIftfsf] txsf] j|md x'G5 .

E.g. family literacy, where mothers and children learn from each other.h:t} M kfl/jfl/s ;fIf/tf, hxfF cfdf / 5f]/f5f]/L b'j}n] Ps csf{af6 l;S5g\ .

Literacy as life-wide learning process, with relevance to dailylives. b}lgs hLjgsf x/]s If]qdf x'g] l;sfO k|lj|mofsf ¿kdf ;fIf/tf

The learning can take place out of classrooms sIffsf]7feGbf aflx/ klg l;sfO x'g;S5 .

Combined with development of other skills o;nfO{ cGo l;kx¿sf] ljsf;;Fu klg hf]8\g

;lsG5 .

Relevant to social context and practices of] ;fdflhs kl/j]z / rfnrng;Fu ;DalGwt x'G5 .

E.g. learning in mother tongue, learning local or indigenous knowledge through

families and elderly, learning life skills and income-generating skills for livelihoodenhancement h:t}, dft[efiffdf l;sfO, kl/jf/ / a'9fkfsfaf6 :yfgLo jf df}lns 1fgsf] l;sfO,

hLljsf]kfh{gdf ;'wf/ ug{ hLjgf]kof]uL l;k / cfod"ns l;ksf] l;sfO cflb .

UNESCO Kathmandu

Literacy skills should be transferrable within and across sector,

as a part of a holistic system of lifelong learning ;fIf/tf l;kx¿ hLjgko{Gt

l;sfOsf] ;dli6ut k|0ffnL -Holistic System_ sf] cª\usf ¿kdf /xg] x'Fbf ltgLx¿ Pp6f If]qleq / ljleGg

If]qx¿df :yfgfGt/0f ug{ ;lsg] x'g' kb{5 .

Non Formal learners can rejoin formal learning and vice verse at different stagescgf}krfl/s ¿kn] l;ls/x]sf JolStx¿ ljleGg r/0fdf cf}krfl/s l;sfOdf ;xefuL x'g ;S5g\ . To;} u/L,

cf}krfl/s lzIff lnO/x]sf JolStx¿ klg ljleGg r/0fdf cgf}krfl/s l;sfOdf ;xefuL x'g ;S5g\ .

Learning possibilities will not be limited, especially for drop-outs and out-of-schoolchildren vf;u/L lar}df ljb\ofno 5f]8]sf / ljb\ofnoaflx/ /x]sf afnaflnsfx¿sf nflu l;sfOsf

cj;/x¿ ;Lldt ul/Fb}g .

E.g. An equivalency framework for Formal and Non Formal education h:t}, cf}krfl/s

/ cgf}krfl/s lzIffsf nflu ;dsIftfsf] 9fFrf lgwf{/0f ul/G5 .

Literate Environment ;fIf/ jftfj/0f

A literate environment encourages literacy acquisition, a reading culture, improved literacy retention and access to information. ;fIf/ jftfj/0fn] ;fIf/tf k|fKt ug{, k7g ;+:s[ltsf]

ljsf; ug{ / ;fIf/tfnfO{ l6sfO/fVg db\bt ug'{sf ;fy} ;"rgf tyf hfgsf/Ltkm{sf] kx'Fr a9fpF5 .

May include written materials (newspapers, books and posters); information and communications technology (phones, computers and Internet access), people (long term volunteers) lnlvt ;fdu|Lx¿ -kqklqsf, lstfa / kf]:6/_Ù ;"rgf tyf ;~rf/ k|ljlw -kmf]g, sDKo'6/

/ OG6/g]6df kx'Fr_Ù / dfgj ;|f]t -bL3{sfnLg :jod\ ;]jsx¿_ sf] k|of]u ul/G5 .

Lifelong learning centers should strive to create a literate environment. hLjgko{Gt

cWoog s]Gb|x¿n] ;fIf/ jftfj/0f lgdf{0f ug{' kb{5 .

UNESCO Kathmandu

Family Literacy kfl/jfl/s ;fIf/tf

Children to support their mothers’ learning process, supplemented by various non-

traditional literacy materials, such as popular folk songs and religious texts.

afnaflnsfn] cfdfsf] l;sfO k|lj|mofdf ;xof]u ug'{ kb{5 . o;sf nflu nf]s uLt / wfld{s ljifoj:t'

;d]l6Psf ;fdu|Lx¿sf] ;xof]u lng ;lsG5 .

