non-governmental organizations’ strategy for literacy and adult … · 2014-10-08 · ngo...

Non-Governmental Organizations’ Strategy forLiteracy and Adult Education in Egypt

2008

UNESCO, Cairo Office

Cairo Office

مكتبالقاهرة

Non-Governmental Organizations’ Strategy for

Literacy and Adult Education in Egypt

2008

United NationsEducational, Scientific and

Cultural Organization

منظمة األمم املتحدةللتربية والعلم والثقافة

Table of ConTenTs

Preface: .......................................................................................................................................................3

Introduction .................................................................................................................................................5

Why the Literacy Initiative for Empowerment (LIFE)? .............................................................................5

The Need for Literacy .................................................................................................................................5

Objectives of LIFE ......................................................................................................................................6

NGOs Initiative to Prepare a Strategy for Non-Formal Adult Education ...................................................9

I- International Agreements and Principals upon Which the Strategy Is Based .................................11

II- The Vision ......................................................................................................................................12

III- The Conceptual Framework of Non-formal Education ..................................................................12

Characteristics and Main Strategies of Adult Education ..........................................................................13

Proposals for the Implementation of Non-Formal Learning Approaches .................................................13

Glossary ...................................................................................................................................................36

Annex I ......................................................................................................................................................39

3NGO Literacy & aduLt educatiON StrateGy iN eGypt

PrefaCe:While some consider that the staggering number of illiterates in Egypt constitutes a burden for its economic and social development, yet others view them as an untapped potential poised for an urgent and immediate investment in their capacities. Uppermost in their view is that education, starting with literacy, is a basic human right guaranteed by the constitution for all citizens. It departs from the view that learners who are active citizens should be empowered to write their own collective story, starting with the sounds and words that make up their own learning content all the way to actions which fulfill their lives and make their communities flourish.

Through the Literacy Initiative for Empowerment (LIFE), UNESCO’s global strategic framework and key operational mechanism for achieving the goals and purposes of the UN Literacy Decade, UNESCO strategy centres on empowering learners through country-led practice, informed by evidence-based research.

UNESCO recommends a national strategy for literacy work at the country level with a view towards achieving Education For All. Among them is the recommendation to place the contribution of non-formal education to literacy at the forefront of policy discussions, program planning and implementation in matters of poverty reduction, and socio-economic and educational development (UNESCO 2004). These recommendations are also articulated in the International Plan of Action for the United Nations Literacy Decade (UNLD) which calls on governments to place literacy at the centre of national priorities, to give equal importance to the formal and non-formal education sectors and ensure community involvement in literacy programmes to promote local ownership of adult learning.

Under the overall supervision and guidance of UNESCO Cairo Office and CID Consulting, the Non-Governmental Organization’s Strategy for Literacy and Adult Education in Egypt was drafted by a group of Non Governmental organizations with long experience in the field of literacy and adult learning in Egypt. Driven by the need for concerted efforts to mobilize knowledge and resources and to mainstream collective knowledge, the strategy aims at expressing their vision of how to adopt approaches, design programs, develop curricula, deliver programs, professionalize adult educators and monitor the sector’s work so that no more would adults be deprived of their full citizenship by a lack of ability to decipher the written word, and to understand their world and act on it.

This strategy is a reflection of long and extensive practice at the community level in the sector of education and development. Innovative approaches linking people’s lives to the written word are the cornerstone of the approach where adult learning programs are conceived from peoples’ local knowledge, learners’ contexts, needs and aspirations.

A draft version of the strategy was presented to the Adult Education Agency (AEA) and discussions were held with a representative team from AEA around partnership approaches and implementation modalities. Subsequently, the NGO drafting team presented the strategy to the Minister of Education and his team of senior advisors. This document has also been shared with the Social Contract Center at the Information and Decision Support Center (IDSC). It is hoped that it will now be circulated to a wider audience of civil society actors, government agencies, academia and youth groups. It stresses the importance of non formal education in its capacity to reach out to under served, hard to reach, disadvantaged groups, and in its ability to innovate, develop and adopt new approaches and new methodologies.


InTroduCTIon

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) acknowledges that many countries in the world have achieved “significant progress” with respect to literacy. However, a recent UNESCO report states that the number of illiterates worldwide is 774 million, with females constituting 64% of these.1

As for Arab nations, according to the UNESCO report, an average of only 63% of the total adult population can read and write with comprehension. This is one of the lowest literacy rates in the world. The literacy rate is even lower than average in Egypt, Mauritania, Morocco, Sudan and Yemen; while it increases to 95% or higher in Jordan, Palestine and Qatar.

Official statistics indicate that the number of illiterates in Egypt is 14.2 million.2 Considering that Egypt is a member of the global community, it has a commitment to achieve progress in formal and non-formal education. For this to be fulfilled, efforts of all sectors in the nation should come together, and responsibility to achieve education for all (EFA) should be the common goal among governmental institutions, non-governmental organizations and the private sector.

As such, the United Nations literacy decade (UNLD) was launched at a global level in February 2003 in New York. In its focus on literacy, the decade targets a cornerstone of knowledge acquisition, prosperity and sustainable development. UNESCO was assigned by the U.N. General Assembly the responsibility of organizing for this decade and promoting it on an international level.

Literacy is a prerequisite for all types of learning, regardless of the targeted age group. According to the U.N. General Assembly resolution launching UNLD, “the ability to read and write is vital for every child, youth and adult in order for them to acquire basic life skills that enable them to overcome challenges they may face in life. It represents an essential step in basic education. It is an essential tool for active participation in societies and economies in the twenty first century.” The next generation is not faring much better, as approximately 103 million school-age children have neither enrolled in school nor learned to read and write. Consequently, their prospects are not too bright.

In 1958, UNESCO adopted the following definition of literacy: “A person is literate who can, with understanding, both read and write a short simple statement on his or her everyday life.” This definition has become a measure by which to count illiterates in national censuses. In the eighties and nineties, the definition was extended to accommodate globalization challenges.3

Why The lITeraCy InITIaTIve for emPoWermenT (lIfe)?4

The Need for LiteracyEducation is a human right. Yet the current status in Egypt indicates that many youths who complete schooling do not acquire sufficient reading, writing and numeracy skills which they need to access knowledge on health, education, the environment, and the world of work. More importantly, they need these skills for lifelong learning. These skills contribute to the empowerment of individuals and enable them to direct their

1 UNESCO Institute for Statistics: http://www.uis.unesco.org/ev.php?URL_ID=6401&URL_DO=DO_TOPIC&URL_SECTION=2012 UNESCO Institute for Statistics: Egypt Country Statistics 2005 Education For All Global Monitoring Report 2008, Regional Review, Arab States http://unesdoc.unesco.org/images/0014/001497/149779E.pdf http://stats.uis.unesco.org/unesco/TableViewer/tableView.aspx3 EFA Global Monitoring Report, 2006: Literacy Initiative for Empowerment, UNESCO. 4 LIFE 2005-2015: Vision and Strategy Paper. UNESCO, Basic Education Unit, Education Sector, October 2005.


lives as well as to actively contribute to their societies as responsible citizens. Furthermore, they are tools to improve their livelihoods and adopt healthy lifestyles.

However, in some countries, literacy is still a low priority item on the agendas of development and education, thus forming the weak link in the chain of the global movement toward achieving education for all.

Women and out-of-school girls constitute the largest group lacking access to education. They thus need a concentrated effort to develop their personalities and fulfill their roles as mothers and caregivers to their children as well as being active and contributing members of their communities. An educated mother provides a learning-friendly environment and learning experiences that facilitates her children’s overall growth. In addition to women, the need also arises to give priority to other groups including marginalized and deprived groups, rural populations, and the physically handicapped.

Objectives of LIFEAccording to UNESCO’s classification, Egypt is one of the countries eligible for technical and financial support within the context of the LIFE program. Countries which qualify for LIFE are those with more than 10 million illiterate citizens or those in which more than 50% of the adult population is illiterate. The status warrants a national mobilization, as no nation-wide economic progress can be achieved with such illiteracy levels, since illiteracy affects development in all sectors including the business sector.

In the 2005 UNESCO Report “LIFE 2005-2015: Vision and Strategy Paper,” a number of issues were stressed.

Obstacles Identified by Successive EFA Global Monitoring Reports:Insufficient political commitment and will within the nations to incorporate literacy in their national • agenda, whether in the education sector or outside of it;

Inadequate national capabilities, particularly among workers in the literacy field;•

Insufficient financial resources and support by donors to ensure sustainability and scaling up of • initiatives;

Inadequate cooperation and support by the U.N. and other international partners, including financial • institutions, and bilateral and multilateral development agencies;

Limited participation by non-governmental organizations (NGOs), civil society organizations, and the • private sector in some initiatives, which can affect the sustainability of achievements.


Tabl

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ount

ries

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00-2

004

Reg

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of

illite

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% o

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popu

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% o

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36.9

7.4

64.4

92.6

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Mor

occo

10.1

0863

.022

.057

.278

.0-

--

--

East

Asi

a &

the

Paci

ficC

hina

89.7

8872

.77.

345

.692

.2-

--

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Indo

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a18

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69.2

7.8

53.0

96.7

--

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-

Latin

Am

eric

a &

th

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arib

bean

Bra

zil

17.2

1950

.83.

310

096

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Sout

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Wes

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Ban

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0956

.711

.145

.188

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Indi

a27

0.46

6-

-85

.720

04-

-*

-

Iran

10.5

4663

.826

.449

.673

.6-

--

--

Paki

stan

51.5

3659

.639

.859

.660

.120

04*

-*

**


The number of poor people in Egypt in 2002 reached 11 million, which represented 16.35% of the total population. In the same year, the number of persons living in extreme poverty was 3.8%, i.e. 5.6% of the total population.5 According to Egypt’s Human Development Report of 2005, the total number of poor people in 2004 was 14.1 million (20.7% of the total population), of which 3.3 million persons suffered from extreme poverty. A comparison of these figures indicates that poverty has increased in Egypt both as an absolute number and as a percentage. Furthermore, the income share of the poorer 40% of the population decreased from 22.7% in 20006 to 20.3% in 20047. The worldwide definition of a poor person is one who lives on less than US$ 2 a day as measured by the purchasing power of the local currency, while a person in extreme poverty is one who lives on less than US$1 a day.

In Egypt there is an overlap between the poverty map and the illiteracy map, as shown below.

MAP

On both the local and international levels, illiteracy among people in extreme poverty is considered a key factor hindering social mobility and a major obstacle preventing their escape from the extreme poverty trap. In Egypt, the issue of alphabet literacy is closely linked to gender equity as well. Thus three development objectives of the new millennium overlap, namely poverty eradication, education, and gender equity. These three intersecting issues create a particularly negative situation for the poor in Egypt. With respect to improving gender equity and empowering women, literacy among females rose to 56.2% in 2004,8 as compared to 49.6% in 2000.9 The role that education of mothers plays in family welfare is pivotal. Thus, focusing on women’s literacy as a national goal is likely to have a strong influence in achieving better standards of living for many poor families in Egypt.

5 The 2004 Human Development Report in Egypt: Decentralization as a Choice for Good Government. United Nations Development Program (UNDP) and the National Planning Institute.6 The 2003 Human Development Report in Egypt. UNDP and the National Planning Institute.7 The 2005 Human Development Report in Egypt: Choosing Our Future: Toward a New Social Decade. UNDP and the National Planning Institute.8 The 2005 Human Development Report in Egypt: Choosing Our Future: Toward a New Social Decade. UNDP and the National Planning Institute.9 The Human Development Report in Egypt for 200/2001. UNDP and the National Planning Institute.


The term literacy is used here to imply the various facets and levels of meaning, not just alphabet literacy. It includes basic health and environmental skills, starting from water, sanitation and waste disposal, personal hygiene and environmental hygiene, all the way to awareness of rights, such as fishing rights, rights to water and protection from pesticides. It also includes understanding official and legal matters such as how to procure a birth certificate or a national ID card. The term extends to the acquisition of basic life skills including management of micro-loans, professional skills, and meeting basic needs in villages or slums such as reading road signs, reading and understanding directions, accurately assessing information, asking questions regarding contemporary issues, communicating with local administrations and village councils regarding infrastructure needs and services, and rights as well as voting in elections.

Accordingly, literacy and adult education are defined as a “process” not an “activity” with specified start and end times. This process extends from the simple ability of reading and writing the ‘word’ to the more comprehensive concept of “reading the world.”

This measure of learning is linked to active citizenship, where the process of literacy becomes part and parcel of a lifelong journey that does not end by passing an exam.

Additionally, the contents of relevant programs and curricula are derived from a rights perspective that extends beyond the applied and functional aspects of using the written word. It derives its values from concepts built on rights.

In the academic year 1999-2000, total female enrollment in basic education was 90.5%. This went up to 94% in 2003-2004. While these statistics indicate a positive trend, some light is shed on the quality of education which still needs to stress quality in order to avoid producing a generation of adult illiterates in the next decade. Another disconcerting indicator is the rate of school drop-outs among working children (2.7 million children).10

Research in Egypt uncovered a number of good programs implemented by active and innovative NGOs in many communities. They promote the notion of multiple literacies (UNESCO, 2004).11 Their work has been acknowledged nationally and internationally. These organizations do not offer learners a monetary incentive to join literacy classes; instead the more powerful motive to join was the relevance of curricula to learners and their learning needs. Research also revealed the existence of several positive and effective strategies to fulfill learning needs of working children to provide specialized education in non-formal, out of school learning programs. NGO’s have implemented innovative programs that provide children who work in high-risk occupations an opportunity to acquire basic knowledge skills related to reading, writing, health and culture. These NGOs have entered into a partnership with the Ministry of Social Solidarity and several private-sector entities have provided philanthropic financial contributions and in-kind donations. These NGOs have also succeeded in reaching donors to implement projects on a collaborative basis with small civil society associations on a local community level.

The EFA mid-decade review for 2000-2006, compiled by the Ministry of Education (MOE) with support from the UNESCO Cairo office in 2007, stated that the World Education Forum – within its framework of Dakar, Senegal, in 26-28 April 2000 – dedicated substantial room for the achievement of the important global goal, namely:

Achieving 50% in adult literacy rates by the year 2015, especially for women, and achieving equality in learning opportunities in basic education and continuing education for all adults.

Despite efforts undertaken to achieve the adult literacy goal nationally by 2015, actual progress has not been adequate. Literacy rates are still too low for targets to be reached and are not rising fast enough, according to future projections stated in the EFA global monitoring report of 2008.

