Action Plan - UNESCONational Plan of Action-II (2003-15), NFE Policy-2006, National Education...
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High level International Round Table on Literacy “Reaching the 2015 Literacy Target: Delivering on the promise” UNESCO, Paris, 6-7 September 2012 Action Plan UNESCO, Paris 6-7 September 2012
Transcript of Action Plan - UNESCONational Plan of Action-II (2003-15), NFE Policy-2006, National Education...
High level International Round Table on Literacy “Reaching the 2015 Literacy Target: Delivering on the promise”
UNESCO, Paris, 6-7 September 2012
Action Plan
UNESCO, Paris
6-7 September 2012
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Adult Literacy Programme
Action plan of Bangladesh
1. Context / justification
1.1. Introduction: Bangladesh emerged as an Independent country in 1971. It is a small country
with a large but hard-working and resourceful population. It shares borders with India in the
west, north and east, Myanmar on the southeast and has the Bay of Bengal to the south. The
country covers an area of 147,570 km2. It has a population of about 153 million (BBS 2011) with
a density of 1036 per km2.
Ninety-eight percent of the population speaks Bangla with varying and rich dialects. The other
two percent includes ethnic groups, having their own language with rich cultural heritage.
Bangladesh gained its freedom through a short but intense war of liberation in 1971. The
struggles for liberation began earlier with the Language Movement of 21st February 1952 when
students and people rose as one to protect the dignity of the mother tongue. UNESCO has
recently proclaimed 21 February as the International Mother Language Day (UNESCO General
Conference Resolution # 12 of 1999) , in honor of the language movement martyrs, which is
observed globally every year in recognition of the native languages of peoples of the world.
Despite poor initial conditions and high vulnerability to natural disasters, Bangladesh has largely
overcome its food security problems and achieved a steady economic growth. Real annual GDP
growth averaged 6.3% during 2010-2011 up from 4.8% in the 1990s and 3.5% in the 1980s.
Average per capita income is about 848 US dollars. Although income inequality has increased,
the poor benefited from the growth process with a decline in rural and urban poverty. The
economy has undergone significant transformation with remittances and exports, particularly
from the readymade garments sector playing leading roles. Pro-poor public expenditures directed
at rural infrastructures have contributed to agricultural diversification and a significant increase
in non-farm activity, employment and income.
Despite considerable progress, poverty remains dauntingly high. About 50% people of the total
population are in under the poverty line. Over the past two decades, progress in reducing human
poverty proceeded faster than the progress in reducing income poverty due largely to the positive
effects of substantial public investment in education and health on the one hand and the
contribution of NGOs in many economic and social empowerment activities on the other.
1.2. The Legal Framework for Education: Bangabandhu Sheikh Mujibur Rahman, Founder
and Father of the nation, wanted ‘steady improvement in the material and cultural standard of
living of the people’. Under his guidance, the citizen’s right to education has been enshrined in
the Bangladesh Constitution,
Under the Fundamental Principles of State Policy Bangladesh Constitution² enjoins on the State
(Article 17) to take effective measures to “establish a uniform, mass-oriented and universal
system of education and extend free and compulsory education to all children to such a stage as
may be prescribed by law… and removing illiteracy within such time as may be determined by
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law”. The law to regulate and enforce the provisions and rights awaits enactment. Government
orders and regulations issued from time to time for different levels and types of education
adopted and revised over time provide the legal framework for the education system in the
country.
The Primary Schools (Taking Over) Act, 1974 nationalized primary education. Bangabandhu
followed it up and brought under the Government control the privately managed 36,615 primary
schools from 31 October 1973 and declared 157,724 primary school teachers as government
employees.
The Primary Education (Compulsory) Act, 1990 had made primary education compulsory,
piloted partially in 1992 and implemented fully from 1993.
The Government is going to adopt NFE Act 2012. Already a draft NFE Act 2012 has been
prepared by the Ministry of Primary and Mass Education.
Apart from constitutional provision, Bangladesh has always been a participant of and signatory
to international conferences and declarations on education; ratified UDHR, CEDAW, UNCRC,
ILO Convention 182, etc. and plays an active part in all relevant spheres. Bangladesh is fully
committed to achieving EFA Goals by 2015.
1.3. Literacy status in Bangladesh: Poverty and illiteracy are interwoven in Bangladesh. Each
is the cause and effect of the other. At the inception of Bangladesh in December 1971, the
literacy rate was only 16.8 percent. Bangladesh has since made remarkable advances in
championing the causes of education and making it a serious public purpose.
The literacy rates of Bangladesh during the period of 1971-2010 are given below:
December 1971 : 16.8 %
BBS, 1974 : 25.9%
BBS, 1991 : 35.3%
BBS, 2001 : 47.9 % (15 and above age )
BBS, Literacy Assessment Survey 2008 : 48.8% (15 and above age)
BBS, Report on Bangladesh Literacy Survey 2010 : 59.82% (15 and above age)
2. National policy frameworks: how literacy action plans are linked to national policy
frameworks (e.g. national development strategies, poverty reduction strategy, education
plans, literacy policy). Please attach the latest policy document on literacy.
In line with the constitutional obligation and the commitments made in international forums to
achieve the EFA goals as well as MDG, the government of Bangladesh has formulated the
National Plan of Action-II (2003-15), NFE Policy-2006, National Education Policy-2010, and
the Sixth Five Year Plan (2011-15).
2.1.NFE Policy
Asserting the strategic needs of literacy in reaching the national and global target of Education
for All, the Non-Formal Education Policy was adopted by the government of Bangladesh in
2006. The policy stressed on creating a community-based network of learning centres, extending
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opportunities for effective skill training and continuing education, and creating lifelong learning
opportunities to translate the policy into action, a nation-wide program is required.
The main features of the NFE Policy Framework and institutional arrangements for NFE are as
follows:
2.1.1 Goal : To contribute to fulfilling EFA goals and alleviating poverty as spelled out in the
National Plan of Action II, PRSP/Sixth Five Year Plan, by creating a community-based network
of learning centers, aimed at reducing illiteracy by at least 50% by 2015, extending opportunities
for effective skill training and continuing education and creating lifelong learning opportunities.
2.1.2. Specific Objectives of the NFE Policy:
Provide quality and relevant NFE programs and skill training which meet the assessed
learning needs of the identifiable and potential clientele groups,
Provide opportunities for individuals and groups of persons with learning and skills needs
to develop self-reliant, productive and empowered citizens through engaging in income
generating and life skills related activities,
Establish a working mechanism of government, NGOs and broader civil society
including the private sector for policy coordination, planning, implementing, monitoring
and evaluation to reduce illiteracy, poverty and promote human resource development,
Establish an organization for management and governance of NFE sub-sector and
Institute a decentralized operation system involving local bodies, NGOS, CBOs and
communities including learners to ensure community ownership and sustainability of
NFE program, structures and facilities for lifelong learning.
The NFE Policy is designed to have specific and concrete action plans for adult learning and
education which are integrated with EFA, UNLD, MDG as well as other national plans, and
with LIFE activities.
2.1.3.Implications of the NFE Policy
The NFE policy has been formulated in a comprehensive manner to cover the larger audience for
basic and continuing education. It entails the process of developing a comprehensive NFE sub-
sector programme having combination of literacy and life skills programme for adolescents and
adults, post-literacy programme and continuing education programmes, complementing with
early child care and education, and non-formal primary education for out-of-school children.