Sharing of knowledge and experiences by mothers, who although not literate, often

have a great deal of knowledge in terms of household management and finance,

raising children, cooking and family traditions lg/If/ eP klg cfdfx¿;Fu 3/ Joj:yfkg ug]{,

3/sf] cfly{s Jojxf/ rnfpg], 5f]/f5f]/L x'sf{pg] / vfgf ksfpg] /fd|f] 1fg x'g'sf ;fy} kfl/jfl/s k/Dk/fsf]

1fg x'g] x'Fbf pgLx¿n] cfk\mgf 1fg / cg'ejx¿ 5f]/f5f]/LnfO{ afF8\5g\ .

Mother-tongue Based Literacy dft[efiffdf cfwfl/t ;fIf/tf

Literacy classes carried out in mother languages improve access of minority groups

to education, enhance effective learning and preserve minority languages dft[efiffdf

;~rflnt ;fIf/tf sIffx¿n] lzIffdf cNk;ª\Vos ;d"xx¿sf] kx'Fr j[b\lw u5{g\, l;sfOnfO{ k|efjsf/L

agfpF5g\ / cNk;ª\Vosdf k/]sf efiffx¿sf] ;+/If0f u5{g\ .

Literacy classes have been conducted in Maithili, Bhojpuri, Awadhi, etc. and were

reported to increase participation rate significantly. d}lynL, ef]hk'/L, cjlw cflb efiffx¿df

;fIf/tf sIffx¿ ;~rfng ul/Psf] 5 / o;n] ubf{ ;xeflutfdf pNn]Vo j[b\lw ePsf] hgfOPsf] 5 .

UNESCO Kathmandu

Lifelong Learning

hLjgko{Gt l;sfO

Creative Approachesl;h{gfTds ljlwx¿

UNESCO Kathmandu

Community Newsletters ;fd'bflos ;dfrf/ klqsfx¿ -Go'hn]6/_

Why? – Community members will decide on content, research and produce using a number of tools and media such as photographs and writing. It is an active learning process for all involved. lsg < ;d'bfosf ;b:ox¿n] Go'hn]6/sf ljifoj:t' 5gf]6 u5{g\, To;af/]

cg';Gwfg u5{g\ / kmf]6f]u|fkm / n]v /rgfx¿ /fvL Go'hn]6/ lgsfN5g\ .

What do you want in a newsletter? Go'hn]6/df tkfO{+ s] rfxg'x'G5 <

E.g. News in the community, thematic discussion on social issues, games, stories. h:t} ;d'bfosf] xfn va/,

;fdflhs d'b'bfx¿df ljifout 5nkmn, v]n, syf cflb .

How do you want to print your newsletter? s;/L lk|G6 ug{ rfxg'x'G5 <

E.g. Simple printing using printers, photocopies of handwritten work, or professional colour printing h:t}

lk|G6/ k|of]u u/L ;fdfGo lk|G6 ug]{, lnlvt ;fdu|Lx¿sf] kmf]6f]skL ug]{, cyjf Joj;flos ¿kn] /ª\lug lk|G6 ug]{ .

Who will decide what goes in the newsletter? ljifo j:t' s] /fVg] eGg] lg0f{o s;n] u5{ <

An editorial board can be set up or different community groups can be involved. For instance, women groups can decide on content for women’s column. Pp6f ;Dkfbs d08n u7g ug{ ;lsG5 cyjf ;d'bfodf ePsf ljleGg

;d"xx¿nfO{ ;fd]n ug{ ;lsG5 . pbfx/0fsf nflu dlxnf ;d"xn] dlxnf :tDedf /fVg] ljifo j:t' 5gf]6 ug{ ;S5g\ .

Who will do the work? sfd s;n] u5{ <

E.g. Collecting information, house visit and interviews, photographing, writing, designing, editing,

printing, etc. h:t} ;"rgf tyf hfgsf/Lx¿ ;ª\sng ug]{, 3/ 3/df 8'n]/ cGtjf{tf{ lng], kmf]6f] lvRg], n]Vg], l8hfOg ug]{, ;Dkfbg ug]{,

lk|G6 ug]{ cflb .