10 The National Council for Childhood and Motherhood, The National Survey of Child Labor in Egypt, 2005.11 UNESCO 2004. Multiplicity of Literacy Skills and their Implications to Policies and Programs. A UNESCO report on the education sector status. Multiple literacy skills refer to the multiple ways in which basic knowledge skills are applied and the multitude of things that come with it in a society throughout an individual’s life.


The Adult Education Authority, a separate independent agency established in 1993 under Law No. 8 of 1991 – is in charge of planning adult education programs, following-up their implementation, and coordinating among concerned entities to achieve that. Despite all efforts undertaken on the literacy front, the final outcome is still below desired goals.

NGOs Initiative to Prepare a Strategy for Non-Formal Adult EducationA number of NGOs make serious contributions toward literacy acquisition and have a track record in the form of curricula, teaching methods, utilization of the various resources, community participation, and capacity building of facilitators. It is worth mentioning that some of the NGOs drawing this strategy have more than 60 years’ experience, are active in several governorates, focus on villages and popular neighborhoods, and provide equal opportunities for both girls’ education and continuing education.

The team which drew this strategy was drawn from the staff of NGOs with long experience in non-formal education. (See Annex I: NGOs Participating in the Strategy.)

The team approach is based on the vision that, while providing education is the responsibility of governmental institutions, the challenges and the required financial and human resources of meeting that commitment necessitate an integral partnership between governmental and non-governmental institutions. As such, this strategy is a first draft that is open for discussion and completion with other stakeholders.

The drafting team hopes that this framework is a start of a comprehensive strategy which lays the foundation for a qualitative transition in non-formal education which will lead to a real, integrated partnership between the government sector, the various non-governmental organizations and the private sector.


I- InTernaTIonal agreemenTs and PrInCIPals uPon WhICh The sTraTegy Is based

Egypt is a member of the international community and therefore has an obligation to achieve progress in the formal and non-formal education tracks. Recognizing the crucial role that the civil society sector plays in achieving the EFA goals in parallel with government agencies’ strategies, this strategy was an initiative of a group of NGOs with experience in non-formal education.

This strategy is based on international agreements and conferences – and Egypt’s membership in them – that call for achieving equal opportunities for continuing education and literacy for all adults. These include the following:

Fifth International Conference for Adult Education, held in Hamburg, Germany, in 19971. . This reiterated the Persepolis Declaration of 1975, describing literacy as “a basic human right.” It focused on improving the quality of adult education and its context; enhancing women’s empowerment via adult education; linking adult education and population, health and environment issues; and providing adult education opportunities for all.

Goals of the EFA Conference in Dakar, Senegal, 20002. . These are as follows:

Expanding and improving comprehensive education and early childhood education, particularly •for the most affected and deprived children.

Working to achieve, by the year 2015, access for all children to quality, free, and compulsory •primary education and to have them complete this education, with a particular focus on girls and on children living in different circumstances.

Ensuring that learning needs of youth and adults are met through equal access to relevant •programs for learning and acquisition of life skills as well as citizenship programs.

Achieving a 50% improvement in adult literacy rates by the year 2015, particularly for women, •and achieving equal opportunities in basic education and in continuing education for adults.

Eliminating gender disparity in basic education (primary and preparatory stages) by the year •2005, and achieving gender equality in education by the year 2015, focusing on ensuring full and equal opportunities for girls to benefit and acquire learning from quality basic education.

Improving qualitative aspects of education, ensuring excellence for all such that all learners •are able to achieve recognized and measurable results, particularly in reading, writing and arithmetic abilities and basic life skills.

The United Nations Literacy Decade (UNLD) (2003-2012).3.

The Millennium Development Goals4. , especially Goal 2 regarding the universalization of elementary education, and Goal 3 on enhancing gender equality and fostering the empowerment of women.

Moreover, the principles upon which this strategy is based are:

Paulo Freire’s principles of learning that is linked to learners’ needs and realities, which refuses to 1. view learners as receptacles of information much like a knowledge bank and instead views them as learners who are conscience and critical of their circumstances.

The effectiveness and need for participation of all concerned institutions (government agencies, 2. NGOs, syndicates, unions, and the private sector).

Providing opportunities for learners and their families to effectively participate in developing 3. and enhancing active learning methods and seeking effective tools for knowledge acquisition and production, using their own human and financial resources.


Literacy is a right for all human beings and a basic requirement for national development. Literacy 4. is a practical need and a national cause which requires the cooperation of all stakeholders in society and the national economy. No single entity can address this mission alone; partnerships are imperative. In addition, the poorest must be included and preference must be given to women and rural populations to restore the current inequitable situation.

Gender equity should be achieved and equal opportunities for women and girls in quality education 5. should be guaranteed.

Learners can be classified according to the drivers of learner motivation and age group into the following categories:

Those1. who need to continue learning in the mainstream educational system.Those2. who need a literacy certificate to improve their professional status.Those3. who simply want to learn and do not aspire to receive a literacy certificate.

Learners in all three tracks have to acquire literacy.

II- The vIsIon This strategy is based on the vision that people are citizens who are capable of effecting economic, environmental and social transformation through partnerships directed toward positive actions which touch all aspects of our lives toward the global EFA process. It is also based on the declaration of the Dakar conference of 2000, particularly Goal 3 regarding the right of all citizens to a basic education which produces individuals who are:

Aware of self and others, accepting who they are and capable of developing themselves;•Accepting of others whoever they may be, approaching diversity with a positive attitude;•Aware, along with their fellow countrymen, of their citizenship, their common issues and problems;•Capable of learning with others to help solve problems in multiple ways;•Able to seek and acquire the tools which enable them to improve their lives, and contribute with others •in building a more just society;Aware of their membership in the human family, and effective in building a world where a people’s •dignity is upheld;Capable of self directed learning on a continuous basis; capable of positively interacting with •contemporary realities and guarantee sustainability of the Earth and humanity.

III- The ConCePTual frameWork of non-formal eduCaTIon

Due to the broadness of the concept of non-formal education (as will be detailed later in the paper), it is important to clarify what is intended when this term is used in this strategy. We focus on two main aspects, namely literacy and continuing education.

Literacy:• the strategy relies on the traditional definition agreed by the UNESCO’s general conference in 1958, which states that “A person is literate who can, with understanding, both read and write a short simple statement on his or her everyday life.”

Continuing education:• a general term indicating a broad collection of learning activities designed to fulfill basic learning needs of adults.


This is based on the Global EFA Declaration in Jomtien, Thailand in 1990, which put the literacy challenge in the broader framework which includes ensuring that the basic learning needs of all children, youth and adults are met. “These needs include basic learning tools (such as reading, writing, oral expression, arithmetic, and problem solving) and basic learning contents (such as knowledge, skills, values, and attitudes) that individuals need to survive, build their capacities, live and work with dignity, actively and effectively participate in the development process, improve the quality of their lives, make informed decisions, and continue learning.”

Characteristics and Main Strategies of Adult EducationAdult education is associated with new ways of thinking and new forms of social and personal practices that lead to the following:

Ethical values enjoyed by empowered individuals;•Societies based on collaborative common action and principles of tolerance and equality;•Social structures and institutions built on participation, transparency, and justice;•Social practices which appreciate and foster the right to a dignified life and which respect and •support human diversity;Use of multiple methods, by word, art, acting, dialog, practice and experience, etc.;•Participation in decision making: learners should participate in decisions about the way they learn;•Learners are in touch with local realities: in addressing local as well as global issues.•

Proposals for the Implementation of Non-Formal Learning ApproachesFlexibility: Applying this type of education at the local and national levels should adapt to variations •in social, economic, and environmental contexts to be suitable and appropriate to cultural and social realities.

Using a multi-disciplinary approach and a transdisciplinary approach as well.•

Using a “bottom-up” which combines field dimensions, experiments and experiences, guided by •local and international best practices, while improving successful methods and methodologies from the base.

Update and draw strategies which integrate education and development since they intersect at all •stages of education, in the coming years.

Appoint national, consultative, coordination agencies for development education to represent varied •environmental, developmental and educational interests.

Educational authorities and NGOs to design training programs for development staff, teachers, •administrators, and planners to deal with the essence and learning methods for sustainable development.

Draw development plans using participatory methods which engage public schools, civil society •organizations, local communities, and the business sector.

Encourage learning methods which have proven their effectiveness and design programs and •innovative learning methods for various educational contexts.

Acknowledge learning systems which derive from local community heritage.•

Gain official support for non-formal education on the local, regional, and national levels through •cooperation with civil society organizations and NGOs, and support efforts of non-formal education teachers and others in civil society organizations and NGOs.

Participation of educational authorities, NGOs, women’s organizations, and the business sector in •designing adult and continuing education programs based on the realities of local communities.


Interact with authorities and the industrial sector, businessmen, and industry and agriculture officials •around community learning needs.

Springing from a context which includes policy changes, setting of programs, and capacity building, the strategy presented by NGOs that are active in the non-formal education field is built on the following six core areas of focus:

Provide a learning environment which supports people’s ability to “read” their realities, provides 1. them with the knowledge and attitudes they need in order to change these circumstances, and empowers them for positive action to influence their reality. This involves interaction between the formal and non-formal education sectors.

Design new programs and curricula and modify existing ones in a way which reflects the social and 2. cultural richness and diversity of learners.

Professionalize teachers in the adult education sector by establishing an “Institute for Adult Education 3. Teachers and Facilitators” through which they can attain educational accreditation.

Reformulate and redistribute roles of the various agencies working in adult education, and support 4. decentralization by monitoring to improve practice in this sector.

Establish a strategic plan of action for an adult learning network and by laws for the planned 5. institute. Establish a supportive entity to uphold literacy and adult education issues in communities and prepare and qualify community institutions to participate in adult education activities, through effective partnership with the Adult Education Agency.

Cooperate with the Adult Education Agency to plan and conduct a media campaign and to carry 6. out community promotion to confirm “adults’ right to education” and encourage illiterates, as well as mobilize society in general, to participate in and benefit from literacy and continuing education opportunities.

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occu

rs in

pla

ces w

hich

are

not

bou

nd b

y th

e co

nven

tiona

l for

m o

f a c

lass

room

or s

choo

l, bu

t ext

ends

to in

clud

e ot

her s

ites t

hat a

re m

ore

appr

opri

ate

for l

earn

ers a

nd

com

mun

ity re

sour

ces

Dra

w a

reso

urce

pla

n fo

r site

1-

1 w

hich

can

be

used

in lo

cal

com

mun

ities

.En

cour

age

the

use

of l

ocat

ions

1-

2 as

lear

ning

site

s whe

re

peop

le g

athe

r: pe

ople

s’

hom

es, f

acto

ries,

wor

ksho

ps,

gove

rnm

ent b

uild

ings

, mos

ques

, ch

urch

es, u

rban

settl

emen

ts,

indu

stria

l zon

es, N

GO

offi

ces,

yout

h ce

nter

s, m

ater

nal a

nd

child

cen

ters

, cul

ture

hal

ls, e

tc.

Org

aniz

e cl

ubs f

or a

dult

1-3

educ

atio

n in

ope

n ar

eas (

e.g.

un

der t

rees

in v

illag

es).

Trai

n of

ficia

ls in

cha

rge

of

1-4

sele

cted

loca

tions

on

how

to se

t th

em u

p to

be

favo

rabl

e le

arni

ng

envi

ronm

ents

.

Fact

ory

owne

rs•

Hea

ds o

f gov

ernm

ent

•ag

enci

es, a

nd o

ther

lo

catio

ns

Wom

en’s

affa

irs

•de

partm

ents

in

gove

rnor

ates

Cha

mbe

rs o

f •

com

mer

ceB

usin

essm

en a

nd

•bu

sine

ss w

omen

’s

asso

ciat

ions

Rel

igio

us le

ader

s•

NG

Os

•

Lack

of c

onvi

ctio

n of

•

impo

rtanc

e of

bas

ic e

duca

tion

for a

ll ci

tizen

s on

the

part

of

man

y go

vern

men

t offi

cial

s (w

ho

are

requ

ired

to a

ct w

ithin

the

gove

rnm

ent’s

pla

n of

act

ion

for

liter

acy)

Res

ista

nce

of fa

ctor

y an

d •

wor

ksho

p ow

ners

tow

ard

the

educ

atio

n of

app

rent

ices

an

d w

orke

rs, f

or fe

ar o

f the

ir le

arni

ng th

eir j

obs o

nce

they

be

com

e lit

erat

eLa

ck o

f fai

th o

f par

ties a

bove

•

men

tione

d th

at su

ch e

duca

tiona

l pr

ogra

ms a

re p

art o

f the

vis

ion

whi

ch p

erce

ives

dev

elop

men

t to

be

a m

axim

izat

ion

of h

uman

po

tent

ial

Cov

erag

e of

gro

ups t

hat a

re

•un

reac

hed

by fo

rmal

edu

catio

nPr

ovis

ion

of p

ositi

ve

•en

viro

nmen

ts w

hich

enc

oura

ge

pote

ntia

l lea

rner

s to

beco

me

lear

ners

Com

mun

ities

dis

cove

r the

ir •

abili

ties t

o pr

ovid

e no

n-co

nven

tiona

l lea

rnin

g lo

catio

nsC

omm

uniti

es d

isco

ver t

hat

•m

axim

izin

g hu

man

cap

aciti

es

mea

ns le

arni

ng in

its e

xten

ded

sens

e, a

nd th

at it

s firs

t ste

p is

pe

ople

’s a

cqui

sitio

n of

bas

ic

read

ing

and

writ

ing

skill

sLo

cal i

nnov

atio

ns a

nd n

ew

•w

ays t

o pr

ovid

e fa

vora

ble

lear

ning

env

ironm

ents

with

av

aila

ble

reso

urce

s.

* * * *

16N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

2. C

reat

ing

a le

arni

ng e

nvir

onm

ent w

hich

pro

mot

es d

iver

sity

and

esta

blish

es a

rap

port

am

ong

lear

ners

and

bet

wee

n le

arne

rs a

nd fa

cilit

ator

s.

2-1

Trai

n te

ache

rs in

non

-for

mal

ed

ucat

ion

on h

ow to

cre

ate

a po

sitiv

e cl

assr

oom

env

ironm

ent.

Trai

ning

thro

ugh

field

vis

its

of p

lace

s whe

re th

is a

ctua

lly

occu

rs: c

omm

unity

scho

ols,

clas

ses r

un b

y so

me

NG

Os,

etc.