Based on the current experience and future needs, the anticipated nature of the programme
components are described below:
i) The Literacy and Life Skills Programme (LSP) would cover basic literacy skills to enable
learners to acquire how to learn, i.e. essential skills of reading, writing and calculation as
determined in the national adult literacy curriculum. The literacy course would have to be
integrated with life skills to suit the learning needs of the adults and adolescents. Self-
learning levels of literacy skills as set in the national adult literacy curriculum would be
target.
ii) The Post-Literacy Programme (PLP) would enable the neo-literates to further consolidate
the newly acquired literacy skills and to acquire vocation-oriented literacy skills as
preparedness to join vocational training course. Terminal skills for the PLP programmes
would have to be determined in terms of literacy but combining with basic knowledge on
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vocations.
iii) There would be diversity in the continuing education to fulfil the learning needs of the
adults and adolescents. In pursuant to the NFE policy, there would be three types of
continuing education programmes : Vocational, Entrepreneurship and Employment
related Skill training programme (VES), Equivalency Education Programme (EEP) and
Quality of Life improvement Programme (QLP).
iv) The focus of vocational programme (VES) would be development of market oriented
vocational skills of the young adults based on the findings from the survey as well as the
interest and capacity of the learners. The skill training courses would be planned
considering the future demands of goods and services facilitating link up of the graduates
with the mainstream economic opportunities. Depending on the trade, the duration of
training courses would be varied. Trade wise achievable skills would have to be specified
in the respective curriculum.
v) Equivalency Education Programme (EEP) would be planned for the younger aged neo-
literates to enable them to pursue further education in upper level of primary education
and/or junior secondary education through non-formal, formal or distance mode of
education.
vi) Quality of Life improvement (QLP) would enable the neo-literates to continue learning
for increase of knowledge and life skills of their own choice. A variety of learning
package would be offered covering issues like health, water, sanitation, rights, childcare,
environment, governance, etc. which would contribute to improved living conditions of
the target learners.
vii) Non-Formal Primary Education programme would be for the children of 6-10 years who
remained out-of-school because of non-enrolment to the school or drop-out from the
school. The broad framework of the primary education curriculum would be disseminated
for this component with ultimate aim of developing these children to join in mainstream
education of their choice.
2.1.4. Implications for on-going NFE Projects/Programmes
Over some recent past, some NFE programmes developed as a home grown thing to meet some
learning needs of the people have in practice. Simultaneously, to bring optimum benefit from
these programmes, it would be strategically important to link-up these through a national
framework in line with the national NFE policy. Implementation of NFE policy would have
some programmatic and systemic implications on the on-going NFE programmes run by the
BNFE and NGOs.
To increase effectiveness of the ongoing programmes, the NFE providers would need to take
care of the following programmatic issues:
a) shift of focus from mere literacy into poverty reduction and development goals;
b) widening of scope to bring diversity in learning package;
c) target setting to reach the priority groups;
d) planning programmes for low coverage districts;
e) updating curriculum and materials to ensure convergence of national needs and the local
needs;
f) organizing classes with multi-grade setting to suit various types of learners' level of
competency;
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g) introduction of lateral entry into the formal and even higher-tier non-formal institutions; and
h) Promoting interactive, joyful teaching learning process facilitating learning by doing.
To achieve the programmatic results, there would be need for enhancing efficiency in
implementing NFE programmes. The required systemic improvement measures should aim at as
follows:
a) promoting local level planning and implementation;
b) scope for continuous professional development of NFE personnel at all levels (NFE
managers and teacher);
c) developing partnership with other education providers to deliver diverse NFE programmes;
d) creating scope to support further education;
e) Community participation in micro-level planning and management of NFE programmes;
f) setting national standards for assessment of achievements.
2.1.5. Strategic Actions for Implementation of NFE Policy
Based on the analysis of the key operational demands of the NFE policy and the required
measures for strengthening of the on-going NFE programmes, following strategic actions are
relevant to the NFE planners, providers, financers and sponsors:
a) Reorienting programme objectives: It includes expanding programme objective to
address poverty reduction and MDG goals. Key programme focus should be development
of life skills towards informed decision making and pro-active participation in social and
economic life. There would be need for formulating target group specific program
objectives based on their learning needs.
b) Focusing priority target groups: The priority target groups would be out-of-school
children, working children, illiterate adolescents, youth, hard core poor, women, girls,
marginal income group and people with physical disability.
c) Focusing priority geographical areas: The priority geographical areas would include
the districts with low literacy rate, Chor, Haor, Coast and Hill areas, ethnic minority
populated areas, and Urban slums.
d) Ensuring 100% literacy in the country by 2014: The measures may include calculating
the absolute number of existing illiterates and formulating massive programmes. One
possible approach may be targeting total coverage through the administrative upazila-
wise coverage approach to cover all upazilas within a short possible period of time. In
selecting one upazila in each district, for the initial phases, low literacy coverage, high
incidence of poverty and convenience for implementation would be considering factors.
e) Planning for the needs of people in remote/difficult locations: There would also need
for planning special measures to reach the people in remote/difficult locations, people
living in urban slums and the people with physically disability. In this context, NFE
mapping is prepared, Literacy Assessment Survey (LAS) -2008 and Bangladesh Literacy
Survey 2010 were conducted among sample households across the country by the
Bangladesh Bureau of Statistics (BBS) and NFE-MIS was piloted in four districts to
develop a national MIS framework for NFE activities in Bangladesh.
(f) Establishing appropriate coordination mechanisms: A coordination mechanism is
being established through involving the local government institutions, local
administration, locale elites, CBOs, NGOs, community leaders and all other govt. and
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non-govt. service providing departments/organizations. These are : establishment of
District Non-Formal Education Committee, Upazila Non-Formal Education Committee,
Union Literacy Committee and Community based Center Management Committee
involving all level stakeholders to implement, mobilize, monitor and evaluate the NFE
activities at field level.
(g) Development of Equivalence Framework
Developing structures and mechanisms for the recognition, validation and accreditation
of all forms of learning, by establishing equivalency frameworks for qualifications that
encompass informal and non-formal learning is under process.
(h) ICT based NFE/Literacy Programme planning: ICT should be incorporated in
NFE/Literacy programme. CLCs should be linked with the Union Information Service
Centers.
2.2. National Plan of Action (NPA II) : 2003-2015 :
To bring all components within a common framework, Government also initiated an extensive
participatory and professional process to review the achievements of the first national plan of
Action (NPA I) and prepare a new EFA National Plan of Action or NPA II (2003-2015).
Education, particularly basic education, has emerged as one of the critical agendas to influence
poverty outcomes and galvanize a broad-based transformation of society. The opportunities to
engage on these unfolding agendas are many and Bangladesh has been particularly pro-active in
engaging on these opportunities. The adoption of the National Plan of Action (NPA-I) for
Education for All that was adopted in 1995 marked a decisive step forward in meeting
Bangladesh’s commitment towards meeting the basic education rights of its citizens.
NPA-I set the following targets towards achieving EFA goals by 2000 :
Increase gross enrolment at the primary level from 76% to 95%,
Increase completion rate at the primary level up to 70%,
Reduce dropout rate at 30%
Increase the rate of literacy from 35.3% (1991) to 62%.
The outcome of such pro-active engagement is clear: net enrolment rate stood at 86.7 in 2002 for
boys and girls combined and at 87.4 for girls only (BANBEIS). Achievement on gender parity
too is consistent across all primary grades. The move towards gender parity within the eighty
thousand odd primary schools is remarkable even within teachers: 37.9 percent of teachers in
both public and private/community primary schools in 2002 were female in contrast to 2 percent
at the time of independence. Literacy rate increased up to 51.01% in 1996 while the literacy rate
was 35.3% in 1991.
Up to September 2003 a total of 18 million individuals have been provided with literacy services
and national literacy rate has been increased up to 65%.
Success of such literacy programs brought wide international acclamation, which found
expression when the prestigious “UNESCO Literacy Award 1998” was accorded to
Bangladesh.
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It is not the case that the access goal has been won on all fronts. Specific segments of the
population, particularly within the poor, ethnic groups and in remote locations, still have to
struggle for access. Increasingly however, the emerging challenges pertain to the translation of
access achievements into quality outcomes.
