CLCs Development in Afghanistan

Prepared by: Mr. FROOTAN, Mr. SHAMS Mr.

GEORGE and HAMMAD

07-June-2017
Presentation overview
CLCs in Afghanistan the background
Where we stand the status of CLCs
Partners and Supporters - Who does what,
where?
Why CLCs Matters for Afghanistan
Weaknesses, Challenges & Solutions

Way forward Next steps .

Overview of CLCs in
Afghanistan:
The concept of CLCs was introduced in Afghanistan
2003 through a joint agreement between MoE, NFUAJ
and JICA.
A joint project team comprising of experts from JICA,
DMoEL and NFUAJ was constituted to oversee the
implementation of the pilot phase.
Implementation started with 3 pilot CLCs in Kabul city.
(Senjid Dara, Estalef and Karezak)
DMoEL Organizational Structure:

Deputy Ministry of
Education for Literacy

Directorate for Directorate of

National Mobilization Literacy
for Literacy Programmes

Teacher Distance Dept. for Skill

Mobilization M&E
Training Education Development
& Literacy Department
Dept Dept. and CLC Dept
Committee

Curriculum
Plan and Finance &
Development Chief of Staff
Statistics Dept. Admin Dept
Dept.
Organizational structure of CLCs
in Afghanistan:
Deputy Ministry of
Education for Literacy
At national level

Main office of CLCs and At district level

literacy

Sub CLCs or Satellite At local level

(village)

Branches Branches
CLCs development in
Afghanistan- where we stand
now :
Where we stand:
Currently 15 CLCs under the Deputy Ministry of
Education for Literacy (DMoEL) exist with classes
including skill based literacy (SBL).
DMoEL currently has 113 staff for CLC (71
female)fully paid by the Government
So far 24600 learners have graduated from CLCs of
which 60% were female graduate (14760)
Currently over 2100 learners are receiving literacy
and vocational training in various centers.
Other 8 CLCs supported by ANAFAE exist in Balkh
province.
Geographical Distribution of CLCs

Balkh

Parwan

Kabul

Bamyan

Daikundi
Examples of CLCs Structures
CLC at the center of Char Asiab CLC at the center of Senjid Dara

CLC at the center District

12

CLC in district 5
CLC in district 8
Examples of CLCs Structures
CLC in district 13 CLC in Tangi Sayedan CLC in Paghman

CLC in Hydarabad village of

Bamyan CLC in Estalif district CLC in Kargizak village
CLCs Programmes and Activities
Basic General Literacy courses
Providing vocational training course
Providing vocational and educational advice to the
community
Conducting workshops and training for the capacity
building
Peace building, women empowerment, social cultural
and entertainment community programs.
Providing opportunities for lifelong learning
Used for different community functions such as public
meetings, wedding, celebrating national and
international days and solving community issues.
CLC is an appropriate place for local communities to
do different activities
Literacy class Local health clinic

Community functions Learning vocational skills

CLCs activities Picture talk
Public awareness and capacity building through
CLCs
Promotional literacy packages, CLC brochures, CLC magazine

Workshops and capacity building programs for LD and CLCs staff

members
Examples of CLCs Products
CLCs and National
Educational policies:
Ministry of education enacted the National
CLC policy framework (2008).
Previous National Education Sector plans
(NESP) recognized CLCs as an essential part
of the education sector (2014).
The Latest, the third National Education
Strategic Plan (NESP III -2017) mentioned that
the DMoEL about the establishment, 8
regional literacy centers, literacy center at
the center of provinces and in district level.
Partners and Supporters Who
does what , where?
Government Support to CLCs

