WORKSHOP ON PROMOTING LIFELONG LEARNING THROUGH CLCS

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DAY 1 WORKSHOP

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Goal number four of the Sustainable Development Goals (SDGs) which is to, “Ensure inclusive and quality education for all and promote lifelong learning for all” (SDGs, 2015).

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INTRODUCTION

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ICE-BREAKER

Tell the group that each person willintroduce him or herself by statingtwo truths about their life and onelie. The rest of the participants willguess which statement is the lie.

Objectives: To help participants become more comfortable with each other.

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WORKSHOP OVERVIEW & AGENDA

• To inform participants of theworkshop’s objectives. To set atone of openness and respect forthe workshop’s proceedings.

• Brief about the 5 sessions ofworkshop and show the brochurewhich summarize workshopcontent

• Distribution of Action PlanTemplate. Compulsory to fill upand submit at the end ofworkshop

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SESSION 1: REVIEW OF 6 CLCSACTIVITIES

Current Practices

Challenges & Lessons

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THINK-PAIR-SHARE EXERCISE

Which practice will your CLC apply in your community and how will you do it differently?

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SESSION 2: INTRODUCTION TO

LIFELONG LEARNING

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WHAT DOES LIFELONG LEARNING

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SESSION 2: SPEAKER

Mr. Pant fromUNESCO will betalking speaking on theconcept of lifelonglearning and thecurrent discourse onlifelong learning and itsimportance inEducation 2030agenda.

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CATCH THE BALL SHARING

Objectives: To identify learnings from participants on which communityactivities promote lifelong learning and why, also what they think lifelonglearning is?You will need: A small ball, Space cleared to be able to stand in a circle.Activity overview: Participants toss a ball to one another and each participantwho catches the ball shares what they think lifelong learning is.

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SESSION 1 CONTINUED: REVIEW OF 7 CLCS ACTIVITIES

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CurrentPractices Challenges &

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GROUP DISCUSSION

Which activity presented a good basis for lifelong learning practice?

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SESSION 2: REVIEW OF 6 CLC’SACTIVITIES

CurrentPractices Challenges &

Lessons

End of Day 1 Relax Movie

Night

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DAY 2 WORKSHOP

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Speaker

SAUNAK BHATTA

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DISCUSSION QUESTIONS FOR MOVIE

• Why are migration rates high in far-Western Nepali village? Is poverty the only reason for migration?

• Is the number of men leaving the village and the rise in HIV and AIDS co-related? Why?

• Although there is a school in the community, why are the attendance level so low? In addition, what can be done to increase the attendance?

• The documentary mentioned that ’only 10 per cent of male adults are left in the village’, what are the implications of this on the family and community?

• Specifically, how were the women impacted by this migration trend? Why are women still bearing babies even though they are aware that they are suffering from HIV/AIDS

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REFLECTION: MOVIE NIGHT

Engaging audiences with real issues.

Reflectingon the Movie Night.

Movies and videos can play a valuable role in the education process and can be a platform for community to learn, discuss and debate about the issue.

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SESSION 3: CREATIVE APPROACHES

• Resources and examples of good practice intended to promote creativity in learning. • Introducing creative approaches to lifelong

learning or learners:• Community Newsletter• Mobile Literacy• Documentation of Local Knowledge• Hands-on project such as housebuilding,

creative farming, etc.

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SESSION 3 SPEAKER

Bidhya Nath Koirala

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HOW TO: COMMUNITY NEWSLETTER FOR LIFELONG

LEARNING

Why? – Community members will decide oncontent, research and produce using a number oftools and media such as photographs and writing.It is an active learning process for all involved.

Community Newsletter

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What do you want in a newsletter? E.g. News in the community, thematic discussion on social issues, games, stories.

How do you want to print your newsletter?

E.g. Simple printing using printers, photocopies of handwritten work, or professional colour printing

Who will decide what goes in the newsletter?

An editorial board can be set up or different community groups can be involved. For instance, women groups can decide on content for women’s column.

Who will do the work? E.g. Collecting information, house visit and interviews, photographing, writing, designing, editing, printing, etc.