The Poverty Reduction Strategy ( now the Sixth Five Year Plan) of the Government has placed
the highest priority on quality goals within its basic education programmes. The adoption of this
new National Plan of Action (NPA II) for achieving EFA goals is thus very timely. As
Bangladesh embarks on its remaining journey towards the MDG target date of 2015, this
valuable document will provide the strategic and operational guidance to undertake the required
programmes in the areas of early childhood development, quality improvements in the formal
primary schools and relevant non-formal components to address issues of out-of-school children.
Targets of EFA NPA II, 2003-2015
(In Percent) Indicators Benchmark
2000 Targets for the Selected Years
2005 2010 2015
ECCE (both formal & non-formal):
Formal ECCE (Primary School
Attached)
22 (# 1.0 m) (# 1.0 m) (# 1.0 m)
Non-Formal ECCE (Family and
Community-based)
- 15 20 15
Primary Education
Gross Enrolment Rate (Total) 96.5 103 108 110
Gross Enrolment Rate (Boys) 96.0 102 107 110
Gross Enrolment Rate (Girls) 97.0 104 107 110
Net Enrolment Rate (Total) 80 83 92 95
Net Enrolment Rate (Boys) 82 87 91 95
Net Enrolment Rate (Girls) 85 89 93 95
Dropout Rate 33 25 14 05
Completion Rate 67 75 86 95
Quality Achievement in Pry.
Education
05 30 65 90
Non-Formal Education
NFBE – Access/Coverage 11 19 48 33
Adult Literacy Rate (15-24 Age
Group)
66 73 82 95
Adult Literacy Rate (25-45 Age
Group)
56 70 78 90
2.3. National Education Policy-2010 :
The government has adopted the National Education Policy in 2010. The National Education
Policy 2010 has endorsed the commitment of the present government e.g. to ensure 100%
enrollment of primary school age children by 2011 and to ensure 100% literacy in the country by
2014. The National Education Policy has incorporated the following aims and objectives of adult
and non-formal education, strategies for Literacy/NFE and coordination of initiatives in mass
education.
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2.3.1. Aims and Objectives Adult and Non-formal Education : The objective of adult and
non-formal education will be to make all the adult citizens of the country literate by the year
2014. Bangladesh is one of the largest illiterate populated countries of the world. The illiteracy
rate is rife in the country due to limited scope and rigidity of formal education on the one hand,
and population explosion and poverty on the other. For various reasons, a large number of
students do not get enrolled in the schools or cannot continue their studies. So, it is a pressing
need to implement an effective mass education program through adult and non-formal education
formulated on the basis of the age of the learners and their areas of learning.
The aim of adult education is to make people literate, to offer them minimum skills in reading,
writing and numeracy, to instill in them some humane values, to make them aware of health and
environment and to increase their professional skills. Efforts will persistently continue till the
enrollment rate reaches 100% and all the adult people become literate.
Non-formal education: Non-formal education is a complementary stream to the formal primary
education system. Those children who cannot be in the schools till 100% enrollment is ensured at
the primary level or drop out of primary education are supposed to receive some basic education
or vocational training to use their skills in real life situations through the non-formal schooling
system. The children and adolescents completing their non-formal education will be eligible for
admission in the appropriate class of primary education.
2.3.2.Strategies
a. Adult education:
2) Adult education will include literacy, development of human qualities, social awareness
and professional skills development.
3) This education will be provided to all illiterate male and female population of the
country. However, those who are between 15 to 45 years of age will enjoy priority.
4) Special training will be provided to the teachers for the delivery of adult education. Other
than those specified for literacy, the course contents will vary depending on the timeline
of the courses, pedagogy, qualifications of the teachers, learning methods, the demand of
local and non-resident population, the availability of the resources and the nature of
professions of the people. The national committee for curricula development of mass
education program will appropriately integrate other areas of studies like vocational and
technical education, health, nutrition and family welfare, agriculture, forestry and
environment, fisheries and livestock and it will design the contents of the courses keeping
in mind the opportunities of export of skilled manpower to the foreign countries.
5) Opportunities of continued education will be created for continuous use of acquired
knowledge and skills. Study circles and community learning centers will be established in
each village.
6) Initiatives will be taken for collaborative efforts with all the government and
nongovernment organizations, civil societies through the coordinated means of diverse
methods, materials, processes supplemented by joint efforts of the target groups to wipe
out illiteracy from the country. Pragmatic initiatives will be encouraged and the most
effective ones, found out by evaluation, will be pursued and supported. An evaluation
committee will be formed consisting of the dignitaries of the society interested in
education.
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7) The educated individuals of the locality and students of colleges or universities enjoying
their vacations will be asked engage themselves for short-term adult education programs.
In that case, some realistic and practical models, presently in use, can be replicated for
speedy implementation.
8) The distance learning method through radio or television can be used for literacy
program.
b. Non-formal education
9) The age limit for enrollment in the non-formal education will be from 8 to 14 years.
10) The course materials of non-formal education program will be prepared in the light of the
national curriculum of primary education and the materials will reflect the need felt by the
nation. The materials will be prepared to ensure the quality of education. A technical
committee for the curricula of mass education will evaluate the materials prior to approval.
11) The non-government voluntary organizations will be encouraged to conduct non-formal
education programs following the curriculum of national primary education. Efforts will be
made to make it accessible to the children from the backward, remote areas of the country
and belonging to the most deprived groups.
12) Training of teachers for non-formal education is an important issue. The teachers will be
trained in the learner-centered pedagogical approach.
The coordination of initiatives in the mass education sector
13) All necessary measures will be undertaken to coordinate all activities in the mass education
sector.
14) The role of the national media and of different ministries and departments will be
coordinated in the expansion of mass education.
The law related to mass education
15) Appropriate legal structure will be in place to fulfill the Constitutional obligations relating to
adult and non-formal education.
National awakening and volunteers
16) A nation-wide awakening will be created to achieve the goals of literacy. Measures will be
taken so that every educated person can contribute to this as per his/her possible ability.
17) A team of volunteers will be formed to make literacy movement a success.
18) The students of colleges and universities will be part of this movement.
2.2.3. Sixth Five Year Plan (2011-15):
The Government has adopted the Sixth Five Year Plan (2011-15). The Sixth Five Year Plan has
envisaged Human Resource Development and set targets for adult literacy, such as the rate of
literacy will be increased up to 100% by 2014.
2.2.4. Vision 2021:
As per the Vision 2021, the present government is committed to ensure 100% enrollment of
primary school age children by 2011 and to ensure 100% literacy in the country by 2014.
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2.2.5. National Skills Development Policy (NSDP):
The National Skills Development Policy has been adopted by the Government in 2011. This
policy also extends and builds on other major government policies and based on these, the Skill
Development Action Plan of 2012 is being prepared.
3. Brief description of literacy status , challenges and needs :
3.1. Literacy status in Bangladesh: Poverty and illiteracy are interwoven in Bangladesh.
Each is the cause and effect of the other. At the inception of Bangladesh in December 1971, the
literacy rate was only 16.8 percent. Bangladesh has since made remarkable advances in
championing the causes of education and making it a serious public purpose.
The literacy rates of Bangladesh during the period of 1971-2010 are given below:
December 1971 : 16.8 %
BBS, 1974 : 25.9%
BBS, 1991 : 35.3%
BBS, 2001 : 47.9 % (15 and above age )
BBS, Literacy Assessment Survey 2008 : 48.8% (15 and above age)
BBS, Report on Bangladesh Literacy Survey 2010 : 59.82% (15 and above age)
3.2.Educational structure in Bangladesh:
The education structure consists of a formal sub-system and a non-formal sub-system. Both the
sub-systems also have parallel religious streams. The Ministry of Primary and Mass Education
(MOPME) is responsible for basic education, comprising formal primary education and non-
formal education. The Ministry of Education (MOE) is responsible for secondary and higher
education. More than 700 NGOs are active in non-formal education, with some of them
organizing and managing formal primary schools as well.