Establish and operate CLCs

DMoEL approves and recruits CLC staff
DMoEL supervises and provides technical
oversight over the management of CLCs
Approves budget for programs and
maintenance of CLCs buildings and
equipment.
 NGOs Support to CLCs
National Federation of UNESCO Association in Japan provided
technical and financial support towards establishment of the first CLCs
in Afghanistan.
ISAF led Turkish forces financially supported a number of CLCs for 6
years. They provided staff salaries, equipment and learning materials for
vocational training programs.
Afghan Women Educational Center conducted a number of workshops
in CLCs on strengthening civil society organizations and conflict
resolution for CLC staff and community members.
Some National NGOs provides awareness information on topics like
midwifery and pre-natal and post-natal care, child health etc for CLC
female staff and the community.
Development of skill based Literacy and General Literacy instructional
material by UNESCO Kabul.
NGOs Support to CLCs:
Support from Local Communities

The roles of the community:

A: Provision of land for CLC building
B: Select the Management committees of CLCs
The main functions of the management committee:
Participating in the construction of CLC
Coordinating with communities about the activities of
CLCs.
Observe and monitor the activities of CLC.
Discuss local problems and suggest solutions.
Establish links between communities and supporters.
Community participation in the
activities of CLCs:
AFGHAN NATIONAL ASSOCIATION
FOR ADULT EDUCATION (ANAFAE)
ANAFAE was founded in September 2005 as an umbrella
organization to foster the development of local adult
education centers.
The Association sees itself as a national forum for the
promotion of strategies and programs of adult education
with a particular focus on literacy learning, basic
education, further vocational training, and continuing
civic education.
ANAFAE maintains close ties of cooperation with the
National Literacy Centre, the Ministries of Education,
Labor, and Womens Affairs and their local structures in
the provinces, as well as with Community Development
Councils, especially in the northern province of Balkh.
Regions of Work:

12 province out of 34 province of the country

ALC/CLC ALC + Program Office
ANAFAE Fields of Work:

ANAFAE runs a network of 23 Adult and

Community Learning Centers.

15 Adult Learning Centers (ALCs)

8 Community Learning Centers (CLCs)
Literacy Education Programs
Education for Employability Programs
Community Learning Centers (CLCs)

ANAFAE runs 8 Community Learning Center

formally called Community Forum in Five Districts
of Mazar e-Sharif /Balkh Province
Current Program Programs in
CLCs:
Employability Programs to support those who want to
find a job or to keep the job
Tailoring course , courses on how to do Beautification
Islamic education specially for women
Dari writing and speaking
Literacy Education Programs, mainly for young
females in the neighborhoods of the CLCs
Various ICT Programs
Language Courses
Science Courses
Art and Culture Courses
Total Participant of CLCs:
No Department Total Number of Trainees
Male Female Total Percent
1,00 IT/computer General Course 2.118,00 876,00 2.994,00 5,26
2,00 Science 9.142,00 6.297,00 15.439,00 27,11
3,00 Kankor 754,00 833,00 1.587,00 2,79
4,00 Social 4.421,00 3.176,00 7.597,00 13,34
5,00 Art and Culture 1.233,00 1.110,00 2.343,00 4,11
6,00 Language 13.708,00 10.274,00 23.982,00 42,10
7,00 Short Term Employment Courses 0,00 2.901,00 2.901,00 5,09
8,00 Medium Term Employment Courses 23,00 92,00 115,00 0,20
Total 31.399,00 25.559,00 56.958,00 100,00
Percent 55,13 44,87 100,00 200,00
Target Group in the CLCs:

Youths, Adults, School Students, University

Students, Entrepreneurs, Government
Employs , None Government, Woman ,
House wife
Financial Sustainability or ANAFAE CLCs:

