Sustainablility of Community Learning Centres (CLCs)

Asia Education Project (ASIAED)

Assists in supporting the United Nations Millennium Development Goals, and in particular UNESCOs Community Learning Centres (CLC), and Asia and Pacific Programme of Education for All (APPEAL),
which is a regional co-operative programme designed to promote literacy.

Sustainable External Cooperation Programmes for Developing Communities

ASIAED Project Asia Education: The NGO, non-profit ASIAED assists in supporting the UN Millennium Development Goals.

Sustainablility of Community Learning Centres (CLCs)

Through UNESCO findings, it has been established that there is no single strategy for sustaining CLCs. Sustainability should be discussed including various factors such as community participation, human and material resource mobilization, capacity building, linkage & networking, and monitoring & evaluation. These aspects are discussed below based on findings of the project reports shared by the CLC participating countries.

UNESCO leads the global Education for All (EFA) movement, aiming to meet the learning needs of all children, youth and adults by 2015.

Community participation: It's essential for CLCs, to have full participation by the community. One of the main reasons for failure is lack of capacity and confidence of community people to take certain responsibilities in the management of CLCs.

Promote the Millennium Development Goals (MDGs)

Support through the ASIAED Resource Outreach Centre

Working with Regional CLCs-
what you can do.

Local Infrastructure and Sanitation Education (LISE)

ASIAED Open Content and Education Platform (OCEP)

ASIAED themes and CDROM resources

Linkages and networking

Monitoring and evaluation (M & E)

Political support

Community Learning Centres (CLC) Main Page

Resource mobilization: In terms of human, material and financial aspects is still weak and lacking in many CLCs. Identification and effective use of these resources particularly from the community itself are important for sustaining the activities in CLCs.

Capacity building of personnel: As the status of NFE facilitators is low in many countries, the work in CLCs is often considered as a temporary job. Consequently, the education background of applicants is usually lower than the teachers of formal schools. Jobs are usually take with short pre-service training only as volunteers, with little professional training on management of a learning centre their capacity as professional educators is not strong enough to accomplish their tasks. In view of the above, capacity building of CLC personnel has to be organized at different levels including TOT (trainers of trainers) and community based programmes. Building capacity cannot be done by one shot of workshop, but it has to be a continuous effort