MOPME has two programme directorates : (i) Directorate of Primary Education (DPE) is
responsible for pre-primary, formal primary (universal primary/basic education) and non-formal
primary education, and (ii) The Bureau of Non-Formal Education (BNFE) is responsible for
organizing and managing basic literacy and continuing education, lifelong learning activities
through Literacy/NFE, and Literacy Initiatives for Empowerment (LIFE) programmes. It
generally targets illiterates of 15-45 years age group and primary school dropout population of 8-
14 years age group.
A unit named Compulsory Primary Education Implementation and Monitoring Unit (CPEIMU)
also works under MOPME. It was established in 1992 when primary education was made
compulsory.
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3.2.1.Present Status of formal Primary Education
Primary education covers a cycle of five years (grades I-V). There are about 82,218 Primary
Schools of 10 categories in the country. The total enrolment is about 16.50 million students (6-10
years age): Boys : 49.5% ,and girls : 50.5%.
(i) Enrolment rates in Primary Schools in 2011:
• Gross Enrolment Rate (GER): 107.7 % ,
• Net Enrolment Rate (NER) : 99.47 % . (Source: DPE)
(iii) Strategic Actions: Program implementation
The Government nationalized and took over 36,165 primary schools in 1973 and
regularized it under the Primary Education (Taking Over) Act of 1974.
Enactment of Compulsory Primary Education in 1990.
Introduction of Food for Education Program in 1993.
Introduction of Stipend Program for Primary Students in 2002.
Implementation of development projects to achieve the objectives of primary education
like Primary Education Development Program-II (PEDP-II), Reaching Out of School
Children Program (ROSC) etc. and
Very recently the Government has adopted the “Third Primary Education Development
Program (PEDP3)” to cater quality primary education to 100% primary school age
children in class room intervention and to provide second chance or alternative education
for drop outs and never enrolled children up to 14 years age.
3.2.2. Non-Formal Education (NFE) Sub-System
The government of Bangladesh has been implementing NFE programmes since its independence in
1971 to eradicate illiteracy from the country. NFE sub-system in Bangladesh, as elsewhere, cover
four types of non-formal learning by age ranges as shown in tabular form below:
The areas covered by Non-Formal Education in Bangladesh:
ECCE
(Age group 3-5 years) NFBE
(6-14 years) Adult Literacy
(15 + years, generally 15-
45 years)
CE and lifelong learning
opportunities
It can be provided at both
Family and Community
levels. Introduces children to
pre-school education and
deals with their health,
nutritional and personal,
motor and mental
development needs
It provides a safety net and a second chance to un-enrolled and dropout children of primary school and adolescents (age-group 6/7-10 and 11-14 years)
Provides NFE covering literacy, numeracy, life skills for Youth and Adults (age-group 15-45), consisting of three levels: I. Basic level
II. Middle level III Self-learning level, And special work skills training for 15-24 age group
Types of Continuing Education*
• Post-Literacy Program • Vocational Education/Livelihood skills Training Program • Equivalency Program • Quality of Life Promotion Program • Individual Interest Promotion Program, • Future-Oriented program
(Source: UNESCO PROAP, 1992; * PL and Skills Training course are available in Bangladesh.)
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NFE provides an alternative channel, a second chance to dropout and un-enrolled primary
school-age children, adolescents to go to mainstream; and adults who missed formal education,
to acquire basic literacy and life skills and employable skills to improve their social and
economic conditions. Both the government and NGOs organize and manage NFE programs for
different age groups.
Bureau of Non-formal Education (BNFE): The government has established Bureau of
Non-formal Education (BNFE) as a revenue setup in 2005. This resulted in the expansion of
literacy in the country in an organized manner. BNFE is established for management and
governance of NFE sub- sector at the national level. The organization has been working for
developing mechanism to build partnership and collaboration among government agencies,
NGOs and other service providers.
BNFE, the national level agency for NFE would provide the professional leadership to NFE
Policy implication and priorities in non-formal education as a part of overall national
development and national human resource development strategy.
The Government (MOPME) has developed through wide consultations an NFE Policy Framework to
guide and help coordination of NFE programs in the country.
3.3. Major initiatives in Literacy/NFE in Bangladesh: Progress of EFA Goal 3 & 4.
After Jomtien, in pursuance to achieving EFA Goals, Bangladesh has been implementing various
literacy and NFE basic education projects since 1990s. These are:
3.3.1. Integrated Non Formal Education Program (INFEP): The government of Bangladesh
launched a major Non-Formal Education program titled “Integrated Non Formal Education
Program (INFEP)” in 1991 while the literacy rate was 35.3%.
The main objectives of INFEP were to increase the rate of literacy up to 62% by 2000 and to
build an organized nationwide NFE infrastructure. During the period of 1991-1997, a total of
2.47 million illiterates have been provided with literacy by INFEP.
The components of INFEP were:
i) Pre-primary Education: for the children of 4-5 age groups,
ii) Basic Education: for the children of 6-10 years age group who never enrolled in or dropped
out from primary schools,
iii) Adolescent Education: The program had provided basic literacy and life skill based
education to the Adolescents of 11-14 age group who never enrolled in primary school or
dropped out due to poverty, working for earning etc,
iv) Adult Literacy: The program provided basic literacy and life skills for the illiterate adults of
15-45 age group.
About 2.47 million peoples were provided with literacy services against 1.67 million as targeted
in the program. Programs of INFEP continued up to 1997. As a result of the program
intervention stated above, the literacy rate went up to 51.01 % in 1996.
13
3.3.2. Directorate of Non-Formal Education (DNFE) :
As the success of INFEP, the government formed Directorate of Non-Formal Education
(DNFE) in 1995. DNFE extended its activities throughout the country during the period of 1996-
2002. The NFE projects under DNFE were:
(i) Non-Formal Education Project-1, (ii) Non-Formal Education Project-2, (iii) Non-Formal
Education Project-3 and (iv) Non-Formal Education Project-4 (TLM). Besides, Gram Shikkha
Milon Kendra as continuing education center and Family Life Education Project has been
implemented in this period.
The feature of NFE programs implemented under DNFE is shown in the following table
Name of Project Project
period
Course Duration Target Group Target
(in million)
Achievement
(in million)
NFE Project-1 January 1996-
June 2001
CBA- 10 months
TLM - 9 months
Illiterates of 15-25
age group
2.95 2.961
NFE Project-2 July 1995-
June 2002
CBA- 10 months
TLM - 9 months
Illiterates of 11-45
age group
5.902 3.618
NFE Project-3 January 1996-
June 2004
CBA- 10 months
Working children of
8-14 age group
0.270 0.351
NFE Project-4 April 1997-
June 2003
TLM - 9 months Illiterates of 11-45
age group
22.889 9.225
Total 32.01 16.16
(Source: BNFE documents.)
UNESCO Literacy Award 1998: Success of such NFE programs brought wide international
acclamation, which found expression when the prestigious “UNESCO Literacy Award 1998”
was accorded to Bangladesh.
Up to September 2003 about 18 million individuals have been provided with literacy services
and national literacy rate has been increased up to 54.8 % in 2002 (MOPME -2002).
3.3.3. TA Projects of NFE
Apart from the basic NFE Projects, two Technical Assistance (TA) Projects were implemented.
These are :
(i) Grame Shikkah Milon Kendra :TA for Institutional Support to Grame Shikkah Milon
Kendra (Continuing education centre-cum-rural library). This TA project has been developed
under UNESCO assistance to manage a total of 935 continuing education centres spreading over
76 thana, (administrative unit at sub-district level) of the country, the project were started in
November, 1997 and completed in February 1999. The primary objective of this project was to
facilitate NFE graduates as well as other community people consolidate and practice various
literacy skills. A unique feature of this project was that the attending neo-literates are provided
with various types of short training’s pisiculture, poultry, modern farming and small scale
business etc.
(ii) Family Life Education (FLE): Family Life Education for Adolescent and Adults (January,
1999 to December, 2004).. UNFPA was financing in this project. Through this projects, Family
Life Education has been strengthened by incorporating further contents in the existing primers of
NFE. This project was contribute to achieving the goals of population advocacy sub-programme
of UNFPA by bringing about behavioural changes among the target population.