UNESCO Kathmandu

How often will you produce it? slt k6s lgsfNg'x'G5 <

It’s better to have a less frequent but regular newsletter. A quarterly newsletter usually works

well. ;dosf] cGt/fn nfdf] x'g;S5 t/ klqsfnfO{ lg/Gt/tf lbg' /fd|f] x'G5 . k|foM #-# dlxgfsf] cGt/fndf Go'hn]6/

lgsfn]df 7Ls} x'G5 .

How will you distribute it? ljt/0f s;/L ug'{x'G5 <

You may want to send copies to all members, your local government officers, schools and

other local groups, and CLCs all around Nepal. tkfO{+n] of] ;dfrf/ klqsf ;d'bfosf ;a} ;b:ox¿nfO{,

:yfgLo :t/sf ;a} ;/sf/L clwsf/Lx¿, ljb\ofnox¿ / cGo :yfgLo ;d"xx¿nfO{ / g]kfne/ /x]sf ;fd"bflos cWoog

s]Gb|x¿nfO{ k7fpg ;Sg'x'G5 .

]

Hands-on project –

Learning by doing

k|of]ufTds kl/of]hgf u/]/

l;Sg]

Building Bottle Houses af]tnsf 3/ agfpFb}

Building Solar Torches;f]nf/af6 6r{x¿ agfpFb}

UNESCO Kathmandu

Documentation and transmission of local/indigenous knowledge and

skills :yfgLo/df}lns 1fg / l;ksf] clen]vLs/0f / x:tfGt/0f

Local communities have knowledge on local history, agricultural knowledge, medicinal plants, etc.

:yfgLo ;d'bfo;Fu :yfgLo Oltxf;, s[lif / cf}iflwhGo af]6 la?jf tyf hl8a'6L cflbsf] 1fg x'G5 .

Traditional skills such as carving, basket weaving, fishing etc., are relevant for livelihood

enhancement and should be transmitted to younger generations. s'Fb\g], 8f]sf] a'Gg], df5f dfg]{ h:tf k/Dk/fut

l;kx¿n] hLljsf ;'wfg{ ;xof]u u5{g\ . oL l;kx¿ gofF lkF9LnfO{ x:tfGt/0f ug'{k5{ .

Modern education irrelevant to local contexts is increasingly replacing local knowledge, causing

anxiety and inferiority among learners, while creating unrealistic expectations about the outside

world. :yfgLo kl/j]z;Fu d]n gvfg] cfw'lgs lzIffn] :yfgLo 1fgnfO{ k|lt:yfkg ug]{ j|md al9/x]sf] 5 . o;n] l;sf?df lrGtf /

lxgtfaf]w hGdfPsf] 5 eg] aflx/L ;+;f/af/] coyfy{k/s ck]Iff l;h{gf u/]sf] 5 .

Enhance the learning of relevant knowledge applicable to the local contexts, encourage pride of

community members, and retain human resources to prevent out-migration and brain drain :yfgLo

1fgsf] clen]vLs/0f / x:tfGt/0fn] :yfgLo kl/j]zdf k|of]u x'g ;Sg] 1fgsf] l;sfO clej[b\lw ub{5, ;d'bfosf ;b:ox¿df uj{sf]

efjgf hfu[t u/fpF5 / afx\o a;fO{+ ;/fO{+ / af}l4s knfog /f]ls dfgj ;|f]tnfO{ l6sfO/fV5 .

Mobile Literacy – messages to be sent to learners 6-8 times a day, on different topics identified,

such as numeracy, health, general knowledge, local government, beauty tips, food recipes, jokes and

riddles. The learners are instructed to read them, practice writing them in their workbooks, and answer

questions. The approach allows learners to learn anytime, anywhere, without having to allocate time for

classroom learning.

df]afOn ;fIf/tf l;sf?nfO{ ul0ft, :jf:Yo, ;fdfGo 1fg, :yfgLo ;/sf/, ;f}Gbo{tf l6K;, kfs ljlw, r'l6\snf / k|Zgx¿ h:tf

ljleGg zLif{sdf lbgsf] ^–* k6s df]afOndf Dof;]h k7fpg ;lsG5 . pgLx¿nfO{ tL Dof;]hx¿ k9\g, cfk\mgf sfo{ k'l:tsfdf n]Vg /

k|Zgx¿sf pTt/ lbg nufOG5 . of] ljlw ckgfpFbf l;sf?n] sIffsf]7fdf guOsg klg s'g} klg 7fpFdf / s'g} klg ;dodf l;Sg ;S5g\ .