How often will you produce it?It’s better to have a less frequent but regular newsletter. A quarterly newsletter usually works well.

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MOBILE LITERACY

Messages to be sent tolearners 6-8 times a day, ondifferent topics identified,such as numeracy, health,general knowledge, localgovernment, beauty tips,food recipes, jokes andriddles. They are instructedto read them, practicewriting them in theirworkbooks, and answerquestions

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CASE STUDY: WHY MOBILE PHONES FOR LITERACY IN PAKISTAN?

(BUNYAD)

• 97 million mobile phone users /180 mil. Pop. = 50% users• Illiterate rural women nearly 70%• Wider gender gap (M- 63%, F- 36%)• Low efficiency of traditional literacy approaches• Low retention of literacy • Aim: To promote literacy amongst Rural Young Women, through Mobile Phones

Results• 1500 Semi literate rural women (15-35) have been literate. • Teachers are also being trained trough mobile phones. • 3 times a day, 6-8 messages per day.

Communicationis fun and habitual.

Short,Simple.EasyMessages

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DOCUMENTATION OF LOCAL KNOWLEDGE

Local communities have knowledge on localhistory, local flora and fauna, agriculturalknowledge, medicinal plants, etc. Moderneducation irrelevant to local contexts isincreasingly replacing local knowledge Thedocumentation of this knowledge involves allcommunity members and can ensure thetransmission to the younger generations.

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SESSION 3 CONTINUED

I. Facilitators and mangers will discuss what lifelong learning looks like in their community and identify the barriers.

II. Discuss potential solutions to barriers.

III. Role play ExerciseIV. Preparation of Action Plan

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WHAT IS ACTION PLAN

An action plan is a way to make sure your organization's vision is made concrete. It describes the way your group will use its strategies to meet its objectives. An action plan consists of a number of action steps or changes to be brought about in your community.• Each action step or change to be sought

should include the following information:• What actions or changes will occur• Who will carry out these changes• By when they will take place, and for how

long• What resources (i.e., money, staff) are

needed to carry out these changes• Communication (who should know what?)

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EXAMPLE: One community change sought to prevent early pregnancy by increasing publicity about contraception and unwanted pregnancy at the local high school.

•What action or change will occur: Hanging posters, displays, and other information about contraception and the facts about unwanted pregnancy in the hallways of the local high school.

•Who will carry it out: A sub-committee comprised of parents and guardians, teachers, students, and coalition members will be responsible for maintaining the displays. The coalition as a whole will work towards finding funding to purchase the materials. Maria and Alex of the schools action group will be responsible for researching and ordering the materials.

•By when will it take place, and for how long: The coalition will try to have posters hanging and displays visible within six weeks of deciding on the action step (2/19/2013).

•What resources are needed to carry out the step: The coalition will approach the school district to request funding for the project. Otherwise, the group will seek funding from other sources such as foundations and local businesses to finance the program.

•Communication about the action step. The school principal and leadership of the Parent-Teacher Organization (PTO) should be given information about this planned change.

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AFTER YOU'VE WRITTEN YOUR ACTION PLAN: GETTING MEMBERS

TO DO WHAT THEY SAID THEY WOULD

• Regular phone calls from staff members or dedicated volunteers asking others how they are doing with their tasks.

• Distributing the action plan in writing to all members, with names attached to specific tasks. (Additionally, this can be a great time to ask for feedback before the plan becomes "official.")

• Making sure timelines (with due dates) are complete, clear and current.

• At regular group meetings, such as committee meetings or board meetings, ask members to report on accomplishing the tasks they have set out to do. Consider making this a regular part of the meeting.

• Celebrate the accomplishment of tasks. It's important that getting something done actually means something, and is recognized by the group as a whole.

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SELF REFLECTION: CATCH THE BALL WORKSHOP CLOSING ICEBREAKER

Objectives: To identify learnings from participants To close the session on a positivenote.You will need: A small ball, Space cleared to be able to stand in a circle.Activity overview: Participants toss a ball to one another and each participant whocatches the ball shares one thing that she learned or can use from the workshop.

