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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.
5NGO Literacy & aduLt educatiON StrateGy iN eGypt
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.
6NGO Literacy & aduLt educatiON StrateGy iN eGypt
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.
7NGO Literacy & aduLt educatiON StrateGy iN eGypt
Tabl
e (1
): C
ount
ries
with
mor
e th
an 1
0 m
illio
n ill
itera
tes i
n 20
00-2
004
Reg
ion
Cou
ntry
Tota
l no.
of
illite
rate
s (m
illio
n)
% o
f Fem
ales
in
tota
l ill
itera
te
popu
latio
n
% o
f out
-of
-sch
ool
child
ren
% o
f Gir
ls am
ong
out-
of-s
choo
l ch
ildre
n
Net
% o
f en
rollm
ent
in sc
hool
s
Rap
id
inte
rven
tion
initi
ativ
e
Less
de
velo
ped
natio
ns
Pove
rty
miti
gatio
n st
rate
gy
pape
r
The
E-9
coun
trie
sA
, B
grou
ps
Ara
b C
ount
ries
Egyp
t20
.468
36.9
7.4
64.4
92.6
--
-*
-
Mor
occo
10.1
0863
.022
.057
.278
.0-
--
--
East
Asi
a &
the
Paci
ficC
hina
89.7
8872
.77.
345
.692
.2-
--
*-
Indo
nesi
a18
.432
69.2
7.8
53.0
96.7
--
-*
-
Latin
Am
eric
a &
th
e C
arib
bean
Bra
zil
17.2
1950
.83.
310
096
.7-
--
*-
Sout
h &
Wes
t A
sia
Ban
glad
esh
52.2
0956
.711
.145
.188
.9*
**
**
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*
-*
**
8NGO Literacy & aduLt educatiON StrateGy iN eGypt
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.
9NGO Literacy & aduLt educatiON StrateGy iN eGypt
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.
10NGO Literacy & aduLt educatiON StrateGy iN eGypt
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.
11NGO Literacy & aduLt educatiON StrateGy iN eGypt
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.
12NGO Literacy & aduLt educatiON StrateGy iN eGypt
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.
13NGO Literacy & aduLt educatiON StrateGy iN eGypt
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.
14NGO Literacy & aduLt educatiON StrateGy iN eGypt
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.
15N
GO
Lit
erac
y &
ad
uLt
ed
uc
atiO
N S
trat
eGy i
N e
Gyp
t
(1)
The
Lear
ning
Env
iron
men
tSt
rate
gies
Lear
ning
occ
urs i
n pl
aces
whi
ch a
re n
ot b
ound
by
the
conv
entio
nal f
orm
of a
cla
ssro
om o
r sch
ool,
but e
xten
ds to
incl
ude
othe
r site
s tha
t are
mor
e ap
prop
riate
for l
earn
ers a
nd c
omm
unity
1.
re
sour
ces.
Cre
atin
g a
lear
ning
env
ironm
ent w
hich
pro
mot
es d
iver
sity
and
est
ablis
hes a
rapp
ort a
mon
g le
arne
rs a
nd b
etw
een
lear
ners
and
faci
litat
ors.
2.
Inve
stin
g in
dev
elop
men
t pro
ject
s as a
mai
n en
try p
oint
to c
reat
ing
a le
arni
ng e
nviro
nmen
t.3.
U
tiliz
ing
loca
l res
ourc
es to
est
ablis
h a
favo
rabl
e le
arni
ng e
nviro
nmen
t.4.
Es
tabl
ishi
ng a
spiri
t of s
olid
arity
am
ong
the
lear
ning
gro
up w
hich
ope
ns u
p op
portu
nitie
s for
dia
log
and
disc
ussi
on w
hich
lead
s to
liter
acy.
5.
Util
izin
g a
varie
ty o
f res
ourc
es a
nd in
nova
tions
to e
nsur
e a
posi
tive
and
supp
ortiv
e en
viro
nmen
t tha
t is c
ondu
cive
to le
arni
ng.
6.
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
bet
wee
n le
arne
rs a
nd so
urce
s for
con
tinui
ng e
duca
tion.
7.
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. L
earn
ing
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
*
36NGO Literacy & aduLt educatiON StrateGy iN eGypt
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.
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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-
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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.
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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•
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