14
3.3.4. Bureau of Non-formal Education (BNFE)
The government has established Bureau of Non-formal Education (BNFE) as a revenue setup
in April, 2005. BNFE, the national level agency for NFE would provide the professional
leadership to NFE Policy implication and priorities in non-formal education as a part of overall
national development and national human resource development strategy.
Following Dakar 2000, the Government took up three Post Literacy and Continuing Education
projects covering the age range of 11-45 years. A second phase of the ‘Basic Education for Hard-
To-Reach Urban Working Children project’ was started in July 2004 on completion of the 1st
phase in preceding June. These projects have been initiated and managed by BNFE under the
MOPME.
3.3.5. NFE Programs under taken by BNFE :
(i) Post Literacy and Continuing Education for Human Development Project-1 (PLCEHD-
1) within 32 districts:
The main objectives of the project were: to develop human resources of the country, to include
about 1.3 million neo literates and school dropouts of 11-45 age group in post literacy and
continuing education programs to consolidate, maintain and upgrade the literacy skills , and to
help develop their life pattern by increasing their incomes through providing trade-based skills
training. The project was started in 2001 and completed in December 2007 and covered 71% of
the targeted population.
(ii) Basic Education for Hard-To-Reach Urban Working Children (BEHTRUWC) Project
(2nd Phase) .
It’s an ongoing project located in the six divisional cities of the country. The project was started
in 2004 and will continue up to December 2012. The main objectives of the project are: (i) to
provide quality non-formal, life-skills-based basic education to 1,66,150 urban working children
and adolescents of 10 to 14 years age group of which at least 60% are girls, and (ii) to provided
12630 learners of 13+ age group with livelihood skills training. The project is supported by
UNICEF. The budget of the project is about Taka 2738.45 million.
(iii) “Post Literacy and Continuing Education for Human Development Program-2”
(PLCEHD-2):
BNFE has been implementing the “Post Literacy and Continuing Education for Human
Development Program-2” (PLCEHD-2 since 2002. The Govt. of Bangladesh has received a loan
from the Asian Development Bank (ADB) and grant from the Department for International
Development (DFID) and Swiss Agency for Development Cooperation (SDC) towards the cost
of the project. The total budget provision for the program is about Taka 6014.06 million for five
years.
Project period: July 2002 - June2013
Location of the Project: Division : 6, District : 29, Upazilla : 210
15
Target group : 1.2 million neo-literates of 11-45 age group.
Main objectives of the Project:
To include the neo-literate in post literacy programs to consolidate, maintain and
upgrade the literacy skills they have acquired previously;
To develop their life pattern by increasing their incomes through providing
technical skills training;
To eliminate gender disparity and establish social equitability expediting women
empowerment.
(iv) Second Chance Education: BNFE is going to implement the Second Chance Education
Propgramme under the Third Primary Education Development Programme (PEDP-3), to
provide Non-Formal Primary Education to 2.5 million never enrolled and dropout children of 8-
14 years age group.
3.3.6. NFE Programs under taken by other agencies :
(i) Reaching the Out of School Children (ROSC) : A non-formal Primary Education Project
to Reaching the Out of School Children (ROSC) was launched by the Directorate of Primary
Education (DPE) in 2005 (Conceived in 2003) to provide quality primary education to never-
enrolled and early dropout disadvantaged children, particularly in hard-to-reach areas. It provides
formal primary education (the same curriculum and materials as used in the Government Primary
Schools) but is implemented with the cooperation of communities through non-formal approach.
Reaching Out-of-School Children Project (ROSC) is specially designed to reach the unreached
out-of-school children aged 7-14 years. Directorate of Primary Education (DPE) is implementing
the program in 90 less advantaged upazilas (sub-districts. The project has enrolled about 0.5
million disadvantaged and vulnerable children who attend learning centers or Ananda (delighted
or joy) schools.
(ii) NFE Programs of Islamic Foundation Bangladesh: Islamic Foundation Bangladesh has
been providing Mosque based Child and Mass Literacy Program since 1992. The program is
being implemented through utilizing 2,00,000 mosques of the country. It is providing literacy
including religious education to 16, 20,000 children and 57,600 adults around the country.
(iii) NFE Programmes of NGOs: In 2007-08, NFE Mapping found a total of 198,035
adolescents attended NGO-run education centres. CAMPE NGO Directory survey 2009 found
161 NGOs were running 45,862 learning centres with 954,573 learners, females 860,366 and
males 94,207 (GPI 9.1). NFE Mapping Report-2009
3.7. Challenges and needs in adult Literacy/NFE programmes in Bangladesh :
1) About 40% people (15 and above years age) are illiterates in the country.
2) Ensuring 100% literacy in the country by 2014.
3) Institutional and Organizational capacity building for all forms of literacy/NFE initiatives
16
4) Establishment of an equivalence education
1) Organizing and establishing linkages with other relevant
2) Reluctance t of Development Partners in supporting adult literacy programmes.
3) Absence of permanent physical infrastructure of Community Learning Centers at
village/union/sub-district level
4) Absence of long-term and sustainable planning in NFE programs
5) Absence of NFE Training Institute/Academy at national or district level
6) Lack of permanent NFE officials/staffs at upazila (sub-district) level
7) In adequacy in the decentralized planning and management
8) Constraints of resources for adult literacy programme.
4. Governance system and institutional settings for literacy :
Bureau of Non-Formal Education (BNFE) is the national level executing authority of NFE
Projects. The existing structure of BNFE is given below :
Structure of BNFE: Bureau of Non-Formal Education (BNFE) is the national level executing
authority of NFE Projects. The existing structure of BNFE is given below :
a)National Level Structure of BNFE : Total manpower : 78 (i) Director General : 01 ; Director : 02 ; Deputy Director : 03; System Analyst : 01; Assistant-
Programmer: 01 ; Assistant Director: 06 ; Librarian : 01; Administrative Officer: 01; and Store-
Officer : 01;
(ii) Supporting Staffs: Class- II Post: 03; Class -III Post: 42; Class -IV Post: 19.
b) District Bureau of Non-Formal Education : Total manpower : 256
(i) Assistant Director : 01 x 64 = 64,
(ii ) Supporting Staffs : Office Asstt. cum Computer Operator: 01 x 64 = 64, and MLSS 01 x
64 = 64.
4.1. Initiatives for good governance in NFE sub-sector Initiative is being undertaken for establishment of good governance in NFE sub-sector to
facilitate the implementation of NFE Policy in ways which are effective, transparent, accountable
and equitable. For this purpose BNFE has been working in collaboration with different level
comities comprising of the representation and participation of all level stakeholders to ensure
achieving the EFA goals. Short description of these committees are given below:
a) National Council for Primary & Mass Education: The Government has set up a national
council for primary and mass education headed by the honourable Prime Minister/Minister.
This council will act as an advisory and guiding forum for policy, planning and other matters
related to primary education and non-formal education.
b) Project Steering Committee (PSC): The Secretary/Additional secretary of MoPME is the
chairperson of the PSC of each NFE Projects and the concerned Project Director acts as the
member secretary for the PSC.
Responsibilities of the Committee:
17
1) Will provide overall policy and operational guidance for the implementation of the
project and decide on corrective measures, if needed;
2) Will resolve the conflicts during project implementation;
3) Will facilitate the co-ordination of the project with other projects;
4) Any other activities related to Project Steering Committee (PSC);
5) Will review the implementation status of the project and
6) PSC will meet at least thrice in a year.
c) District Non-Formal Education Committee (DNFEC): To monitor the implementation of
the project at the District level there is a committee known as District Non-Formal Education
Committee ( DNFEC) which is the first tier of project implementation system at the local
level. The respective Deputy Commissioner is the chairman of the committee. Assistant
Director, DBNFE, working at the District works as member secretary of the committee. The
honourable Minister of the District (if any) is the chief advisor while the honourable MP(s)
and Chairman of HDC are the advisors of the committee. The committee holds monthly
meeting during the project period and ensures the proper implementation of the program.