2-2

Focu

s on

extra

curr

icul

ar a

nd

elec

tive

activ

ities

with

scho

ol

stud

ents

, whe

re fr

eedo

m fr

om

cons

train

ts re

flect

s pos

itive

ly o

n le

arni

ng e

nviro

nmen

t.2-

3 Fo

cus o

n su

pple

men

tal

curr

icul

ar a

ctiv

ities

, as t

hey

help

br

ing

cont

ent c

lose

r to

the

lives

an

d pr

oble

ms o

f lea

rner

s, an

d m

ore

clos

ely

focu

s on

basi

c lif

e sk

ills,

espe

cial

ly u

nder

stan

ding

, ac

cept

ance

and

dev

elop

men

t of

self

and

rela

tions

hip

with

the

othe

r.2-

4 Tr

aini

ng te

ache

rs a

nd fa

cilit

ator

s on

a v

arie

ty o

f met

hods

whi

ch

stre

ngth

en c

omm

unic

atio

n be

twee

n th

em a

nd le

arne

rs,

and

amon

g le

arne

rs, a

nd h

elps

ev

eryb

ody

mut

ually

cel

ebra

te

even

ts a

nd h

appy

occ

asio

ns.

2-5

Goi

ng b

ack

to re

flect

ing

upon

, an

d le

arni

ng fr

om, a

naly

sis o

f pr

actic

al a

pplic

atio

n of

idea

s of

Fre

ire, I

llich

and

oth

ers i

n bu

ildin

g le

arni

ng g

roup

s.

Seni

or o

ffici

als,

at th

e •

gove

rnor

ate

leve

ls a

nd

in A

dult

Educ

atio

n A

genc

y Tr

aini

ng d

epar

tmen

ts

•in

MO

E an

d th

e AEA

NG

Os w

orki

ng in

•

dive

rse

setti

ngs i

n yo

uth

and

adul

t ed

ucat

ion

Educ

ator

s and

•

educ

atio

nal p

rogr

am

sect

or st

aff

Teac

hers

and

•

faci

litat

ors i

n no

n-fo

rmal

edu

catio

nM

ass m

edia

, •

espe

cial

ly a

t the

loc

al

leve

l

The

larg

e nu

mbe

rs o

f you

th a

nd

•ad

ults

that

nee

d to

be

reac

hed

The

tradi

tiona

l vie

w o

f •

clas

sroo

m e

nviro

nmen

ts,

parti

cula

rly in

form

al sc

hool

ci

rcle

sLa

ck o

f bel

ief o

r int

eres

t •

in e

xtra

curr

icul

ar a

nd n

on-

clas

sroo

m a

ctiv

ities

and

act

ivity

gr

oups

in sc

hool

s, pr

iorit

y gi

ven

to fo

rmal

edu

catio

n su

bjec

tsIn

appr

opria

te c

apab

ilitie

s •

to u

nder

take

thi

s typ

e of

in

terv

entio

n in

side

scho

ols

Lim

ited

expe

rtise

in b

uild

ing

•le

arni

ng e

nviro

nmen

ts, i

n al

l ed

ucat

iona

l ins

titut

ions

Lea

rnin

g en

viro

nmen

ts a

re

•th

e ba

sis o

f qua

lity,

yet

mos

t po

licie

s, so

far,

give

prio

rity

to

acce

ss n

ot to

qua

lity

Som

e N

GO

’s re

ly o

n •

conv

entio

nal t

each

ers f

rom

th

e fo

rmal

edu

catio

n se

ctor

to

inte

ract

with

lear

ners

in a

non

-fo

rmal

con

text

New

, non

-con

vent

iona

l •

lear

ning

env

ironm

ents

en

cour

age

lear

ners

to le

arn

and

cont

inue

lear

ning

A m

ore

hum

an re

latio

nshi

p •

betw

een

the

vario

us a

ctor

s in

the

lear

ning

pro

cess

, nam

ely

lear

ners

and

teac

hers

A st

rong

er fe

elin

g am

ong

•le

arne

rs th

at th

ey a

re

resp

onsi

ble

for t

heir

own

lear

ning

Solid

arity

am

ong

lear

ners

•

cont

ribut

es to

fast

er a

nd m

ore

effe

ctiv

e ac

hiev

emen

t of

lear

ning

goa

lsC

ompa

rativ

e ad

vant

age

of

•pr

ogra

ms a

nd c

urric

ula

for l

ife

skill

s’ in

the

lear

ning

road

map

A p

ositi

ve p

ositi

onin

g fo

r •

extra

curr

icul

ar a

ctiv

ities

in

scho

ols

* * * * *

17N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

3. In

vest

ing

in d

evel

opm

ent p

roje

cts a

s a m

ain

entr

y po

int t

o cr

eatin

g a

lear

ning

env

iron

men

t.

3-1

Empo

wer

dev

elop

men

t to

inte

grat

e ba

sic

read

ing,

writ

ing

and

arith

met

ic sk

ills a

nd li

fe

skill

s in

the

core

con

tent

of

deve

lopm

ent p

roje

cts.

3-2

Empo

wer

dev

elop

men

t wor

kers

to

reco

nsid

er m

etho

ds o

f m

easu

ring

proj

ect s

ucce

ss n

ot

just

by

quan

titat

ive

proj

ect l

evel

re

sults

(e.g

. im

prov

ed in

com

e)

but b

y th

e m

easu

rem

ent r

ules

of

EFA

bas

ed o

n co

mpr

ehen

sive

hu

man

dev

elop

men

t.

All

peop

le w

orki

ng

•w

ith y

oung

and

adu

lt le

arne

rs.

Polic

y m

aker

s.•

Spec

ialis

ts in

•

educ

atio

nal p

rogr

am

eval

uatio

n.D

evel

opm

ent a

genc

ies

•an

d as

soci

atio

ns/

NG

O’s

.

Mos

t cur

rent

pro

gram

s, •

espe

cial

ly fo

rmal

one

s, do

no

t ado

pt th

e co

mpr

ehen

sive

m

etho

dolo

gy in

bui

ldin

g ed

ucat

iona

l pro

gram

s or

mea

sure

men

t met

hods

and

tool

s.

Posi

tive

lear

ning

env

ironm

ents

•

enco

urag

e ac

quis

ition

of b

asic

re

adin

g, w

ritin

g an

d ar

ithm

etic

sk

ills w

ithin

any

dev

elop

men

t pr

ojec

t.N

ew a

ppro

ache

s for

•

mon

itorin

g an

d ev

alua

tion

of th

e le

arni

ng a

spec

t of

deve

lopm

ent p

roje

cts.

Rev

ive

posi

tive

lear

ning

•

envi

ronm

ents

in th

e br

oad

sens

e ad

opte

d by

EFA

goa

ls

that

supp

ort a

nd e

ncou

rage

le

arni

ng o

f any

one

seek

ing

it.

* *

3-3

Seek

to c

reat

e lin

ks b

etw

een

form

al a

nd n

on fo

rmal

ed

ucat

ion.

3-4

Enco

urag

e un

skill

ed le

arne

rs

to u

nder

take

tech

nica

l tra

inin

g th

en a

ssis

t in

prov

idin

g jo

b op

portu

nitie

s for

them

.

Adu

lt Ed

ucat

ion

•A

genc

yN

GO

net

wor

k an

d •

vario

us c

ivil

soci

ety

orga

niza

tions

Fo

rmal

scho

ols a

nd

•ed

ucat

ors

Form

al e

duca

tion

sect

or m

ay n

ot

•w

elco

me

this

com

mun

icat

ion

with

the

non-

form

al e

duca

tion

sect

or

Mut

ual i

nflue

nce

betw

een

the

•tw

o se

ctor

s*

4. U

tiliz

ing

loca

l res

ourc

es to

est

ablis

h a

favo

rabl

e le

arni

ng e

nvir

onm

ent.

4-1

Trai

n pe

ople

wor

king

with

ill

itera

tes o

n m

ultip

le w

ays

to b

uild

phy

sica

l cla

ssro

oms

envi

ronm

ents

in li

ne w

ith

the

reso

urce

s of t

he lo

cal

envi

ronm

ent.

4-2

Cap

acity

bui

ldin

g th

roug

h fie

ld v

isits

for l

itera

cy w

orke

rs

to e

duca

tiona

l set

tings

in a

br

oad

rang

e of

env

ironm

ents

to

witn

ess t

he e

xper

ienc

e of

pe

ople

in a

loca

l com

mun

ity

in b

uild

ing

posi

tive

clas

sroo

m

envi

ronm

ents

usi

ng lo

cal

reso

urce

s.

Lite

racy

wor

kers

•N

GO

s•

Don

ors

•Lo

cal c

omm

uniti

es•

Gen

eral

pre

vaili

ng c

ultu

re a

bout

•

wha

t the

phy

sica

l env

ironm

ent

for l

earn

ing

shou

ld b

eSt

anda

rds a

nd sp

ecifi

catio

ns

•re

quire

d by

gov

ernm

ent

auth

oriti

es a

s bas

ic re

quire

men

ts

in th

e ph

ysic

al e

nviro

nmen

t of a

cl

assr

oom

(e.g

. GA

EB A

genc

y sp

ecifi

catio

ns)

A la

rge

num

ber o

f lea

rnin

g •

plac

es w

hich

rec

eive

illit

erat

esR

egul

ar a

ttend

ance

of l

earn

ers

•as

a re

sult

of a

n im

prov

ed

phys

ical

env

ironm

ent o

f le

arni

ng p

lace

sO

verc

omin

g th

e pr

oble

m o

f •

findi

ng a

pla

ce fo

r lea

rnin

g in

m

any

rem

ote

envi

ronm

ents

(g

eogr

aphi

cally

loca

ted

far

from

dis

trict

).

* *

18N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

5. E

stab

lishi

ng a

spir

it of

solid

arity

am

ong

the

lear

ning

gro

up w

hich

ope

ns u

p op

port

uniti

es fo

r di

alog

and

disc

ussio

n w

hich

lead

s to

liter

acy.

5-1

Trai

n fa

cilit

ator

s in

this

fiel

d on

the

diffe

renc

es b

etw

een

conv

entio

nal a

nd a

ctiv

e le

arni

ng, a

nd th

e co

nseq

uent

ra

dica

l cha

nge,

in p

ract

ice,

in

the

teac

her’s

role

, to

be

trans

form

ed fr

om a

rote

in

stru

ctor

into

a fa

cilit

ator

or

stim

ulat

or o

f lea

rnin

g.5-

2 B

uild

cap

aciti

es o

f fac

ilita

tors

w

ith le

arne

rs a

nd e

mpo

wer

them

w

ith th

e ba

sic

skill

s tha

t go

with

th

eir n

ew ro

le a

s fac

ilita

tors

of

lear

ning

.5-

3 Em

pow

er fa

cilit

ator

s with

le

arne

rs to

use

new

met

hods

that

us

e ac

tive

lear

ning

stra

tegi

es.

5-4

Lear

ners

arti

cula

te is

sues

of

conc

ern

to th

em u

sing

reso

urce

s av

aila

ble

in th

eir e

nviro

nmen

ts5-

5 D

irect

faci

litat

ors t

o in

vest

in

lear

ning

app

roac

hes a

nd e

ntry

po

ints

to e

nabl

e le

arne

rs to

pa

rtici

pate

in m

anag

ing

and

eval

uatin

g cl

asse

s and

pro

gram

s of

fere

d to

them

.

Polic

y m

aker

s•

Offi

cial

s in

educ

atio

n •

inst

itutio

nsTr

aini

ng st

aff i

n th

e •

Adu

lt Ed

ucat

ion

Age

ncy

Spec

ialis

ts in

adu

lt •

educ

atio

nTr

aine

rs•

NG

Os

•G

radu

ates

of a

dult

•ed

ucat

ion

clas

ses/

lear

ning

circ

les

Trad

ition

al id

eas t

hat s

till

•co

nstra

in o

ur p

ract

ices

toda

y in

ed

ucat

iona

l pro

cess

esA

dult

educ

atio

n te

ache

rs’

•pe

rcep

tion

of th

emse

lves

and

ho

w e

duca

tiona

l ins

titut

ions

pe

rcei

ve th

emA

utho

ritar

ian

rela

tions

hip

•be

twee

n te

ache

rs a

nd le

arne

rs

still

mai

ntai

ns th

e st

atus

it h

as

had

for y

ears

New

lear

ning

env

ironm

ents

•

cent

ered

aro

und

ever

y le

arne

r’s re

spon

sibi

lity

for

him

self/

hers

elf a

nd fo

r his

/her

co

lleag

ues

Stab

ility

and

regu

larit

y •

of le

arni

ng g

roup

s and

el

imin

atio

n of

dro

p-ou

t ph

enom

enon

Emer

genc

e of

a n

ew c

lass

•

of le

arne

rs w

ho c

an a

ct a

s te

ache

rs

* * * * *

** * * * *

19N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

Util

izin

g a

vari

ety

of re

sour

ces a

nd in

nova

tions

to e

nsur

e a

posit

ive

and

supp

ortiv

e en

viro

nmen

t tha

t is c

ondu

cive

to le

arni

ng.

6.

6-1

Enco

urag

e le

arne

rs’ e

xpre

ssio

n th

roug

h th

e va

rious

exp

ress

ive

arts

: sin

ging

, the

atre

, pai

ntin

g,

scul

ptur

e, fo

lk a

rt su

ch a

s pu

ppet

s and

shad

ow p

lay,

etc

.6-

2 B

uild

cap

aciti

es o

f fac

ilita

tors

to

mak

e th

em p

rofic

ient

in b

asic

sk

ills i

n so

me

of th

e ab

ove

men

tione

d ar

ts a

nd o

ther

s.6-

3 R

eins

tate

libr

arie

s as a

mai

n so

urce

of k

now

ledg

e be

side

s ed

ucat

iona

l cur

ricul

a, in

are

as

that

do

not h

ave

libra

ries.

6-4

Ope

n sc

hool

libr

arie

s for

lite

racy

cl

ass g

radu

ates

and

inve

stig

ate

mea

ns o

f sup

plyi

ng th

em w

ith

appr

opria

te b

ooks

.6-

5 Ex

plor

e a

varie

ty o

f way

s to

bene

fit fr

om th

e pu

blic

atio

ns

issu

ed th

roug

h th

e “R

eadi

ng

for A

ll” c

ampa

ign

as w

ell a

s m

ater

ial d

esig

ned

espe

cial

ly fo

r th

e ta

rget

gro

up.