UNESCO Kathmandu

Lifelong Learning

hLjgko{Gt l;sfO

Tools and

Resources

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UNESCO Kathmandu

1. Problem Tree Analysis – to identify problems, root causes and effects

;d:ofsf] h8 ljZn]if0f ;d:of, ltgsf d'Vo sf/0f / ltgsf c;/x¿sf] klxrfg

2. System Thinking - understanding of a system by examining the linkages and

interactions between the components k|0ffnL ;f]r ljleGg cjojx¿larsf] ;DaGw /

cGt/lj|mofsf] cWoog u/L k|0ffnLsf] a'emfO

3. Action Plan - describes the way your group will use its strategies to meet its

objectives, should include: What actions, Who will carry out these changes, By

when, What resources (i.e., money, staff) are needed to carry out these changes

and Communication (who should know what?) sfo{ of]hgf o;n] sfo{j|mdsf pb\b]Zox¿

k"/f ug{sf nflu tof/ ul/Psf /0fgLltx¿sf] k|of]u ug]{ tkfO{+sf] ;d"xsf] tl/sf atfpF5 . o;df oL s'/fx¿

;dfj]z x'G5g\ M s] sfo{ ug]{ < s;n] ;~rfng ug]{ < slxn];Dd ug]{ < s'g ;|f]t -h:t} k};f, sd{rf/L_ sf]

cfjZostf k5{ < /, ;~rf/ s;n] ug]{ -s;n] s] s'/f hfGg'kg]{_ <

UNESCO Kathmandu

Medium dfWod:

Mobile phones df]afOn kmf]g

Movie nights d'eL gfO6\;

Radio and street drama /]l8of] / ;8s gf6s

Folk songs nf]s uLt

Traditional art and craft k/Dk/fut snf sf}zn

Projects/ Problems based learning kl/of]hgf /;d:ofdf

cfwfl/t l;sfO

Pairing of volunteers with learners for knowledge exchange 1fg cfbfg k|bfgsf nflu l;sf?;Fu :jod\ ;]jsnfO{ /fVg]

Games v]n

UNESCO Kathmandu

Online Learning Resources cgnfOg ;|f]tx¿

1. CLCpedia.net – consolidates information and lessons from CLCs all around the world o;n] ;+;f/e/sf ;fd'bflos cWoog s]Gb|x¿af6 k|fKt hfgsf/L / ltgn]

l;s]sf kf7x¿ ;ª\If]kdf k|:t't ub{5 .

2. Community toolbox sDo'lg6L 6'naS; http://ctb.ku.edu/en/table-of-contents

3. Bringing the world to your classroom la|ª\luª b jN8{ 6' of]/ Snf;?d

https://www.globalonenessproject.org/

4. NFE-NRC website for learning materials in Nepal g]kfndf l;sfO ;fdu|Lsf nflu

cgf}krfl/s lzIff – /fli6«o ;|f]t s]Gb| -NFE-NRC_ sf] j]a;fO6 http://www.nrc-nfe.org.np/publications.php?type=3

5. Teaching and Learning for a Sustainable Future l6lrª P08 nlg{ª km/ c ;:6]g]an

k\mo'r/ http://www.unesco.org/education/tlsf/mods/theme_gs.html

6. Innovative Learning Ogf]e]6Le nlg{ª

http://www.innovativelearning.com/index.html

7. Online learning sources for advanced learners cgnfOg nlg{ª ;f];]{h km/ P8efG;

ng{;{ https://www.diygenius.com/100-self-education-resources-for-lifelong-learners/

UNESCO Kathmandu

Towards Sustainable Development Goal 4

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Ensure inclusive and equitable quality education and promote lifelong learning

opportunities for all;a}sf nflu ;dfj]zL / ;dtfd"ns u'0f:t/Lo lzIff ;'lglZrt ug]{ /

hLjgko{Gt l;sfOsf cj;/x¿ k|jw{g ug]{