Responsibilities of the Committee:
o look after the baseline survey,
o facilitate the training of teachers & supervisors
o organize social mobilization activities
o conduct regular monitoring and evaluation
o prepare monthly progress report
o analyze the progress report and take necessary corrective actions
o approval of Statement of Expenditure (SOE) submitted by INGOs
o distribute timely the allocated fund among the INGOs
o implement the decisions taken by MoPME/BNFE/PIMU
o all sorts of necessary actions related to the better implementation of the program. d) . Upazila (Sub-district) Non Formal Education Committee (UNFEC):
To overall supervise and monitor the implementation of the project at the Upazila level,
there is a committee known as Upazila Non-Formal Education Committee (UNFEC) which
is the second tier of project implementation system at the local level. Upazila Chairman is
the chairperson of the committee while Upazila Nirbahi Officer (UNO) is the Vice-
Chairperson of the Committee. The Project Officer of the project works as member secretary
of the committee. The honourable Member of Parliament elected from the concerned
Upazila/Municipal area is the chief patron of the committee.
Responsibilities of the Committee:
o Over all supervision, monitoring and evaluation
o look after the baseline survey,
o approval of the list of centers and learners
o approval of Center Management Committee and Union Literacy Committee,
o help INGO(s) in establishing Learning Centers (LCs)
o help recruitment of teachers & supervisors ,
o facilitate the training of teachers & supervisors
o Coordination with all stakeholders
o organize social mobilization activities
o conduct regular monitoring and evaluation
o prepare monthly progress report and submit to DNFEC
18
o analyze the progress report and take necessary corrective actions
o approve/prepare Statement of Expenditure(SOE)
o formation of Union Based Assessment Committee to asses the learners achievement,
e) Center Management Committee (CMC): For each Learning Center there is a
Center Management Committee (CMC) comprising of 9 members to guide and direct for the
better implementation of the program. The CMC is consisted of the following categories of
persons: i Head Teacher/Teacher of Primary/High School
/Local Elite/Community leader/ward member
Chairman
ii Senior Facilitator/teacher Member Secretary
iii One male and one female learners or their
guardians
2 Members
iv Local elite/persons interested in education 5 members would are selected from this category
subject to the condition that at least 3 members of
the committee must be female. In consultation with
union parishad chairman and community leaders,
the INGO selects these 5 members.
The above committee would meet at least once a month to review the progress of the program
and take appropriate decisions. The CMCs would perform the following activities:
to prepare a Community Action Plan to eradicate the illiteracy from the community
to monitor the learning center
to ensure learners attendance
to organize social mobilization activities
to ensure community contribution for the establishment of learning center like house,
mat, chair, table, electricity etc.
to look after the performance of teachers and supervisors
to ensure quality education
to ensure community participation to make the learning center as a sustainable
Community Learning Center (CLC)
to ensure the allotted financial support from the concern GO/NGO for the operation of
center
to asses the achievement of learners and to asses the learning needs of the community
people
f) Union Literacy Committee (ULC): A Union Literacy Committee (ULC) headed by the
Chairman of Union Parishad, is to be established at each union. A senior supervisor of the
concern union nominated by the chairman is the member secretary of the ULC. The ULC
would be consisted of the following categories of persons:
A Union Parishad Chairman Chairman
B Senior supervisor ( selected by INGO) Member Secretary
C All ward members Members
D Five selected CMC Chairman ( selected by the
Union Parishad Chairman)
Members
E Local elite, persons interested in education,
Union level officials/staffs of different govt.
offices, local NGOs, Clubs, CBOs etc.
5 members (at least two will be female) of this
category will be selected by the chairman.
19
The ULC would meet at least once a month to review the progress of the program and take
appropriate decisions for proper implementation of the program. The ULC would perform the
following activities:
o to prepare a Union based Action Plan to eradicate the illiteracy from the union
o to establish learning centers,
o to help formation of CMC ,
o to help recruitment of teachers & supervisors,
o to monitor the learning center
o to ensure learners attendance
o to organize social mobilization activities
o to look after the performance of teachers and supervisors
o to ensure quality education
o to ensure community participation to make the learning center as a sustainable
Community Learning Center (CLC)
o to asses the achievement of learners and to asses the learning needs of the community
people
o prepare monthly progress report
o analyze the progress report and take necessary corrective actions
o all sorts of necessary actions related to the better implementation of the program.
g) Upazila Assessment Committee: To asses the learners’ achievement, Upazila Assessment
Committee will be formed at each upazila. The UNFEC will select the members of the
committee as per necessity. The committee would be consisted of the following categories of
persons:
A Head Teacher of High School Chairman
B Upazila Program Officer Member Secretary
C Govt. Officers from upazila level nominated by
Upazila Chairman
3 Members
D Teachers of High School/ Primary 4 members would be selected from this category
subject to the condition that at least 50% members
of the committee must be female.
E One Master Trainer as basic literacy expert for
BL course one trade based technical expert for
CE course
2 members
Roles and responsibilities of the committee:
To conduct mid term and final assessment
To asses the competency of learners
To identify the qualified and disqualified learners
To suggest the implementers to take necessary corrective action for the weak learners
after mid term and final assessment To certify the qualified learners after the final assessment.
20
5. Funding for literacy from 2002-2012
The Government of Bangladesh has been implementing NFE programs since the Independence
in collaboration with international donors like ADB, IDA, SDC, Sida, NORAD, USAID,
UNICEF, DFID, World Bank, JICA, AUSAID, UESCO, etc.
An over-all picture of the government development expenditure (1991-2012) on Adult
Literacy/NFE programmes is depicted below:
Name of the Project
(Project period)
Project
Period
Target
Clientele
(million)
Taka in million
Cost : GOB +
Project
Aid (in million)
Donors
1. Integrated Non-Formal
Education Project (INFEP)
1991-1997 2.47 Total : Tk. 107.50
( USD: 1.34)
GOB : Tk. 26.88
Project Aid : Tk.
80.62
UNDP, UNICEF,
NORAD and
SIDA
2. Non-Formal Education
Project - I (NFE-I)
1996- 2001 2.95 Total :
Tk.2052.71
(USD: 25.66)
GOB : Tk. 399.45
Project
Aid : Tk.1653.26
ADB
IDA
SDC
3. Non-Formal Education
Project - 2 (NFE-2)
1995-2002 8.18 Total :
Tk.2800.00
(USD: 35.00)
GOB : Tk.
1200.00
Project
Aid : Tk.1600.00
SIDA,
NORAD and
USAID
(PLU-480)
4. Non-Formal Education
Project - 3
(HTR-1st Phase )
1996-2003 0.35 Total :
Tk. 743.00
(USD: 9.29)
GOB : Tk. 25.00
Project
Aid : Tk. 718.00
UNICEF, SIDA,
and
SDC.
5. Non-Formal Education
Project – 4 (TLM)
1997-2003 22.88 Total :
Tk.6829.00
(USD: 85.36)
GOB : Tk.
6829.00
Project Aid : Tk.
Nil
GOB
6. Hard to Reach-2nd Phase
(Likely to be Revised)
2005-2009 .20
Total :
Tk.2060.00
(USD: 25.75)
GOB : Tk. 74.50
Project
Aid : Tk.1985.50
UNICEF, SIDA,
CIDA
7. Post-Literacy and
Continuing
Education For Human
Development-I (PLCEHD-
I)
2001-2007 1.3 Total :
Tk.3411.20
(USD: 42.64)
GOB : Tk. 473.84
Project
Aid : Tk.2937.36
World Bank, IDA
and SDC
8. Post-Literacy and
Continuing
Education For Human
Development Project-2
(PLCEHD-2)
2002-2013 1.6 Total :
Tk.6014.06
(USD: 75.18)
GOB : Tk.999.68
Project
Aid : Tk.5014.38
ADB, DFID &
SDC
9. Second Chance
Education Component
under the Third Primary
Education Development
Programme (PEDP-3).