6-6

Esta

blis

h an

aud

io-v

isua

l lib

rary

co

ntai

ning

mod

els a

nd lo

cal

and

inte

rnat

iona

l exp

erie

nces

in

supp

ort o

f act

ive

lear

ning

.

Art

cent

ers

•C

ultu

re h

alls

•Pu

blic

libr

arie

s•

Chi

ldre

n’s l

ibra

ries

•Fo

lk a

rtist

s•

Scho

ols

•M

OE

•Th

e G

ener

al A

utho

rity

•fo

r Boo

ks

Lear

ning

bas

ic re

adin

g an

d •

writ

ing

skill

s, an

d ot

her l

ife

skill

s is s

till l

imite

d to

rote

le

arni

ng a

nd in

stru

ctio

n fr

om

teac

her t

o le

arne

rA

sign

ifica

nt d

eclin

e in

the

•va

lue

of re

adin

g an

d bo

oks

in E

gypt

ian

soci

ety,

lim

iting

kn

owle

dge

acqu

isiti

on to

vis

ual

med

ia (m

ainl

y TV

)Th

e pr

eval

ent p

rinci

pal m

eans

of

•ex

pres

sion

is st

ill w

ritin

g on

ly

Red

isco

verin

g fo

lk c

ultu

re

•an

d ot

her a

rts a

s too

ls o

f ex

pres

sion

and

lear

ning

Div

ersi

ty a

nd a

bund

ance

of

•ex

pres

sion

mea

ns g

ivin

g ea

ch

lear

ner a

gre

ater

opp

ortu

nity

fo

r exp

ress

ion

in a

ccor

danc

e w

ith h

is/h

er le

arni

ng

styl

e re

flect

ing

indi

vidu

al

diffe

renc

es

* *

*

20N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

Red

ucin

g th

e ra

tes o

f lap

sing

to il

liter

acy

by se

tting

up

com

mun

icat

ion

chan

nels

betw

een

lear

ners

and

sour

ces f

or c

ontin

uing

edu

catio

n.7.

7-1

Prod

uce

a co

llect

ion

of st

orie

s an

d br

ochu

res f

or th

e ne

w

liter

ates

, whe

re e

ach

disc

usse

s a

real

life

pro

blem

or t

each

es

lear

ners

a n

ew to

pic

(e.g

. a se

t of

bro

chur

es is

sued

by

a nu

mbe

r of

age

ncie

s).

7-2

Org

aniz

e di

scus

sion

circ

les f

or

lear

ners

to d

iscu

ss th

eir d

aily

liv

es (d

ifficu

lties

, pro

blem

s, su

cces

s sto

ries,

and

hope

).7-

3 C

ondu

ct in

terv

iew

s with

maj

or

figur

es a

nd sp

ecia

lists

in lo

cal

com

mun

ities

, fro

m a

mon

g of

ficia

ls a

nd p

opul

ar fi

gure

s, to

ans

wer

lear

ners

’ nee

ds (e

.g.

loca

l doc

tor,

vete

rinar

ian,

ag

ricul

ture

ext

ensi

on o

ffice

r, et

c.).

7-4

Focu

s on

read

ing

and

expr

essi

on

thro

ugh

lear

ners

’ writ

ing

and

hold

writ

ing

cont

ests

.7-

5 Se

lect

boo

ks a

nd b

roch

ures

fr

om d

iffer

ent s

ourc

es a

nd

star

t peo

ple’

s lib

rarie

s to

help

le

arne

rs c

ontin

ue re

adin

g.

All

agen

cies

that

•

can

help

on

that

fr

ont:

agric

ultu

ral

adm

inis

tratio

n,

vete

rinar

ian

adm

inis

tratio

n,

info

rmat

ion

auth

ority

, to

uris

m o

ffice

s, in

form

atio

n ce

nter

s in

gov

erno

rate

s, an

d as

soci

atio

ns th

at

have

pro

duce

d su

ch

broc

hure

s and

stor

y-bo

oks

The

abse

nce

of a

cul

ture

of

•lo

okin

g th

roug

h he

ritag

e an

d us

ing

reso

urce

s ava

ilabl

e in

ag

enci

es in

stea

d of

hav

ing

to

prod

uce

new

mat

eria

lLi

mite

d co

ordi

natio

n ca

pabi

litie

s •

to re

use

reso

urce

s ava

ilabl

e in

th

e va

rious

age

ncie

s

The

mai

n ou

tcom

e is

lear

ners

’ •

cont

inui

ng to

read

thus

pr

even

ting

thei

r lap

sing

into

ill

itera

cyTh

e ex

iste

nce

of re

adin

g •

mat

eria

l tha

t hel

ps le

arne

rs

cont

inue

acq

uirin

g kn

owle

dge

of v

alue

to th

eir d

aily

live

sSe

lf di

rect

ed a

cqui

sitio

n of

•

lear

ning

and

cul

ture

recl

aim

s its

form

er st

atus

* * * *

* * * *

* * *

21N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

(2)

Cur

ricu

la a

nd P

rogr

ams

Stra

tegi

es

Col

labo

ratio

n be

twee

n ex

peri

ence

d de

velo

pmen

t ass

ocia

tions

to d

esig

n an

d de

velo

p cu

rric

ula

and

lear

ning

mat

eria

ls.1.

In

vent

ory

all e

xist

ing

deve

lopm

ent a

nd e

duca

tion

curr

icul

a an

d pr

ogra

ms s

prin

ging

from

fiel

d ex

peri

ence

s of N

GO

to re

use

and/

or d

evel

op th

em.

2.

Com

pile

read

ing

and

wri

ting

curr

icul

a th

at sp

ring

from

peo

ple’

s nee

ds a

nd d

aily

live

s usin

g a

righ

ts b

ased

app

roac

h lin

ked

to o

ther

dev

elop

men

t and

edu

catio

n pr

ogra

ms.

3.

Trai

ning

dev

elop

ers o

f pro

gram

s and

cur

ricu

la o

n th

e de

sign

and

pres

enta

tion

of su

ch m

ater

ials.

4.

Inte

rven

tions

Expe

cted

Par

tner

sC

halle

nges

Expe

cted

Res

ults

Stra

tegi

es

Cap

acity

bu

ildin

gPr

ogra

m

desig

nPr

ogra

m

deve

lopm

ent

Polic

y ch

ange

s

Col

labo

ratio

n be

twee

n ex

peri

ence

d de

velo

pmen

t ass

ocia

tions

to d

esig

n an

d de

velo

p cu

rric

ula

and

lear

ning

mat

eria

ls.1.

Es

tabl

ish

a ne

twor

k of

NG

Os

1-1

wor

king

in th

e lit

erac

y an

d ad

ult

educ

atio

n fie

ld a

nd e

xplo

re th

e re

latio

nshi

p of

this

with

the

idea

of e

stab

lishi

ng a

n in

stitu

te

to q

ualif

y lit

erac

y an

d ad

ult

educ

atio

n fa

cilit

ator

s.

NG

Os

•A

dult

Educ

atio

n •

Age

ncy

The

prop

osed

inst

itute

•

Lim

ited

cultu

re o

f net

wor

king

•

and

team

wor

k Li

mite

d fa

ith in

the

valu

e •

of d

iver

sity

as a

n en

richi

ng

reso

urce

The

new

cul

ture

will

faci

litat

e •

wor

k in

all

subs

eque

nt st

rate

gy

elem

ents

Gre

ater

opp

ortu

nitie

s to

bene

fit

•fr

om th

e va

rious

stre

ngth

s of a

ll N

GO

sN

etw

orki

ng c

ultu

re w

ill su

ppor

t •

in th

e m

ater

ializ

atio

n of

the

in

stitu

teEm

erge

nce

of a

var

iety

of n

ew

•pr

ogra

ms t

hat f

ulfil

l nee

ds o

f the

di

ffere

nt le

arne

rs

Enric

hing

cur

rent

pro

gram

s •

*

22N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

2. In

vent

ory

all e

xist

ing

deve

lopm

ent a

nd e

duca

tion

curr

icul

a an

d pr

ogra

ms s

prin

ging

from

fiel

d ex

peri

ence

s of N

GO

to re

use

and/

or d

evel

op th

em.

2-1

Inve

ntor

y of

ava

ilabl

e lit

erac

y an

d ad

ult e

duca

tion

curr

icul

a,

anal

yzin

g an

d cl

assi

fyin

g th

em.

2-2

Des

ign

a ge

nera

l cur

ricul

um

fram

ewor

k w

hich

inco

rpor

ates

th

e co

mm

on e

lem

ents

of

curr

icul

a to

ach

ieve

our

vis

ion

of a

dult

educ

atio

n.2-

3 Su

ppor

t and

dev

elop

exi

stin

g pr

ogra

ms a

nd c

urric

ula.

2-4

Des

ign

new

cur

ricul

a to

fill

gaps

id

entifi

ed.

2-5

Des

ign

a us

ers’

man

ual a

s a

guid

elin

e fo

r usi

ng th

e cu

rric

ula

2-6

Dra

w a

trai

ning

pla

n fo

r fa

cilit

ator

s on

pres

entin

g cu

rric

ula

to le

arne

rs2-

7 B

uild

a w

ebsi

te w

hich

con

tain

s co

mpr

ehen

sive

info

rmat

ion

on

prog

ram

s & c

urric

ula.

NG

Os

•A

dult

Educ

atio

n •

Age

ncy

Uni

vers

ities

•C

onsu

ltant

s and

•

spec

ialis

ts

Lim

ited

incl

inat

ion

tow

ards

•

team

wor

kEx

iste

nce

of b

ad p

ract

ice

in

•th

e ar

ea o

f net

wor

k cr

eatio

n

Cla

ssifi

catio

n of

exi

stin

g ad

ult

•ed

ucat

ion

curr

icul

aSp

ecifi

catio

ns fo

r a g

ener

al

•cu

rric

ular

fram

ewor

k w

hich

co

ntrib

utes

to re

aliz

ing

the

natio

nal v

isio

n fo

r EFA

Exis

ting

curr

icul

a an

d pr

ogra

ms

•w

ill h

ave

been

upd

ated

to m

eet

lear

ning

nee

ds o

f var

ious

gro

ups

of le

arne

rsN

ew c

urric

ula

deve

lope

d to

•

fill g

aps t

o se

rve

the

vario

us

cate

gorie

s of l

earn

ers

Gui

delin

es m

anua

l for

•

impl

emen

tatio

n of

cur

ricul

aTr

aini

ng p

lan

in p

lace

for

•m

oder

ator

s on

met

hods

of

pres

entin

g cu

rric

ula

to le

arne

rsA

web

site

with

info

rmat

ion

on

•pr

ogra

ms a

nd c

urric

ula

* * * * * *

*

3. C

ompi

le re

adin

g an

d w

ritin

g cu

rric

ula

that

spri

ng fr

om p

eopl

e’s n

eeds

and

dai

ly li

ves u

sing

a ri

ghts

bas

ed a

ppro

ach

linke

d to

oth

er d

evel

opm

ent a

nd e

duca

tion

prog

ram

s.

3-1

Iden

tify

need

s of v

ario

us ta

rget

gr

oups

: the

ir in

tere

sts,

issu

es

and

prob

lem

s.

The

netw

ork

•Sp

ecia

lists

in a

dult

•ed

ucat

ion

and

soci

olog

yFa

cilit

ator

s•

Arti

cula

ting

ster

eoty

pica

l •

need

s whi

ch d

o no

t refl

ect

peop

le’s

real

ities

A p

lan

of p

eopl

es’ n

eeds

(tar

get

•gr

oups

)*

*

3-2

Invo

lve

targ

et g

roup

s and

som

e ne

o lit

erat

es in

defi

ning

thei

r ne

eds a

nd d

esig

ning

pro

gram

s ta

rget

ing

them

.

The

netw

ork

•Sp

ecia

lists

in a

dult

•ed

ucat

ion

and

soci

olog

ists

Faci

litat

ors

•

Trea

t lea

rner

s as l

acki

ng

•su

ffici

ent e

xper

ienc

eA

pla

n of

peo

ples

’ nee

ds (t

arge

t •

grou

ps)

**

*

23N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

3-3

Des

ign

curr

icul

a an

d pr

ogra

ms

that

suit

lear

ners

’ env

ironm

ents

, le

vels

and

age

s; ta

ke in

to

cons

ider

atio

n cu

stom

s, tra

ditio

ns a

nd c

ultu

ral h

erita

ge

of th

e co

mm

unity

, ado

pt a

righ

ts

base

d ap

proa

ch, a

nd fo

ster

po

sitiv

e pa

rtici

patio

n of

lear

ners

in

all

aspe

cts o

f the

ir liv

es3-

4 Fo

rmul

ate

tech

nica

l and

vo

catio

nal p

rogr

ams (

to m

eet

mar

ket n

eeds

) for

targ

et g

roup

s w

hich

nee

d pr

epar

atio

n an

d qu

alifi

catio

n to

ent

er th

e jo

b m

arke

t.

The

prop

osed

inst

itute

•A

dult

Educ

atio

n •

Age

ncy

The

netw

ork

•Sp

ecia

lists

in a

dult

•ed

ucat

ion

prog

ram

de

velo

pmen

t and

so

ciol

ogis

tSo

cial

wor

kers

•Fa

cilit

ator

s•

The

effo

rt re

quire

d is

of a

•

mag

nitu

de w

hich

requ

ires

the

conc

rete

effo

rts o

f all

com

mitt

ed p

artie

s

Cur

ricul

a an

d pr

ogra

ms t

hat a

re

•re

leva

nt to

peo

ple’

s rea

l nee

ds

and

desi

res

* *

3-5

Com

pile

a v

arie

ty o

f pro

gram

s fo

r adu

lts to

enc

oura

ge th

eir

effe

ctiv

e pa

rtici

patio

n, h

elp

over

com

e co

mm

unity

pro

blem

s, to

effe

ct b

ette

r liv

ing

cond

ition

s, an

d ad

opt a

righ

ts b

ased

ap

proa

ch, t

oler

ance

of d

iver

sity

, in

add

ition

to a

dvoc

acy

skill

s fo

r he

alth

, edu

catio

n, p

ensi

on,

to a

chie

ve su

stai

nabi

lity

for

peop

le a

nd th

e ea

rth; r

espe

ct

soci

al d

iver

sity

, loc

al c

ultu

re,

prof

essi

ons a

nd tr

ades

; co

mpl

emen

t oth

er d

evel

opm

ent

prog

ram

s; a

nd c

ontri

bute

to

lear

ners

’ mas

terin

g ba

sic

skill

s and

avo

id re

laps

ing

into

ill

itera

cy.