Session 4: Instruments for lifelong learning

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PROBLEM TREE ANALYSIS

A problem tree establishes cause and effectto ensure that root problems are identifiedand then addressed. It• Helps the planning of a project• Provides a guide as to the complexity of a

problem by identifying the multiple causes• Identifies particular lines of intervention

and other factors that may need to betackled with complementary projects• Provides an outline of the project plan,

including the activities that need to beundertaken, the goal and the outcomes ofthe project.

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The main steps are:

1.Identify one core problems

2.Identify related problems/constraints

3.Analyse and identify cause and effect relationships

4.Check the logic

5.Draft the problem tree diagram

6.Identify possible projects to solve the problems

7.Convert the tree to an objective tree

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When you read a problem tree from the bottom up, you should be able to see the cause and effect relationships between each level of the tree.

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IDENTIFY POSSIBLE PROJECTS TO FIX THE CAUSES OF PROBLEMS

Three Possible Projects:1. A teacher training project

2. A school clustering project to create professional communities/peer

support groups among teachers

3. A project to supply textbooks to schools

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How to rephrase the “specific problem” (lack of knowledge

of the curriculum) as a project objective?

You should be able to see the types of activities necessary to achieve a project’s or programme’s intended

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SYSTEMS THINKING

Systems thinking is the studyof complexity and therelationships and interactionsamong components of asystem. Systems thinking isoften introduced with thephrase, the whole is morethan the sum of its parts.

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EXAMPLE•Problem: Insects eat crops. Traditional analysis: Spray pesticide to kill insects

Systemic analysis:

Pesticide might not kill all insects

Pesticide might kill other organism which are useful

Pesticide poison air, water and soil

Pesticide poison the plants

Is pesticide causing more problem?

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• Insects A and Insects B eat crops. Insects A also eatInsect B.•Pesticides kill Insects A at the beginning. But thelack of Insect A causes Insect B to increase• Insect B damages crop

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BETTER WAY

Integrated Pest Management: Introducing insectspredators to control the number of insectsBenefits: No soil and water pollution

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EXERCISE:

•Poverty – Out-migration

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VARIOUS TECHNIQUES

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HOW TO: THINK PAIR SHARE

Think-pair-share (TPS) is a collaborative learning strategy in which participants work together to solve a problem or answer a question about an assigned reading. This technique requires students to:(1) think individually about a topic or answer to a question; and (2) share ideas with other.

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What is role-play?Role-play is any speaking activity when you either putyourself into somebody else's shoes, or when you stay inyour own shoes but put yourself into an imaginarysituation..

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GROUP DISCUSSIONS

Informal exchange ofknowledge, ideas, andperceptions among theparticipants on any issue,topic or sub-topic.

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DAY 3 WORKSHOP

BAMBOO SCHOOL PRESENTATION

@MenchaiFoundation

MECHAI PATTANA BAMBOO SCHOOL - BURIRAM, THAILAND

https://www.youtube.com/watch?v=kpuPr54kJBU(Play 2.08 to 9.40)

(PAUSE AT 3.27 AND EXPLAIN)

The student said that his favourite thing about theschool is the beautiful campus. It is built in a mangoorchard built by the river. It has a giant bamboodome for sports, conferences and communityactivities. The female teacher said that the schoolhas an open learning culture. The school includes aScience and Climate Change Center, a Design andInnovation Center, and a media center.

(PAUSE AT 4.06)BUSINESS SKILLS

The students learn business skills while being encouraged towork with poor families in their community. The core aim of theschool is to teach the students to become social entrepreneursand philanthropies. Example activities are helping the communityby picking up garbage to the recycling bank; also learning aboutorganic vegetable farming helped them decide to open up amushroom farm to sell them in order to help out their families.

(PAUSE AT 4.57)CHALLENGING CAPABILITIES

The students choose what they want to learn and their teachersfacilitate their learning process. After discussing together aboutwhat the students decide to learn, the teachers must incorporatebasic subjects (math, science, languages, etc.) through the student’schosen subject. Thus, the students have no limits of what they canachieve. They are asked to think for themselves and to challengetheir capabilities.