2011-2016 2.5 Total :
Tk.6999.546
(USD: 87.49)
GOB : 87%
DPs : 13%
GOB, ADB, World
Bank, UNICEF,
Sida, AUSAID,
SDC, DFID, JICA
etc.
(Current rate of USD : $ 01= Taka 80.00)
Note: Beside government initiatives, NGOs have been receiving subventions from international
sources for Literacy/NFE programmes.
21
6. Existing activities and partnerships (e.g. inter-ministerial collaboration,
partnerships with local and international NGOs, community-based
organizations, donors, the private sector, academia, etc.)
Ongoing Literacy/NFE programmes of Bureau of Non-Formal Education (BNFE) under the
Ministry of Primary Education are :
(i) Basic Education for Hard-To-Reach Urban Working Children (BEHTRUWC) Project
(2nd Phase) .
It’s an ongoing project located in the six divisional cities of the country. The project was started
in 2004 and will continue up to December 2012. The main objectives of the project are: (i) to
provide quality non-formal, life-skills-based basic education to 1,66,150 urban working children
and adolescents of 10 to 14 years age group of which at least 60% are girls, and (ii) to provide
12630 learners of 13+ age group with livelihood skills training. The project is supported by
UNICEF. The budget of the project is about Taka 2738.45 million. The project is being
implemented through 20 selected NGOs.
(ii) “Post Literacy and Continuing Education for Human Development Program-2”
(PLCEHD-2):
BNFE has been implementing the “Post Literacy and Continuing Education for Human
Development Program-2” (PLCEHD-2 since 2002. The Govt. of Bangladesh has received a loan
from the Asian Development Bank (ADB) and grant from the Department for International
Development (DFID) and Swiss Agency for Development Cooperation (SDC) towards the cost
of the project. The total budget provision for the program is about Taka 6014.06 million for five
years. The project is being implemented by selected NGOs at field levels.
Project period: July 2002 - June2013
Location of the Project: Division : 6, District : 29, Upazilla : 210
Target group : 1.2 million neo-literates of 11-45 age group.
Main objectives of the Project:
To include the neo-literate in post literacy programs to consolidate, maintain and
upgrade the literacy skills they have acquired previously;
To develop their life pattern by increasing their incomes through providing
technical skills training;
To eliminate gender disparity and establish social equitability expediting women
empowerment.
22
(iii) Second Chance Education Programme : BNFE is going to implement the Second Chance
Education Component under the Third Primary Education Development Programme under the
Ministry of Primary and Mass Education.
The main objective of the programme is to provide Non-Formal Primary Education to
2.5 million dropout and never enrolled children of 8-14 years age group.
Duration of the programme is 2011-2016.
Total estimated budget is Tk. 6999.546 million ( GOB: 87% and DPs : 13%).
The programme will be implemented in collaboration with NGOs, Local Government and
Community People.
23
A. National Literacy Action Plan
7. Overarching vision for the national literacy action plan:
The government is committed to ensure 100% literacy in the country by 2014. The National
Education Policy 2010 and the Sixth Five Year Plan have endorsed the commitment of the
government.
As per the Bangladesh Literacy Survey 2010 of BBS, the present Literacy rate is 59.82% ( 15
and above years age group). As per the NFE Mapping Report-2009, there are 37.33 million
illiterates of 1-45 age group in the country. Based on the Mapping Report, to ensure 100%
literacy in the country, the Literacy Programme should target at least 37.33 million illiterates of
11-45 age group.
The following National Literacy Action Plan should be proposed to reach the target of 2014 as
well 2015 :
Title of the Project: “Basic Literacy Project (64 districts)”
1.Introduction : In line with the constitutional obligation, national and international policy and
plans, the government of Bangladesh has been implementing various Literacy/NFE programmes
for achieving EFA goals since its independence in 1971. The present government is committed
to ensure 100% literacy in the country by 2014.
Bureau of Non-Formal Education (BNFE) under the Ministry of Primary and Mass Education is
going to implement “Basic Literacy Project” throughout the country.
2. Main objectives of the Project :
a) To provide Basic Literacy and Life Skills to 4.5 million illiterate adolescents and adults
of 15-45 age group.
b) To contribute in eradication of illiteracy from the country as well as achieving global and
national EFA goals as envisaged in NPA-II and the Sixth Five Year Plan.
c) To contribute in implementation of the National NFE Policy-2006 and the National
Education Policy-2010.
3. Project period : July 2012- June 2017.
4. Estimated cost of the Project: Taka : 4819.90 million.
5. Sources of Fund : Government of Bangladesh.
6. Feature of the Basic Literacy Project:
SL# Subject/Item Number/Quantity Comments
1 Number of Center 75,000 Each Center has two shifts
(Male shift & Female shift)
2 Number of Learner
(15-45 age group)
45 Lakh
(4.5 million)
60 learners per center
(30 male + 30 female)
24
3 Number of teacher 150,000 Two teachers per center
( one male + one female)
4 Number of Supervisor 3,750 One for each 20 centers
5 Course duration 6 months Each Phase
6 Number of phase 4 phases
8 Average number of Center
per district
1,172 Two shifts per center
9 Average number of Center
per upazila
300 Two shifts per center
10 Average number of learner
per district
70,313 60 learners per center
(30 male + 30 female)
11 Average number of learner
per upazila
18000
60 learners per center
(30 male + 30 female)
7. Implementation time plan and year wise coverage:
Year Phase District Upazila Total Center/Learner Comments
Center Learner
Year-1
(2012-2013)
- - - - - Preparatory
activities
Year-2
(2013-2014)
Phase-1 64 64 19200 1152000 Learners of each
centre = 60
(30 male +30
female)
Year-3
(2014-2015)
Phase-2 64 73 21900 1314000 Each center : 2
shifts (male &
female shift) )
Each shift : 30
learners
Year-4
(2015-2016)
Phase-3 62 75 22500 1350000
Year-5 (2016-2017)
- 37 38 11400 684000
Total 250 75000 4500000
25
7.1. Beneficiaries
The program will cover 4.5 million illiterate adolescents and adults of 15-45 age group to
provide basic literacy and life-skills.
7.2. Proposed activities (with expected outputs, outcomes and indicators)
Developing need-based curriculum, materials and planning program delivery system
In line with the program objectives, a national curriculum framework would be developed for
each program. Necessary adaptation will be made in the existing national adult literacy
curriculum. There will be rooms in the curriculum to accommodate specific learning needs of the
locality. The centrally planned text materials will cover the core curriculum contents. At the
district level, core teams would be organized to identify the local learning needs and select series
of supportive learning materials for use at the field level.