The

netw

ork

•Sp

ecia

lists

in

•ad

ult e

duca

tion,

de

velo

pmen

t and

so

ciol

ogy

Spec

ialis

ts in

pro

gram

•

desi

gnN

eo li

tera

tes

•

Pauc

ity o

f spe

cial

ists

in th

is

•fie

ld in

Egy

ptC

urric

ula

supp

ortin

g •

parti

cipa

tion

and

deve

lopm

ent

and

refle

ctin

g so

cial

and

cul

tura

l di

vers

ity, e

tc.

*

3-6

Des

ign

opin

ion

polls

and

regu

lar

surv

eys t

o m

easu

re le

arne

rs’

satis

fact

ion,

thei

r nee

ds, a

nd

the

leve

l to

whi

ch c

urric

ula

desi

gned

are

ben

efici

al

The

netw

ork

•Sp

ecia

lists

in so

cial

•

rese

arch

and

pro

gram

ev

alua

tion

Neo

lite

rate

s•

-A

n op

inio

n su

rvey

que

stio

nnai

re•

**

24N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

3-7

Test

new

cur

ricul

a in

an

adeq

uate

env

ironm

ent t

o ve

rify

thei

r effe

ctiv

enes

s prio

r to

gene

ral d

isse

min

atio

n an

d us

e.

The

netw

ork

•Sp

ecia

lists

in so

cial

•

rese

arch

and

pro

gram

ev

alua

tion

Lite

rate

s •

The

need

for a

long

tim

efra

me

•to

acc

ompl

ish

the

task

New

effe

ctiv

e cu

rric

ula

•*

**

4. T

rain

ing

deve

lope

rs o

f pro

gram

s and

cur

ricu

la o

n th

e de

sign

and

pres

enta

tion

of su

ch m

ater

ials.

4-1

Bui

ld a

dat

abas

e of

spec

ialis

ts in

lit

erac

y pr

ogra

m d

evel

opm

ent.

Info

rmat

ion

cent

ers

•M

ini-i

nfor

mat

ion

•ce

nter

in th

e in

stitu

te

Diffi

culty

of g

athe

ring

•ac

cura

te in

form

atio

nA

goo

d da

taba

se a

s bas

is fo

r •

impl

emen

tatio

n an

d ac

tion

*

4-2

Trai

n ne

w p

rogr

am a

nd

curr

icul

um d

evel

oper

s (a

cade

mic

s/fie

ld e

xper

ts)

on p

rofe

ssio

nal m

etho

ds

to d

esig

n pr

ogra

ms w

hich

ob

serv

e pr

ogra

m sp

ecifi

catio

ns

men

tione

d ab

ove.

The

netw

ork

•Pr

ogra

m d

evel

opm

ent

•sp

ecia

lists

Scar

city

of s

peci

alis

ts in

this

•

field

in E

gypt

Trai

ned

deve

lope

rs o

f pro

gram

s •

and

curr

icul

a*

*

4-3

Hire

old

and

new

exp

erts

to

com

pile

, tes

t, an

d ev

alua

te

prog

ram

s and

cur

ricul

a.

The

netw

ork

•Sp

ecia

lists

in p

rogr

am

•de

velo

pmen

t and

adu

lt ed

ucat

ion

Scar

city

of s

peci

alis

ts in

this

•

field

in E

gypt

Trai

ned

deve

lope

rs o

f pro

gram

s •

and

curr

icul

a*

*

4-4

Bui

ld a

dat

abas

e of

all

train

ers

spec

ializ

ed in

lite

racy

to e

nlis

t th

eir s

uppo

rt in

trai

ning

.

--

A g

ood

data

base

as b

asis

for

•w

ork

*

4-5

Prep

are

cadr

es o

f tra

iner

s sp

ecia

lized

in li

tera

cy.

Trai

ning

spec

ialis

ts•

Insu

ffici

ency

of c

ompe

tent

•

train

ers

Cad

res o

f qua

lified

staf

f in

•su

ffici

ent n

umbe

rs to

acc

ompl

ish

wor

k

**

4-6

Issu

e a

perio

dica

l jou

rnal

di

rect

ed to

trai

ners

, fac

ilita

tors

an

d in

tere

sted

read

ers.

Its

scop

e is

to re

gula

rly in

trodu

ce

wha

t’s n

ew in

pro

gram

s; p

rese

nt

less

ons l

earn

ed a

nd sh

owca

se

best

pra

ctic

e.

The

netw

ork

•Th

e Adu

lt Ed

ucat

ion

•A

genc

yTh

e pr

ivat

e se

ctor

•N

GO

s•

Inad

equa

cy o

f fina

ncia

l •

reso

urce

sR

ise

in th

e nu

mbe

r of l

earn

ers

•*

*

25N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

(3)

Prof

essio

nal C

adre

, Fac

ilita

tors

, Tea

cher

sSt

rate

gies

Esta

blish

stan

dard

s and

cri

teri

a fo

r se

lect

ion

of p

rofe

ssio

nal s

taff

(trai

ners

and

faci

litat

ors)

.1.

Tr

ain

trai

ners

and

faci

litat

ors o

n th

e us

e of

dev

elop

men

t pro

gram

s, no

t jus

t alp

habe

t cur

ricu

la.

2.

Mob

ilize

NG

Os w

ith r

elev

ant e

xper

ienc

e to

trai

n an

d gu

ide

faci

litat

ors.

3.

Part

icip

ate

with

the

priv

ate

sect

or in

fina

ncin

g sa

lari

es a

nd fa

cilit

ator

s’ tr

aini

ng, a

s lite

racy

is a

nat

iona

l cau

se.

4.

Esta

blish

an

inst

itute

(ide

a, v

ision

, phi

loso

phy,

pro

gram

s) fo

r the

pre

para

tion

and

qual

ifica

tion

of fa

cilit

ator

s in

adul

t edu

catio

n.5.

Inte

rven

tions

Expe

cted

Par

tner

sC

halle

nges

Expe

cted

Res

ults

Stra

tegi

es

Cap

acity

bu

ildin

gPr

ogra

m

desig

nPr

ogra

m

deve

lopm

ent

Polic

y ch

ange

s

1. E

stab

lish

stan

dard

s and

cri

teri

a fo

r se

lect

ion

of p

rofe

ssio

nal s

taff

(trai

ners

and

faci

litat

ors)

.

1-1

Dra

w jo

b de

scrip

tions

for

faci

litat

ors a

nd tr

aine

rs: t

heir

char

acte

ristic

s, pe

rson

al

attri

bute

s, an

d ba

sic

skill

s re

quire

d (b

ased

on

the

lear

ning

ne

eds o

f lea

rner

s).

1-2

Set u

p an

obj

ectiv

e sy

stem

for

the

sele

ctio

n an

d re

crui

tmen

t ba

sed

on e

qual

opp

ortu

nity

and

ob

ject

ivity

.

Expe

rts in

non

-for

mal

•

educ

atio

nSp

ecia

lists

in a

dult

•ed

ucat

ion

and

soci

olog

ists

NG

Os

•A

dult

Educ

atio

n A

genc

y•

Uni

vers

ity c

ente

rs

•sp

ecia

lized

in a

dult

educ

atio

n

Inte

rfer

ence

of i

nflue

ntia

l •

figur

es in

recr

uitm

ent a

nd

sele

ctio

n of

faci

litat

ors

Expe

rienc

es o

f fac

ilita

tors

•Th

e lo

w a

cade

mic

leve

l of

•ap

plic

ants

for t

his j

obIn

suffi

cien

cy o

f req

uire

d •

prof

essi

onal

staf

f in

som

e ar

eas

Job

desc

riptio

ns a

nd p

rofil

es

•fo

r fac

ilita

tors

and

for

train

ers

Rec

ruitm

ent t

hrou

gh

•co

mpe

titio

nsSe

lect

ion

of tr

aine

rs a

nd

•fa

cilit

ator

s who

are

qua

lified

fo

r the

job

*

*

2. T

rain

trai

ners

and

faci

litat

ors o

n th

e us

e of

dev

elop

men

t pro

gram

s, no

t jus

t alp

habe

t cur

ricu

la.

2-1

Ass

ess c

urre

nt sk

ills o

f tra

iner

s and

faci

litat

ors a

nd

dete

rmin

e th

eir t

rain

ing

need

s to

serv

e ad

ult e

duca

tion

sect

or

obje

ctiv

es.

2-2

Impl

emen

t tra

inin

g pr

ogra

ms

base

d on

trai

ning

nee

ds w

hich

st

em fr

om a

n ap

proa

ch th

at

train

ing

is a

con

tinuo

us p

roce

ss.

Adu

lt Ed

ucat

ion

Age

ncy

•Ex

perts

in n

on-f

orm

al

•ed

ucat

ion

NG

Os w

ith re

leva

nt

•ex

perie

nce

Spec

ialis

ts in

adu

lt •

educ

atio

n an

d so

ciol

ogis

tsU

nive

rsity

cen

ters

•

spec

ializ

ed in

adu

lt ed

ucat

ion

Cos

t of i

mpl

emen

tatio

n •

prog

ram

Diffi

culty

of c

oord

inat

ion

•am

ong

rele

vant

par

ties

Trai

ning

pro

gram

bas

ed

•on

nee

ds o

f tra

inee

s and

ob

ject

ives

of t

he p

rogr

am

whi

ch c

an b

e up

date

d as

ne

cess

ary

A te

am o

f qua

lified

trai

ners

•

* *

26N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

2-3

Dra

w a

n im

plem

enta

tion

plan

to

trai

n tra

iner

s on

train

ing

faci

litat

ors t

o ap

ply

train

ing

rece

ived

The

netw

ork

•12

Spec

ialis

ts in

pro

gram

•

deve

lopm

ent a

nd tr

aine

rs

Diffi

culty

of c

over

ing

the

•di

sper

sed

geog

raph

ical

are

as

and

the

larg

e nu

mbe

r of

train

ers.

A tr

aini

ng p

lan

•A

dat

abas

e of

trai

ners

•*

*

2-4

Trai

n fa

cilit

ator

s to

sele

ct

prog

ram

s tha

t are

rele

vant

to

inte

rest

s of t

he v

ario

us

cate

gorie

s of l

earn

ers.

The

netw

ork

•Sp

ecia

lists

am

ong

train

ers

•Th

e le

ngth

of t

ime

need

ed fo

r •

this

task

A tr

aini

ng p

lan

•A

dat

abas

e of

trai

ners

•*

2-5

Com

pile

gui

delin

es a

nd

man

uals

for f

acili

tato

rs o

n us

e of

pro

gram

s

The

netw

ork

•Sp

ecia

lists

am

ong

train

ers

•C

itize

ns (t

arge

t gro

ups)

•

Inad

equa

cy o

f fina

ncia

l •

reso

urce

sC

urric

ula

desi

gned

that

•

are

suita

ble

for l

earn

ers’

envi

ronm

ents

*

3. M

obili

ze N

GO

s with

rele

vant

exp

erie

nce

to tr

ain

and

guid

e fa

cilit

ator

s.

3-1

Iden

tify

and

tally

NG

Os w

ith

expe

rienc

e in

that

fiel

d w

ithin

ea

ch g

over

nora

te.

3-2

Iden

tify

outs

tand

ing

appr

oach

es

in e

ach

NG

O w

ith re

spec

t to

build

ing

qual

ified

pro

fess

iona

l st

aff (

tech

nica

l cad

res)

in

trai

ning

, gui

danc

e an

d m

onito

ring.

3-3

Inve

stig

ate

the

appr

opria

te

mea

sure

s for

the

parti

cipa

tion

of

each

NG

O in

this

act

ivity

.

NG

Os i

n ea

ch g

over

nora

te•

The A

dult

Educ

atio

n •

Age

ncy

Uni

vers

ities

•C

onsu

lting

age

ncie

s•

Diffi

culty

of g

ettin

g al

l •

NG

Os t

o ag

ree

on a

uni

fied

fram

ewor

k fo

r the

trai

ning

pr

ogra

m c

omm

on fe

atur

es; t

o ov

erco

me

thei

r diff

eren

ces i

n ap

proa

ches

and

phi

loso

phie

sEx

iste

nce

of c

ompe

titio

n •

amon

g N

GO

sD

ifficu

lty in

obt

aini

ng o

ffici

al

•re

cogn

ition

of t

he d

iver

se

train

ing

prog

ram

s and

lite

racy

cu

rric

ula

Exis

tenc

e of

pra

ctic

al w

ays

•to

inve

st th

e di

vers

ity o

f ex

perie

nces

of N

GO

s and

in

thei

r ric

hnes

s A

dat

abas

e of

exp

erie

nced

•

NG

Os i

n ea

ch g

over

nora

te

in tr

aini

ng, m

onito

ring,

and

pr

ofes

sion

al su

ppor

t

**

*

12 Th

is re

fers

to th

e ne

twor

k pr

opos

ed w

hich

will

incl

ude

vario

us a

ssoc

iatio

ns a

nd a

genc

ies w

ith re

leva

nt e

xper

ienc

e, in

clud

ing

the

team

th

at p

repa

red

this

stra

tegy

.

27N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

4. P

artic

ipat

e w

ith th

e pr

ivat

e se

ctor

in fi

nanc

ing

sala

ries

and

faci

litat

ors’

trai

ning

, as l

itera

cy is

a n

atio

nal c

ause

.

4-1

Inve

ntor

y pr

ivat

e se

ctor

in

stitu

tions

and

bus

ines

smen

in

each

gov

erno

rate

.4-

2 O

rgan

ize

activ

ities

for

mob

iliza

tion

and

awar

enes

s of

bus

ines

s peo

ple

in e

ach

gove

rnor

ate.

4-3

Prop

ose

spec

ific

prog

ram

s an

d cl

ear i

deas

to th

e pr

ivat

e se

ctor

aro

und

thei

r par

ticip

atio

n an

d ga

ins f

rom

fund

ing

the

cost

of t

rain

ing

and

sala

ries

of fa

cilit

ator

s as w

ell a

s ed

ucat

iona

l act

iviti

es in

the

vario

us c

onte

xts.