CLCs Support

Learners
Contribuation
20%

Doner suport
80%
CLCs condition before ANAFAE
took over:
Current Condition:
Activities in the CLCs:
Community envelopment
in the CLCs:
Capacity Building Programs in CLCs
Anafae is running quality improvement program in
order to ensure the quality education and
sustainability of the CLCs.
1. Capacity building workshop for CLC Education
Program Managers.
2. Capacity building workshop for CLC teachers.
Partnership with Chamber of
Commerce:
We are trying to connect our learners through chamber of
commerce to world of working life and to the private sector
for getting a job.
UNESCO Kabuls Assistance to CLCs
in Afghanistan
Enhancement of Literacy in
Afghanistan (ELA) Background:
UNESCO has been providing technical and financial support
to DMoEL to implement ELA Programme since 2008.
The main focus of ELA was Basic General Literacy (BGL)
The Second phase of ELA piloted Skill based literacy
The third phase of ELA has a special component of Skill
Based Literacy (SBL);
Developing demand driven Skill Based Literacy instructional
materials in 8 skills areas .
Enhancement of the capacity of DMoEL to develop
instructional materials and implementation of Skill Based
Literacy courses.
Provision of Skill Based Literacy courses to 21,000 basic
literacy third phase graduates
Background of SBL program
The curriculum reform needs assessment results showed that learner
expressed a strong desire for a literacy program that embeds
occupational/vocational/practical skill in the literacy and numeracy
skills. (UNESCO and DMoEL survey)
A demand driven literacy programme designed to respond to the
needs of literacy learners in Afghanistan by linking literacy education
with vocational skills training.
The above mentioned program put more in focus how young and
adult learners use their literacy skills in their daily lives and how this
can impact on the quality of their lives.
It is a key strategic approach of the current ELA III project to
strengthen the links of literacy education with Afghanistan national
development goals and the needs of learners.
Objective of the SBL Program:
To improve and diversify youth and adult literacy
and basic education in Afghanistan through
embedding the teaching and learning of
productive skills with literacy and numeracy;
To enable learners to use the acquired knowledge,
skills, attitudes and values (competencies) to
improve the quality of their lives;
To enable learners to contribute positively to the
development of their country, in particular to
actively participate in society as responsible
citizens, and enhance their livelihoods.
Target Learners of SBL program
Skill Based Literacy mainly targets:

Learners who have completed level one of youth

and adult literacy and basic education (equivalent
to grade 3 of general education.
Learners who have attended any other literacy
courses other than ELA and can demonstrate
competency equivalent to level one of youth and
adult literacy and basic education.
Learners who may not have attended any literacy
courses but can still demonstrate competency
equivalent to level one of the Youth and Adult
Literacy and Basic Education .
SBL team outputs and current status

A- The drafted workbooks of SBL

Starting your own business
Beekeeping
Poultry farming
Dairy Products
B- underdevelopment workbooks
Tailoring
Basic Health and first Aid
Fish farming
Vegetable farming with or without plastic tunnels
Plan for implementation of SBL
materials:
Mainly to be implemented in the existing CLCs
NGOs and other organizations implementing SBL
Through other Government Ministries like the Ministry of
Agriculture, Ministry of MRRD, MoLSAMD etc.
Some SBL courses to be implemented in the existence
ELAIII Basic General Literacy Courses.
Not all the skills should be offered at each CLC but only
the skills that are possible to implement.
A training of trainer and facilitator on SBL developed
materials is to be conducted to train the facilitator of SBL
courses.
Challenges of CLCs
Slow expansion of CLCs to other parts of the
country due to the lack of security and facilities
Lack of professional teachers for different
programs of CLCs
Lack of sustainability strategy
Currently SBL and imbedded literacy is not
practiced in the CLCs
Lack of curriculum and learning materials for
Vocational training and Skills.
Few job opportunities for CLC graduates
Limited market opportunitiesfor CLCs products
Recommendation for future
about CLCs:
Sustainability of the CLCs is a key issue, therefore all
education programs must be demand based.
In our context in Afghanistan, we cannot rely on
national funding or on support from provincial
government. CLC programs have to create their
own income.
Also funding for literacy education programs or for
outreach programs that integrate out of school
youth to formal education support the sustainability
of or CLCs.
 Joint approaches are an important key.
Our CLCs open doors for other NGOs and
their programs, e.g. for women or for
governmental social or health services
and cooperate with local schools and
educational centers.
The CLCs should be equipped to
practically implement the skills of the 8 SBL
courses as this would be a crucial
component in ensuring the successful
implementation of the SBL skills