(PAUSE AT 7.43)COMMUNITY SERVICES

There is a system that lets the students earn one free lunch in exchange of onehour of community service. They are asked to identify needy children in nearbyvillages and to provide scholarships and mentoring for them. They learn how tostart a business and how to use profits for a scholarship. They are also involvedin the purchasing committee of the school and participate in interviewing andselecting the future teachers. All of these mentioned activities are meant to helpdemonstrate real world situations.

(PAUSE AT 8.35)LIFELONG RELATIONSHIP

Academic and business skills are taught in the school inorder for the students to get career opportunities withintheir villages. As agriculture is important in the region, theylearn about farming techniques, and grow crops on theschool ground itself. Contrarily to students from otherschools, these students tend to stay in their villages insteadof moving out to big cities. The school aims towards alifelong relationship with its graduates.ip with its graduates.

(STOP AT 9.40)LIFELONG LEARNING CENTRE

The school also serves as a lifelong learning centre for all themembers of the surrounding communities. Whenever a personis in need or states the wish to learn about something, theschool can provide a teacher for him/her. The vision is that alllearners in the school will never be poor again.

BAMBOO SCHOOL SUMMARY

The Mechai Pattana Bamboo School is a place that does not only serve thestudents, but also their families and the entire community. Students are freeto choose what they want to learn. Independence and team work are thecore elements in that school. It teaches on how to keep the area as a wellworking place, as the students learn sustainable activities, e.g.: farming andconstructing to keep their families from poverty. It aims to keep thestudents in the area, as the school provides sustainability and attraction tothe community. In addition, the school proposes lifelong learning to thepeople of the community. The main aim of the school is to avoid thepoverty of the families in the community and to make the area a wealthyand lively place.

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DISCUSSION QUESTIONS

• What do you think about growing vegetables/crops in a school/CLC?Do you think it is a sustainable and feasible activity?

• Do you think that it would be feasible to let learners choose what they want to learn? How do you think the student-teacher relationship will change?

• Do your students tend to move out of their villages/communities or do they stay there? Why

• What other innovative approaches you saw in the presentation?

• Which ideas would you find realistic to also do in your own community?

SESSION 4 CON’T:INTRODUCTION OF RESOURCES

• Introduction of online resources• Online learning:• CLCpedia.net – consolidates information and lessons

from CLCs all around the world• NFE-NRC website for learning materials in Nepal

http://www.nrc-nfe.org.np/publications.php?type=3• Online learning sources for advanced learners

https://www.diygenius.com/100-self-education-resources-for-lifelong-learners/• And others in brochures

SESSION 4 SPEAKER: J. B

BISHOWORKARMA

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MEDIUMS

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MobilePhones

Radio and Street Drama

Photography

FolkSongs

Projects/ Problems based learning

Pairing of volunteers with learners for knowledge exchange

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CONNECTED CLCS/NETWORKING

New Methodologies to Support Each otherCreate a Facebook for CLCsSocial networking involves starting an online community or page that can provide easy interaction and engagement of individuals.Allows for information sharing, gathering and promotion as well as provides opportunities for community engagement and participation. Email lists are databases of email addresses that subscribers have shared in order to have a newsletter or other form of update delivered to their email inbox.

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Library ReadingCentre

CulturalActivities

Child Friendly Space

Group Discussion

Skill Development Training

Flexible Timing

Resource Centre

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LIFELONG LEARNING RESOURCE CENTRE

What are lifelong learning resource centres?New model of teaching and learning, whichemphasizes on resource-based and independentlearning approach.This resource centre should have various tools andresources to help participants reinforce, enrich, anddevelop their knowledge and skills.

Lifelong learning in a literate environment, • A literate environment encourages literacy

acquisition, a reading culture, improved literacyretention and access to information.

• May include written materials(newspapers, books and posters); information andcommunications technology (phones, computersand Internet access), people (long term volunteers)

• Lifelong learning centers should strive to create aliterate environment.

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SESSION 5: ACTION PLAN DEVELOPMENT

& PRESENTATION

I. Participants will create lifelong learning action plans according to their community context. Facilitators will go around and guide participants

II. Filling of evaluation form.III. Action Plan Presentation

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THANK YOU