Gov

erno

rate

s•

Bus

ines

smen

/bus

ines

s •

wom

en’s

ass

ocia

tions

Ex

perts

in th

e fie

ld o

f •

soci

al m

obili

zatio

n am

ong

NG

Os

Uni

vers

ities

•N

atio

nal/l

ocal

mas

s med

ia•

The

prev

ailin

g cu

lture

am

ong

•th

e pr

ivat

e se

ctor

rega

rdin

g co

rpor

ate

soci

al re

spon

sibi

lity

Lack

of t

rust

bet

wee

n th

e •

priv

ate

sect

or a

nd c

ivil

soci

ety

An

inve

ntor

y of

priv

ate

•se

ctor

inst

itutio

ns a

nd

busi

ness

peo

ple

in e

ach

gove

rnor

ate

Cle

ar c

oope

ratio

n •

fram

ewor

ks b

etw

een

the

priv

ate

sect

or a

nd N

GO

s and

go

vern

men

t age

ncie

sG

reat

er fi

nanc

ial

•op

portu

nitie

s for

edu

catio

nal

caus

es

* *

*

5. E

stab

lish

an in

stitu

te (i

dea,

visi

on, p

hilo

soph

y, p

rogr

ams)

for t

he p

repa

ratio

n an

d qu

alifi

catio

n of

faci

litat

ors i

n ad

ult e

duca

tion.

Esta

blis

h a

fram

ewor

k to

dev

elop

the

inst

itute

’s c

once

pt in

to a

real

ity, a

s fo

llow

s:5-

1 Se

lect

qua

lified

exp

erie

nced

pe

rson

nel t

o qu

alify

trai

nees

.5-

2 C

ompi

le c

urric

ula

for t

he

inst

itutio

n.5-

3 D

eter

min

e as

sess

men

t met

hods

fo

r tra

inee

s.5-

4 Es

tabl

ish

the

proc

edur

al,

oper

atio

nal a

nd fi

nanc

ial

syst

em fo

r the

inst

itute

.5-

5 Es

tabl

ish

a sy

stem

for

educ

atio

nal a

ccre

dita

tion.

5-6

Expl

ore

mod

aliti

es fo

r the

in

stitu

te to

reac

h an

d in

clud

e al

l go

vern

orat

es.

Gov

erno

rate

s•

Bus

ines

s peo

ple

•N

GO

s•

Fund

ing

partn

ers

•U

nive

rsity

cen

ters

•

spec

ializ

ed in

adu

lt ed

ucat

ion

Con

sulti

ng a

genc

ies

•Ex

perts

in n

on fo

rmal

•

educ

atio

nM

anag

emen

t exp

erts

•

Diffi

culty

of c

oord

inat

ing

•am

ong

the

vario

us p

artie

s in

volv

edD

ifficu

lty o

f con

vinc

ing

•st

akeh

olde

rs o

f the

con

cept

Con

flict

of i

nter

est b

etw

een

•ag

enci

es/a

ctor

s cha

rged

with

qu

alify

ing

faci

litat

ors

Dis

parit

y in

leve

ls o

f •

grad

uate

s as t

he in

stitu

te is

to

ado

pt d

ecen

traliz

atio

n co

ncep

tsD

ifficu

lty o

f ach

ievi

ng

•su

stai

nabi

lity

The

conc

ept o

f the

inst

itute

•

spre

ads i

n al

l gov

erno

rate

s an

d th

e co

ntin

uous

pr

epar

atio

n an

d qu

alifi

catio

n of

faci

litat

ors

Adm

issi

on re

gula

tions

for t

he

•in

stitu

te a

re e

stab

lishe

dA

pro

cedu

ral,

oper

atio

nal a

nd

•te

chni

cal u

nit f

or th

e in

stitu

teH

ighl

y qu

alifi

ed fa

cilit

ator

s •

with

skill

s for

wor

king

in

the

adul

t edu

catio

n fie

ld

grad

uatin

g fr

om th

e in

stitu

te

**

*

28N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

(4)

Mon

itori

ngSt

rate

gies

Des

ign

syst

ems a

nd to

ols f

or m

onito

ring

from

a fi

eld

pers

pect

ive

that

take

into

con

sider

atio

n di

vers

ity, c

ompr

ehen

siven

ess,

and

the

self-

asse

ssm

ent d

imen

sion,

and

that

are

link

ed

1.

with

lear

ning

out

com

es fr

om a

n EF

A pe

rspe

ctiv

e.Tr

ain

on th

e us

e of

mon

itori

ng sy

stem

s and

tool

s at t

he lo

cal a

nd n

atio

nal l

evel

s.2.

Te

st m

onito

ring

syst

ems a

nd to

ols a

t the

diff

eren

t lev

els.

3.

Ass

ess s

yste

ms a

nd to

ols f

or m

onito

ring

and

eva

luat

ion.

4.

Expa

nd th

e ap

plic

atio

n of

mon

itori

ng sy

stem

s and

tool

s at t

he n

atio

nal l

evel

(for

mal

and

non

-form

al).

5.

Inte

rven

tions

Expe

cted

Par

tner

sC

halle

nges

Expe

cted

Res

ults

Stra

tegi

es

Cap

acity

bu

ildin

gPr

ogra

m

desig

nPr

ogra

m

deve

lopm

ent

Polic

y ch

ange

s

1. D

esig

n m

onito

ring

syst

ems a

nd to

ols f

rom

a fi

eld

pers

pect

ive

that

take

into

con

sider

atio

n va

riet

y, c

ompr

ehen

siven

ess,

and

self-

asse

ssm

ent a

nd a

re li

nked

with

lear

ning

out

com

es

from

the

EFA

pers

pect

ive

1-1

Dev

elop

a c

ompr

ehen

sive

fr

amew

ork

for m

onito

ring

and

eval

uatio

n fo

r the

lear

ning

pr

oces

s to

incl

ude

inpu

ts,

oper

atio

ns a

nd o

utpu

ts, f

ocus

ing

on le

sson

s lea

rned

bas

ed o

n an

ana

lysi

s of t

he v

arie

ty o

f ex

perie

nces

of N

GO

s in

the

area

.

Partn

er a

ssoc

iatio

ns•

Peop

le a

nd g

roup

s •

conc

erne

d w

ith th

e ca

use

of li

tera

cyC

onsu

lting

age

ncie

s •

and

cent

ers

Fiel

d w

orke

rs•

Eval

uatio

n te

am•

Sele

ctio

n of

a te

am in

eac

h •

gove

rnor

ate

that

is c

apab

le o

f a

stab

le y

et fl

exib

le m

onito

ring

syst

emIn

divi

dual

diff

eren

ces

•am

ong

train

ees c

an re

sult

in

disc

repa

ncie

s in

thei

r eva

luat

ion

of th

e pr

ogra

m

Det

erm

inat

ion

of th

e m

ain

•po

ints

to b

e ta

ken

into

co

nsid

erat

ion

whe

n de

sign

ing

eval

uatio

n to

ols (

the

gene

ral

fram

ewor

k w

ithin

acc

epta

ble

guid

elin

es in

acc

orda

nce

with

EF

A g

oals

)N

ew p

olic

ies a

nd c

limat

e in

•

mon

itorin

g ac

tiviti

es

**

**

1-2

Des

ign

mon

itorin

g sy

stem

s and

to

ols w

ith th

e pa

rtici

patio

n of

all

parti

es in

volv

ed in

the

proc

ess,

incl

udin

g le

arne

rs, t

o m

easu

re

lear

ners

’ pro

gres

s in

auto

nom

ous,

know

ledg

e ac

quis

ition

, and

abi

lity

to u

tiliz

e ac

quire

d kn

owle

dge/

sk

ills i

n th

eir l

ives

.

Mea

sure

s for

impa

ct

•as

sess

men

tA

sses

smen

t of n

eeds

of

•le

arne

rs w

ho d

rop

out

*

2. T

rain

on

the

use

of m

onito

ring

syst

ems a

nd to

ols a

t the

loca

l and

nat

iona

l lev

els

2-1

Trai

n a

num

ber o

f act

ive

mem

bers

in N

GO

s, ci

vil s

ocie

ty

and

gove

rnm

ent a

genc

ies o

n th

e ne

w m

onito

ring

met

hodo

logi

es.

Trai

ning

inst

itutio

ns•

Fede

ratio

ns o

f NG

O’s

•Pa

rtner

ass

ocia

tions

•M

onito

ring

pers

onne

l•

Diffi

culty

of i

dent

ifyin

g tra

inee

s •

base

d on

obj

ectiv

e cr

iteria

Diffi

culty

of s

ecur

ing

the

•co

ntin

ued

com

mitm

ent

of tr

aine

es to

con

tinue

im

plem

entin

g th

e ne

w

mon

itorin

g pl

an

A b

road

cat

egor

y of

•

mon

itorin

g st

aff e

mpo

wer

ed

with

new

con

cept

s and

tool

s th

at h

elp

expa

nd th

e sc

ope

of m

onito

ring

and

deep

en

effe

ctiv

e pr

actic

es

**

29N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

3. T

est m

onito

ring

syst

ems a

nd to

ols a

t the

diff

eren

t lev

els

3-1

Dra

w a

pla

n to

test

the

mon

itorin

g to

ols,

with

a

timel

ine

defin

ed a

s wel

l as

impl

emen

tatio

n re

spon

sibi

litie

s an

d re

quire

d fin

anci

al re

sour

ces.

Trai

ning

age

ncie

s•

Fede

ratio

ns o

f NG

O’s

•Pa

rtner

ass

ocia

tions

•M

onito

ring

pers

onne

l•

Diffi

culty

of o

btai

ning

•

agre

emen

t am

ong

the

vario

us

parti

es in

volv

edC

ontro

l of m

onito

ring

in th

e •

test

ing

phas

e

A n

ew, r

ich

expe

rimen

t in

•m

onito

ring

**

3-2

Mon

itor t

he e

xper

imen

t and

ga

ther

the

nece

ssar

y da

ta in

pr

epar

atio

n fo

r the

ass

essm

ent

stag

e.

Spec

ialis

t age

ncie

s in

•ad

ditio

n to

par

tner

s m

entio

ned

in th

e pr

evio

us it

em

App

lyin

g le

sson

s lea

rnt i

n •

deve

lopi

ng m

onito

ring

syst

ems

and

tool

s

Effe

ctiv

e, p

ract

ical

•

met

hodo

logy

to te

st si

mila

r to

ols a

nd m

etho

ds

**

4. A

sses

s Mon

itori

ng S

yste

ms a

nd T

ools

4-1

Eval

uate

the

tool

s.Sp

ecia

lists

in

•m

onito

ring

and

eval

uatio

n

Scar

city

of s

peci

alis

ts in

•

mon

itorin

g an

d ev

alua

tion

Effe

ctiv

e an

d ap

prop

riate

•

mon

itorin

g to

ols

*

4-2

Mak

e ne

cess

ary

mod

ifica

tions

ba

sed

on le

sson

s lea

rned

from

te

stin

g.

Spec

ialis

ts in

•

mon

itorin

g an

d ev

alua

tion

Use

rs o

f the

se to

ols

•

Scar

city

of s

peci

alis

ts in

•

mon

itorin

g an

d ev

alua

tion

Impr

oved

, app

ropr

iate

•

mon

itorin

g to

ols

*

4-3

Defi

ne a

nd d

raw

the

gene

ral

outli

ne o

f the

stra

tegi

c di

rect

ion

to g

uara

ntee

exp

ansi

on in

m

onito

ring

and

eval

uatio

n sy

stem

s and

tool

s.

Fiel

d pr

actit

ione

rs

•Sp

ecia

lists

in

•m

onito

ring

and

eval

uatio

n

Our

his

tory

in su

ch m

easu

res,

•as

we

tend

to m

ove

from

ex

perim

entin

g to

gen

eral

izin

g,

rath

er th

an p

hase

d ap

proa

ches

Cle

ar g

uide

lines

for

•ex

pans

ion

in m

onito

ring

and

eval

uatio

n sy

stem

s and

tool

s

**

4-4

Prop

ose

reco

mm

enda

tions

ar

ound

mea

sure

s tha

t nee

d re

view

such

as:

inpu

ts,

proc

esse

s, an

d ou

tput

s of

lear

ning

.

Spec

ialis

ts in

•

mon

itorin

g an

d ev

alua

tion

Use

rs o

f the

se to

ols

•Pa

rtner

ass

ocia

tions

•

Lim

ited

prof

essi

onal

ism

in

•pr

opos

ed re

com

men

datio

nsA

pos

itive

revi

sion

of w

hat

•th

e ed

ucat

iona

l pro

cess

sh

ould

be

like

**

5. E

xpan

d th

e ap

plic

atio

n of

mon

itori

ng sy

stem

s and

tool

s at t

he n

atio

nal l

evel

(for

mal

and

non

-form

al)

5-1

Dra

w a

n im

plem

enta

tion

plan

for

expa

nsio

n.Th

e ne

twor

k•

Loca

l par

ties

•Li

mite

d ca

paci

ty fo

r exp

ansi

on•

Effe

ctiv

e an

d fa

st

•ex

pans

ion

to re

ach

area

s an

d co

mm

uniti

es th

at n

eed

effe

ctiv

e m

onito

ring

**

5-2

Expl

ore

assi

gnin

g m

onito

ring

role

s, at

gov

erno

rate

leve

ls,

to so

me

NG

O’s

, age

ncie

s and

fe

dera

tions

.

The

prop

osed

net

wor

k•

The

limite

d le

vel o

f com

pete

nce

•of

mon

itorin

g pe

rson

nel

Dec

entra

lizat

ion,

spee

d an

d •

flexi

bilit

y in

impl

emen

tatio

n*

**

*

30N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

(5)

Org

aniz

atio

nal,

Adm

inist

rativ

e an

d Fi

nanc

ial A

spec

ts

Stra

tegi

esFo

rmul

ate

a st

rate

gic

plan

of a

ctio

n fo

r org

aniz

atio

nal a

dmin

istra

tive

and

finan

cial

pro

cedu

res f

or th

e ne

twor

k an

d th

e in

stitu

te.

1.

Esta

blish

a su

ppor

tive

entit

y to

supp

ort–

finan

cial

ly, n

on-fi

nanc

ially

and

con

cept

ually

–lite

racy

and

adu

lt ed

ucat

ion

issue

s in

com

mun

ities

.2.

Pr

epar

e an

d qu

alify

civ

il so

ciet

y in

stitu

tions

to p

artic

ipat

e in

adu

lt ed

ucat

ion

issue

s, th

roug

h an

effe

ctiv

e pa

rtne

rshi

p w

ith th

e Adu

lt Ed

ucat

ion

Age

ncy.

3.

Inte

rven

tions

Expe

cted

Par

tner

sC

halle

nges

Expe

cted

Res

ults

Stra

tegi

es

Cap

acity

bu

ildin

gPr

ogra

m

desig

nPr

ogra

m

deve

lopm

ent

Polic

y ch

ange

s

1. F

orm

ulat

e a

stra

tegi

c pl

an o

f act

ion

and

adm

inist

rativ

e an

d fin

anci

al re

gula

tions

for t

he n

etw

ork

and

inst

itute

Dev

elop

a st

rate

gic

plan

and

defi

ne

1-1

spec

ific

obje

ctiv

es a

nd p

riorit

ies o

f th

e ne

twor

k’s a

ctiv

ities

.

Rep

rese

ntat

ives

•

of N

GO

s tha

t are

ne

twor

k m

embe

rs

Diffi

culty

in h

avin

g th

e pl

an

•co

verin

g th

e m

ajor

ity o

f go

vern

orat

es

An

actio

n pl

an w

ith sp

ecifi

c •

obje

ctiv

es a

nd p

roce

dure

s as

wel

l as c

lear

prio

ritie

s

*

Defi

ne b

y-la

ws a

nd re

gula

tions

1-

2 to

org

aniz

e ne

twor

k ac

tiviti

es, t

o in

clud

e:D

efine

role

s and

com

mitm

ents

o

of n

etw

ork

mem

bers

whe

ther

or

gani

zatio

ns o

r ind

ivid

uals

Se

t org

aniz

atio

nal s

truct

ure

of th

e o

netw

ork

Esta

blis

h m

embe

rshi

p ru

les a

nd

o

resp

onsi

bilit

ies

Defi

ne p

erm

anen

t and

tem

pora

ry

o

com

mitt

ees a

nd ro

les o

f eac

h.

Net

wor

k m

anag

emen

t •

team

Partn

er a

ssoc

iatio

ns•

Obt

aini

ng a

gree

men

t fro

m a

ll •

NG

O’s

and

age

ncie

sA

dmin

istra

tive

regu

latio

ns

•or

gani

zing

wor

k of

the

netw

ork

Cle

ar d

efini

tion

of ro

les

•an

d co

mm

itmen

ts o

f or

gani

zatio

ns a

nd in

divi

dual

s, co

nditi

ons o

f mem

bers

hip

and

the

netw

ork’

s or

gani

zatio

nal s

truct

ure

Cle

ar a

nd in

tegr

ativ

e ro

le o

f •

tem

pora

ry a

nd p

erm

anen

t co

mm

ittee

s

*

Esta

blis

h a

finan

cial

syst

em fo

r the

1-

3 ne

twor

k, d

efini

ng th

e es

timat

ed

budg

et a

nd m

ain

cost

item

s and

id

entif

y le

gitim

ate

chan

nels

for

fund

ing

the

netw

ork.

The

netw

ork

•m

anag

emen

t tea

mTh

e ne

ed fo

r mul

ti-•

disc

iplin

ary

expe

rtise

that

m

ay n

ot b

e av

aila

ble

in

asso

ciat

ions

and

civ

il so

ciet

y or

gani

zatio

ns

A tr

ansp

aren

t fina

ncia

l •

syst

em fo

r the

net

wor

kEs

timat

ed b

udge

t and

mai

n •

cost

item

sPr

oper

cha

nnel

s to

fund

•

netw

ork

*

Dra

w a

fund

ing

plan

for t

he n

etw

ork

1-4

(loca

lly a

nd in

tern

atio

nally

).Th

e ne

twor

k •

man

agem

ent t

eam

Inte

rnat

iona

l age

ncie

s•

The

need

to id

entif

y m

ore

•ac

tors

con

cern

ed a

bout

adu

lt ed

ucat

ion

A p

lan

for n

etw

ork

finan

cing

•

loca

lly a

nd in

tern

atio

nally

*

Defi

ne o

rgan

izat

iona

l and

1-

5 ad

min

istra

tive

regu

latio

ns fo

r the

in

stitu

te p

ropo

sed.

The

netw

ork

•m

anag

emen

t tea

mPa

rties

inte

rest

ed in

•

the

liter

acy

issu

esIn

tern

atio

nal a

genc

ies

•

Inst

itute

gra

duat

es m

ay

•en

coun

ter r

esis

tanc

e to

war

ds

reco

gniti

on fr

om so

urce

s of

accr

edita

tion

Org

aniz

atio

nal a

nd

•ad

min

istra

tive

regu

latio

ns fo

r th

e in

stitu

te

*

31N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

Inst

itute

a fi

nanc

ial a

nd

1-6

adm

inis

trativ

e sy

stem

for f

acili

tato

rs

(soc

ial s

ecur

ity, h

ealth

insu

ranc

e,

etc.

) to

link

ince

ntiv

es to

the

num

ber

grad

uate

s and

the

qual

ity o

f lea

rnin

g th

ey a

cqui

re.

The

netw

ork

•m

anag

emen

tA

fina

ncia

l sys

tem

that

is tr

uly

•m

otiv

atio

nal a

nd a

pplic

able

A c

lear

fina

ncia

l and

•

adm

inis

trativ

e sy

stem

, tha

t is

suffi

cien

tly d

riven

to

mot

ivat

e an

d in

cent

iviz

e fa

cilit

ator

s to

reac

h qu

ality

pe

rfor

man

ce st

anda

rds

**

Des

ign

a di

ssem

inat

ion

plan

aro

und

1-7

the

netw

ork/

inst

itute

’s m

issi

on a

nd

wor

k.

The

netw

ork

•m

anag

emen

tPa

rtner

ass

ocia

tions

•

Inad

equa

te fi

nanc

ial

•ca

pabi

litie

s of n

etw

ork

mem

bers

them

selv

es to

im

plem

ent t

he p

lan

A fl

exib

le p

lan

to d

isse

min

ate

•th

e ne

twor

k/in

stitu

te’s

m

issi

on a

nd a

ctio

ns in

co

mm

uniti

es

*

Esta

blis

h a

data

base

and

web

site

1-

8 to

incl

ude

all a

ctor

s and

spec

ialis

ts

in th

is d

omai

n (in

divi

dual

s and

in

stitu

tions

) with

thei

r res

pect

ive

expe

rienc

e.

Partn

er a

ssoc

iatio

ns•

Parti

es in

tere

sted

in

•th

e ca

use

of li

tera

cy

Inte

rnat

iona

l age

ncie

s•

The

prop

osed

inst

itute

•

The

need

to c

onst

ruct

and

•

regu

larly

upd

ate

the

web

site

Enco

urag

e in

stitu

tions

to

•re

gist

er

A d

atab

ase

of in

divi

dual

s and

•

inst

itutio

ns w

ith e

xper

ienc

e in

this

fiel

d as

wel

l as a

repo

rt of

thei

r exp

ertis

e

*

2. E

stab

lish

a su

ppor

tive

entit

y to

supp

ort–

finan

cial

ly, n

on-fi

nanc

ially

and

con

cept

ually

–lite

racy

and

adu

lt ed

ucat

ion

issue

s in

com

mun

ities

2-1

Com

pile

a re

cord

of p

rivat

e se

ctor

co

mpa

nies

, bus

ines

smen

and

thos

e in

tere

sted

in d

evel

opm

ent w

ork

at

both

the

natio

nal a

nd g

over

nora

te

leve

ls.

Net

wor

k m

embe

rs•

Sub

com

mitt

ees o

f the

•

netw

ork

Partn

er o

rgan

izat

ions

•

in th

e ne

twor

k

Lack

of i

nter

est i

n lit

erac

y as

•

a ca

use

by th

e bu

sine

ss se

ctor

An

inve

ntor

y of

priv

ate

•se

ctor

est

ablis

hmen

ts a

nd

busi

ness

ow

ners

in e

ach

gove

rnor

ate

Parti

es in

tere

sted

and

•

influ

entia

l in

com

mun

ities

2-2

Esta

blis

h a

“bus

ines

s peo

ples

’ ad

ult e

duca

tion

foru

m”

for b

usin

ess

peop

le a

nd th

ose

with

an

inte

rest

in

liter

acy

in e

ach

gove

rnor

ate.

Partn

er a

ssoc

iatio

ns in

•

the

netw

ork

All

busi

ness

peo

ple

•an

d in

tere

sted

ed

ucat

ors

No

conv

ictio

n an

d la

ck o

f •

confi

denc

e on

the

part

of

som

e bu

sine

ss o

wne

rs a

nd

indi

vidu

als i

n th

e va

lue

of

partn

erin

g on

this

cau

se

Esta

blis

hmen

t of a

clu

b •

for b

usin

ess o

wne

rs a

nd

inte

rest

ed e

duca

tors

**

2-3

Con

duct

mee

tings

and

fora

for

mem

bers

aro

und

thei

r cor

pora

te

soci

al re

spon

sibi

lity

and

role

in

soci

al d

evel

opm

ent a

s a re

sult

of

thei

r ado

ptio

n of

lite

racy

and

adu

lt ed

ucat

ion

issu

es.

Partn

er o

rgan

izat

ions

•

in th

e ne

twor

kB

usin

essm

en/

•bu

sine

ss-w

omen

as

soci

atio

nsA

ll bu

sine

ss o

wne

rs

•an

d in

tere

sted

ed

ucat

ioni

sts

Non

-par

ticip

atio

n of

som

e •

busi

ness

peo

ple,

thei

r lu

kew

arm

invo

lvem

ent

in

thos

e is

sues

, the

ir m

otiv

atio

n be

ing

prim

arily

driv

en b

y so

cial

imag

e co

nsid

erat

ions

’

Effe

ctiv

e pa

rtici

patio

n •

of b

usin

ess o

wne

rs a

nd

conc

erne

d in

divi

dual

s

**

32N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

2-4

Wor

k w

ith th

e bu

sine

ss p

eopl

e’s

adul

t edu

catio

n fo

rum

to c

ontri

bute

to

the

fund

ing

of tr

aini

ng a

nd

sala

ries o

f fac

ilita

tors

and

lear

ning

ac

tiviti

es in

com

mun

ities

.

Bus

ines

smen

/ •

busi

ness

-wom

en

asso

ciat

ions

Soci

al m

obili

zers

•

from

am

ong

NG

Os

Nat

iona

l/loc

al m

ass

•m

edia

The

nove

lty o

f the

con

cept

as

•co

mpa

red

to th

e pr

evai

ling

cultu

re o

n co

rpor

ate

soci

al

resp

onsi

bilit

y of

the

priv

ate

sect

orLa

ck o

f tru

st b

etw

een

the

•pr

ivat

e se

ctor

and

civ

il so

ciet

y

Cle

ar c

oope

ratio

n •

fram

ewor

ks b

etw

een

the

priv

ate

sect

or, N

GO

s, an

d go

vern

men

t age

ncie

sM

ore

subs

tant

ial s

ourc

es o

f •

finan

cing

for t

he e

duca

tion

sect

or

**

2-5

Dra

w a

n ac

tion

plan

whi

ch in

clud

es

requ

ired

cont

ribut

ions

from

foru

m

mem

bers

and

oth

ers t

o co

ver

prin

ting

and

publ

ishi

ng c

osts

of

curr

icul

a an

d pr

ogra

ms.

The

netw

ork

and

•pa

rtner

ass

ocia

tions

Diffi

culty

in a

cqui

ring

•su

ffici

ent f

ocus

to c

over

all

need

s

A re

cord

of fi

nanc

ial a

nd

•te

chni

cal r

esou

rces

ava

ilabl

e fr

om m

embe

rs fo

rum

*

3. P

repa

re a

nd q

ualif

y ci

vil s

ocie

ty in

stitu

tions

to p

artic

ipat

e in

adu

lt ed

ucat

ion

issue

s, th

roug

h an

effe

ctiv

e pa

rtne

rshi

p w

ith th

e Li

tera

cy a

nd A

dult

Educ

atio

n A

genc

y

3-1

Esta

blis

h th

e va

rious

tech

nica

l an

d op

erat

iona

l sta

ndar

ds fo

r fe

dera

tions

, age

ncie

s and

NG

Os

to p

artic

ipat

e in

lite

racy

and

adu

lt ed

ucat

ion

with

the

netw

ork

and

the

Adu

lt Ed

ucat

ion

Age

ncy.

Age

ncie

s, N

GO

s, •

fede

ratio

ns, t

he A

dult

Educ

atio

n A

genc

y,

and

the

netw

ork

Cha

lleng

e of

reac

hing

•

agre

emen

t on

stan

dard

sC

lear

stan

dard

s with

resp

ect

•to

the

parti

cipa

tion

of N

GO

s an

d fe

dera

tions

in a

dult

educ

atio

n ac

tiviti

es w

ith

the

netw

ork

or th

e Adu

lt Ed

ucat

ion

Age

ncy

*

3-2

Upg

rade

cap

aciti

es o

f NG

Os s

taff

and

fede

ratio

ns in

gov

erno

rate

s to

par

ticip

ate

in li

tera

cy a

nd

adul

t edu

catio

n ac

tiviti

es w

ith

the

netw

ork

and

the A

dult

Educ

atio

n A

genc

y an

d to

sh

ould

er re

spon

sibi

litie

s bas

ed o

n ca

pabi

litie

s (of

fer c

lass

es, t

rain

fa

cilit

ator

s, m

onito

r cla

sses

, sel

ect

faci

litat

ors,

impl

emen

t aw

aren

ess

cam

paig

ns, e

stab

lish

libra

ries f

or

neo

liter

ates

, etc

.).

The

netw

ork

•Ex

perie

nced

civ

il •

soci

ety

orga

niza

tions

in

the

vario

us

gove

rnor

ates

Lack

of N

GO

s with

•

sign

ifica

nt e

xper

tise

in so

me

gove

rnor

ates

NG

Os w

ith o

utst

andi

ng

•ex

perti

se to

mov

e in

go

vern

orat

es a

nd p

rovi

de th

eir

supp

ort t

o N

GO

s in

som

e go

vern

orat

es o

nly

Mor

e N

GO

s joi

n in

lite

racy

•

and

adul

t edu

catio

n ef

forts

af

ter g

aini

ng q

ualifi

catio

n an

d bu

ildin

g ca

paci

ties

*

3-3

Sele

ct a

spec

ializ

ed q

ualifi

ed N

GO

in

eve

ry d

istri

ct o

r gov

erno

rate

to

take

on

the

role

of s

uppo

rting

the

impl

emen

tatio

n of

the

stra

tegy

.

Tech

nica

l com

mitt

ees

•of

the

netw

ork

Diffi

culty

of r

each

ing

ever

y •

ham

let,

smal

l vill

age

and

popu

lar n

eigh

borh

ood

A n

umbe

r of N

GO

s sel

ecte

d •

in th

e va

rious

gov

erno

rate

s to

be

in c

harg

e of

the

resp

onsi

bilit

y of

hel

ping

im

plem

ent t

he st

rate

gies

*

33N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

3-4

Mon

itor,

supe

rvis

es a

nd a

sses

s pe

rfor

man

ce o

f par

tner

s (te

chni

cal

and

oper

atio

nal)

The

netw

ork

•In

adeq

uate

fund

s.•

Lim

ited

qual

ified

staf

f in

the

•ne

twor

k to

pla

y its

role

in

mon

itorin

g an

d su

perv

isio

n

Mon

itorin

g, su

perv

isio

n •

and

prov

isio

n of

nec

essa

ry

supp

ort t

o ag

enci

es a

nd

NG

Os t

o ac

hiev

e co

ntin

uous

pr

ogre

ss

**

3-5

Eval

uate

and

revi

ew c

ontra

cts a

nd

perf

orm

ance

of p

artn

er g

roup

s in

prep

arat

ion

for c

ontra

ct re

new

al.

The

netw

ork

•Th

e no

velty

of e

xper

ienc

e in

•

this

asp

ect o

f org

aniz

atio

nal

join

t im

plem

enta

tion

An

inve

ntor

y of

age

ncie

s •

with

cap

abili

ties t

o ex

pand

an

d in

terv

ene

and

of th

e on

es th

at n

eed

furth

er

supp

ort a

nd th

e on

es th

at

shou

ld d

isco

ntin

ue fu

rther

op

erat

ions

.

*

34N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

(6)

Coo

pera

tion

with

the A

dult

Educ

atio

n A

genc

y to

Pla

n an

d C

ondu

ct a

Soc

ial M

arke

ting

Cam

paig

n to

Est

ablis

h th

e “R

ight

of A

dults

to E

duca

tion”

an

d En

cour

age

Illite

rate

s and

Mob

ilize

Soc

iety

to P

artic

ipat

e an

d Be

nefit

from

Lite

racy

and

Con

tinui

ng E

duca

tion

Act

iviti

es

Inte

rven

tions

Expe

cted

Par

tner

sC

halle

nges

Expe

cted

Res

ults

Stra

tegi

es

Cap

acity

bu

ildin

gPr

ogra

m

desig

nPr

ogra

m

deve

lopm

ent

Polic

y ch

ange

s

Esta

blis

h a

fram

ewor

k fo

r par

tner

ship

s 1-

1 w

ith m

inis

tries

, age

ncie

s and

gov

ernm

ent

bodi

es w

ith th

e ag

ency

, suc

h as

:

Dra

fting

of a

num

ber

•of

pro

toco

ls a

nd

fram

ewor

ks fo

r the

A

genc

y’s c

oope

ratio

n w

ith v

ario

us m

inis

tries

an

d na

tiona

l age

ncie

s in

ord

er to

offe

r fa

cilit

ies t

o lit

erac

y ce

rtific

ate

reci

pien

ts,

and

issu

ing

of

rele

vant

min

iste

rial/

adm

inis

trativ

e de

cree

s an

d pu

tting

them

into

ef

fect

Sust

aini

ng n

eo

•lit

erat

es’ a

cqui

sitio

n of

kno

wle

dge,

whi

ch

impr

oves

thei

r liv

ing

cond

ition

s pre

vent

s th

eir r

elap

sing

into

ill

itera

cyVa

riatio

n in

ince

ntiv

es

•w

ill e

ncou

rage

a

sign

ifica

nt n

umbe

r of

illit

erat

es to

join

lit

erac

y gr

oups

Coo

pera

tion

with

the

Boa

rds o

f a)

Trus

tees

to m

ake

scho

ols a

cces

sibl

e to

ci

vil s

ocie

ty o

rgan

izat

ions

and

to te

ach

illite

rate

s in

the

com

mun

ity e

spec

ially

to

par

ents

of f

orm

al sc

hool

stud

ents

.

Adu

lt Ed

ucat

ion

•A

genc

yTh

e Pr

ime

Min

iste

r’s

•C

ounc

ilTh

e M

inis

try o

f •

Educ

atio

n

Rej

ectio

n by

the A

genc

y of

•

the

appr

oach

*

Nat

iona

l new

spap

ers t

o is

sue

a w

eekl

y b)

new

spap

er fo

r neo

lite

rate

s on

peop

le

cent

ered

and

cur

rent

hum

an ri

ghts

is

sues

, pro

duct

ivity

, far

min

g, e

tc.

Edito

rs-in

-chi

ef o

f •

natio

nal n

ewsp

aper

sTh

e H

ighe

r Cou

ncil

of

•Jo

urna

lism

Rel

ucta

nce

of so

me

min

istri

es

•an

d ag

enci

es to

offe

r fac

ilitie

s to

neo

lite

rate

s

*

The

Gen

eral

Boo

k A

genc

y, to

pub

lish

c) bo

okle

ts fo

r neo

lite

rate

s as p

art o

f the

Fa

mily

Lib

rary

pro

ject

.

The

Dire

ctor

of

•th

e G

ener

al B

ooks

A

genc

y

*

The

Gen

eral

Age

ncy

for C

ultu

re H

alls

, d)

to p

ublis

h bo

okle

ts fo

r neo

lite

rate

s am

ong

its p

ublic

atio

ns.

The

Dire

ctor

of t

he

•G

ener

al A

genc

y fo

r C

ultu

re H

alls

*

Gra

nt h

ealth

insu

ranc

e co

vera

ge fo

r e)

liter

acy

certi

ficat

e re

cipi

ents

.M

inis

ter o

f Hea

lth•

Nat

iona

l Hea

lth

•In

sura

nce A

genc

y

*

Uni

vers

ities

, to

gran

t gra

des a

s f)

ince

ntiv

e to

stud

ents

who

teac

h a

certa

in n

umbe

r of i

llite

rate

s.

The

Hig

her C

ounc

il of

•

Uni

vers

ities

Uni

vers

ity P

resi

dent

s•

*

Min

istry

of S

ocia

l Sol

idar

ity, t

o g)

exem

pt th

ose

who

edu

cate

a n

umbe

r of

illit

erat

es fr

om p

ublic

serv

ice.

Min

istry

of S

ocia

l •

Solid

arity

*

35N

GO

Lit

erac

y &

ad

uLt

ed

uc

atiO

N S

trat

eGy i

N e

Gyp

t

Coo

rdin

ate

with

the A

genc

y an

d w

ith

1-2

mob

ile p

hone

serv

ice

com

pani

es to

gra

nt

liter

acy

certi

ficat

e re

cipi

ents

, who

ow

n a

mob

ile p

hone

line

, a c

erta

in n

umbe

r of

free

text

mes

sage

s (i.e

. SM

S).

Adu

lt Ed

ucat

ion

•A

genc

y M

obile

pho

ne

•co

mpa

nies

act

ive

in E

gypt

: Mob

inil,

Vo

daph

one,

Itis

alaa

t

Rel

ucta

nce

of th

e Age

ncy

•R

eluc

tanc

e of

Mob

ile

•te

leph

one

com

pani

esM

easu

res t

o en

sure

that

•

grad

uate

s rec

eive

thei

r in

cent

ives

, onc

e on

ly

Com

pani

es g

rant

•

faci

litie

s to

rece

nt

liter

ates

*

Org

aniz

e w

ith th

e Age

ncy

and

busi

ness

1-

3 pe

ople

med

ia c

ampa

igns

aro

und

ince

ntiv

es

and

faci

litie

s offe

red

to n

eo li

tera

tes,

faci

litat

ors a

nd in

divi

dual

s who

teac

h a

certa

in n

umbe

r of i

llite

rate

s

Adu

lt Ed

ucat

ion

•A

genc

yN

ile m

edia

cen

ters

•N

ewsp

aper

s•

Rad

io b

road

cast

ing

•ne

twor

k an

d lo

cal

radi

o an

d te

levi

sion

ch

anne

lsN

GO

s, th

eir

•pu

blic

atio

ns a

nd th

eir

perio

dica

ls

The

high

cos

t if p

artie

s cha

rge

•th

e fu

ll ad

verti

sing

fees

M

otiv

atin

g •

busi

ness

men

, fa

cilit

ator

s and

ill

itera

tes t

o co

me

forw

ard

and

join

adu

lt ed

ucat

ion

activ

ities

*


glossary Basic Learning Needs

Defined in the World Declaration on Education for All (Jomtien, Thailand, 1990) as essential tools for learning (e.g. literacy, oral expression, numeracy, problem solving) as well as basic learning content (e.g. knowledge, skills, values and attitudes) that individuals should acquire in order to survive, develop personal capacities, live and work in dignity, participate in development, improve quality of life, make informed decisions and continue the learning process. The scope of basic learning needs, and how they should be met, varies by country and culture, and changes over time.

Accreditation

Recognition and approval of the academic standards of an educational institution by some external, impartial body of high public esteem.

Least Developed Countries (LDCs)

Low-income countries which, according to the United Nations, have human resource weaknesses and are economically vulnerable. A category used to guide donors and countries in allocating foreign assistance.

Literate Environment

The term can have at least two meanings: (a) The availability of written, printed and visual materials in learners’ surrounding environment, enabling them to make use of their basic reading and writing skills; and/or (b) The prevalence of literacy in households and communities, enhancing the prospects of successful literacy acquisition by learners.

Achievement

Performance on standardized tests or examinations that measure knowledge or competence in a specific subject area. The term is sometimes used as an indication of education quality within an education system or when comparing a group of schools.

Lifelong Learning

The concept of learning as a process that continues throughout life to address an individual’s learning needs. The term is used widely in adult education to refer to learning processes in many forms and at many levels.

Basic Education

The whole range of educational activities taking place in various settings (formal, non formal and informal), that aim to meet basic learning needs. According to the international standard classification of education (ISCED), basic education comprises primary education (first stage of basic education) and lower secondary education (second stage).

Compulsory Education or Attendance

Educational programs that children and young people are legally obliged to attend, usually defined in terms of a number of grades or an age range, or both.

Technical and Vocational Education

Programmes designed mainly to prepare students for direct entry into a particular occupation or trade (or class of occupations or trades). Successful completion of such programmes normally leads to a labour-market relevant vocational qualification recognized by the competent authorities (ministry of education, employers’ associations) in the country in which it is obtained.


Inclusive Education

Education that addresses the learning needs of all children, youth and adults with a specific focus on those who are vulnerable to marginalization and exclusion.

General Education

Programmes designed to lead students to a deeper understanding of a subject or group of subjects, especially, but not necessarily, with a view to prepare them for further education at the same or a higher level. These programmes are typically school based and may or may not contain vocational elements. Their successful completion may or may not provide students with a labour-market-relevant qualification.

Adult Education

Educational activities offered through formal, non-formal, or informal frameworks, targeted at adults and aimed at advancing or substituting for initial education and training. The purpose may be to (a) complete a given level of formal education or professional qualification; (b) acquire knowledge and skills in a new field (not necessarily for s qualification); and/or (c) refresh or update knowledge and skills (See Basic education and Continuing education).

Continuing (or further) Education

A general term referring to a wide range of educational activities designed to meet the basic learning needs of adults.

Informal Education

Learning that takes place in daily life without clearly stated objectives. This term refers to a lifelong learning process whereby every individual acquires attitudes, values, skills and knowledge from daily experiences and the education influences and resources in his/her environment – e.g. family and neighbors, work and play, the marketplace, the library, mass media.

Non-formal Education

Learning activities typically organized outside the formal education system. The term is generally contrasted with formal education and informal education. In different contexts, non-formal education covers educational activities aimed at imparting adult literacy, basic education for out-of-school children and youth, life skills, work skills and general culture. Such activities usually have clear learning objectives, but vary by duration, in conferring certification for acquired learning, and in organizational structure.

Mother Tongue Language

Main language spoken in the home environment and acquired as a first language. It is sometimes known as a home language.

Vernacular Language

A language spoken by the people of a country or a region, as distinguished from official standards or global languages.

Indigenous Language

A language that originated in a specific territory or community and was not brought from elsewhere.

Education for All Development Index (EDI)

Composite index aimed at measuring overall progress towards EFA.

At present, the EDI incorporates four of the most easily quantifiable EFA goals – universal primary education as measured by the net enrollment ratio, adult literacy as measured by the adult literacy rate, gender parity as measured by the adult literacy rate, gender parity as measured by the gender-


specific EFA index, and quality of education as measured by the survival rate to grade 5. Its value is the arithmetical mean of the observed values of these four indicators.

Literate/Illiterate

As used in the statistical tables, the term refers to a person who can/cannot read and write with understanding a simple statement related to her/his everyday life.

Literate Society

A social setting within which: (a) The vast majority of the population acquires and uses basic literacy skills; (b) Major social, political and economic institutions (e.g. offices, courts, libraries, banks) contain and abundance of printed matter, written records and visual materials, and emphasize the reading and writing of texts; and (c) the exchange of text-based information is facilitated and lifelong learning opportunities are provides.

Equity

In education, the extent to which access and opportunities for children and adults are just and fair. This implies reduction in disparities based on gender, poverty, residence, ethnicity, language or other characteristics.

Adult Literacy Rate

Number of literate persons aged 15 and above, expressed as a percentage of the total population in that age group. Different ways of defining and assessing literacy yield different results regarding the number of persons designated as literate.


annex I

Associations and Organizations Participating in the Preparation of the NGO Literacy and Adult Education Strategy

C.I.D. Consulting•

Association of Upper Egypt for Education and Development•

Caritas Egypt•

Hawaa’ al-Mostaqbal Association, Giza•

The Women and Society Association, Giza•

The Egyptian Association for Comprehensive Development, Fayyoum•

The Coptic Evangelical Organization for Social Services(CEOSS), Beni-Suef•

The Jesuits and Frères Association for Development, Minya•

The Salama Moussa Foundation, Minya•

Association for Community Development and Special-Needs Children, Sohag•

Tahsiin el Sehha Association, Qena•

The Egyptian Family Development Foundation, Aswan•

non-governmental organizations’ strategy for literacy and adult … · 2014-10-08 · ngo...

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