Strategic actions:
a) Developing program-wise national curriculum framework specifying core competencies and
learning outcomes
b) Promoting use and adaptation of existing relevant materials from various public and private
organizations, departments
c) Developing context specific and target group specific materials
d) Capacity building to develop need based materials at local levels and adaptation of materials
e) Promoting mother language based materials, where relevant
f) Developing and updating of database of learning materials and training materials
Process a) Forming program-wise curriculum committee with participation of experts from relevant
GO, NGO, Private sector and academic institutions
b) Review of existing curriculum of various programs
c) Recommend generic curriculum framework separately for each programs
d) Stock-taking and developing database of materials;
e) Approval of the program wise list of basic and supplementary materials for use in the
programs
f) Developing theme-based core team of material developers taking experts from relevant GO,
NGO, Private sector and academic institutions
g) Source-out the tasks of development of materials
h) Review by the core team
i) Pilot use of materials
j) Finalization and revision at regular intervals
k) Identifying potential material developers taking experts from relevant GO, NGO, Private
sector and academic institutions at district level and arranging training courses for them
l) Source out the training courses to training organizations with relevant expertise
m) Developing prototype materials at the national level and arranging training for adaptation of
it to suit relevant context (following same process of developing materials)
26
n) Establishing web-portal based network on materials with scope for updating data by the
material developing organizations, departments and publishers
o) Source out database developing and maintenance tasks under the supervision of a core team
with members from MoPME, BNFE, DPE, NCTB, NGOs and academic institutions
7.3. Expected output:
Program-wise curriculum and learning outcomes with specification of core competencies are
finalized
Guideline for use of existing relevant materials supported by a database of materials at BNFE
New context specific core materials are published for use in NFE centres
Core team of material developers/specialists are formed at divisional/district level and trained
to develop/adapt materials at local level
Guidebook and Prototype material on literacy through mother language is published
Web-portal based material database is established at BNFE
Responsibility:
BNFE in coordination with NGOs and technical support from NCTB as well as Program–
wise thematic groups
7.4. Strengthening Institutional Set-up and Network
UNESCO has been providing supports for building institutional and organizational capacity of
BNFE since 2005 to systematize the NFE sub-sector in Bangladesh. In 2009-2011 under Cap
EFA support, UNESCO Dhaka with the leadership of BNFE and in collaboration with NFE
service providers, implementers, Development Partners and other relevant stakeholder has
developed three draft frameworks through several consultative meeting, conducting studies,
sharing regional experiences, workshops, organization of seminars at national level as well as
divisional level.
7.4.1. The draft frameworks are:
(i) National framework for NFE Delivery
(ii) National framework for Equivalence Education and
(iii) National framework for standard and Capacity Development for NFE teachers/facilitators.
7.4.2.The specific objectives of the frameworks are to :
1) Strengthen administrative structure of BNFE from national to the grassroots levels with a
sustainable infrastructure,
2) Establish technical support mechanism to serve as technical arms at all levels
3) Improve the existing NFE committees and mobilize network with key stakeholders and
partners at different levels,
4) Establishment of Equivalence Education mechanism between formal and non-formal
education,
27
5) Provide opportunity for disadvantaged youths and adults to have access to vocational
skill training and education that meets standard of local and international labour market
for upgrading their careers and job opportunities,
6) Set up minimum standards for improving the status of NFE facilitators including
professional standard, recruitment, salary and incentives ,
7) Institutionalize systematic capacity development of NFE teachers/facilitators and NFE
professionals in the country for improving quality of learning,
8) Yield advocacy on NFE and mobilize support and resources in this sub-sector
7.4.3. Piloting of the three Frameworks for scaling up the components:
BNFE is going to piloting the three frameworks in collaboration of UNESCO for scaling up the
components of the frameworks.
The overall goal is to improve adult literacy situation and promoting lifelong learning through
systematized NFE mechanisms in Bangladesh.
The specific objectives are:
1) Developing frameworks based on strategies:
NFE delivery
Equivalence education
Standard and capacity development of NFE teachers/facilitators
2) Demonstration of frameworks through piloting:
Action plans in limited geographical areas
Building on existing projects and initiatives
Process documentations through action research
3) Expansion of piloting to wider scale:
Review the pilot project experiences
Improve the frameworks
Prepare action plans.
7.5. Implementation Strategies :
1) Preparatory activities : (i)Formation of PIMU, (ii) Recruitment of Project Officials and
staffs, (iii) Procurement of furniture, vehicle & transport, machinery & equipments and logistics
& materials, (v) Formation of different level committees, (vi) Selection of Implementing NGOs,
(vii) Capacity building training and orientation for the NFE implementing officials and staffs,
etc.
2) Mapping/baseline survey: Mapping/baseline survey will be conducted at upazila, union,
ward and village level to identify learners and place of centers. In cooperation with DC, UNO
and DBNFE, the responsible INGO will perform the baseline survey. The formats for the
baseline survey will be supplied by BNFE/PIMU.
28
3) Recruitment of teachers and supervisors: In coordination with UNFEC, DBNFE and
Union Literacy Committee, the INGO will recruit teachers and supervisors for the program.
4) Formation of CMC: As per the baseline survey report and in consultation with UNFEC and
Union Literacy Committee, the INGO will form CMC at each center.
5) Establishment of Center: Learning Centers will be established at community level by
INGOs in collaboration with local government, UNFEC and BNFE.
6) Training of teachers and supervisors: In coordination with DNFEC, District BNFE, Union
Literacy Committee and INGO, the concerned UNOs will organize training of teachers and
supervisors.
7) Orientation of CMC members: In coordination with DNFEC, DBNFE, INGO and Union
Literacy Committee, the concerned UNOs will organize Orientation sessions for CMC members.
8) Distribution of materials for learners and centers: BNFE/PIMU, DBNFE, DC, UNO and
INGOs where applicable, will be responsible to distribute materials for centers and learners.
9) Social Mobilization: BNFE/PIMU, DBNFE, DC, UNO, and INGO will organize social
mobilization activities.
10) Operation of program: Deputy Commissioner, UNO and DBNFE in partnership with
selected Implementing NGOs (INGOs) and Local Government Institutions will operate the
Learning Centers.
11) Monitoring and Evaluation: BNFE/PIMU, DC, UNO, DBNFE, Upazila Primary
Education Officer, ULC, CMC, INGOs and any other volunteer group will perform monitoring
and evaluation activities.
12) Organization of workshop, orientation and seminars: BNFE will organize workshop,
orientation and seminars for institutionalization of NFE Sub-Sector system, capacity building of
NFE Sub-Sector, development of NFE-MIS, Public Private Partnership at national and field
level. Workshops, orientations and seminars at field level, will be organized by DC, UNO and
DBNFE.
13) Establishment of Media Partnership: The project has provision to establish partnership
with print media and electronic media for advocacy, mobilization and sharing of good practices
as well as learning for the learners. The media partnership will be established by BNFE/PIMU.
Media Selection procedure will be developed by BNFE with the approval of PSC/MoPME. 14)NFE Research & Documentation and sharing: BNFE will conduct NFE Research &
Documentation and sharing of lesson learnt.
15) Assessment/Evaluation of Learners:
(i) An “Upazila Assessment Committee” will be formed in each upazila by UNFEC
comprising of Upazila Primary Education Officer, head teachers/teachers of primary
schools/high schools. The number of members will be determined by UNFEC as necessary.
(ii) Beside regular assessments by teachers and supervisors, a midterm evaluation will be
conducted by the Assessment Committee,
(iii) After completion of 6 month course duration of basic literacy, a final evaluation will be
conducted by the Assessment Committee. The evaluation committee will look after the
midterm and final evaluation.
(iv)The Assessment Committee will certify the learners who have successfully completed the
basic literacy course for both midterm and final evaluation.
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16) Forward linkage of learners: After completion of the Basic Literacy Course, emphasis
would be given to facilitate the learners for involving in mainstreaming for further education or
involving in livelihood skill training in order to upgrade their life style.
17) Community participation: Community participation and involvement of local government
departments, NGOs and CBOs should be ensured by DBNFE, Local Administration and INGOs.
18) Promotion of cross cutting issues: The activities of the program will address, support and
promote cross cutting issues such as equity, gender sensitivity, poverty alleviation, environment
protection & development, good governance, prevention of HIV/AIDS and inclusiveness where
necessary.
19)Training Provision has been kept under the program for capacity building training of BNFE, PIMU,
Officials, UPOs, Master trainers, Supervisors and Teachers. The training courses would vary in
duration and course content depending on the nature of responsibility of the incumbents. The
main objectives of the training would be to develop the knowledge, skill and attitude of the
incumbents in order to strengthen institutional capacity for program implementation, monitoring
and evaluation.
(i)BNFE, PIMU, NFE-RC and field level officers & staffs: Provision has been made for
capacity building training of BNFE, PIMU, NFE-RC and field level officers. The course contents
and duration would be decided by BNFE on the basis of felt needs of the incumbents.
(ii) Core Trainers: 20 Core Trainers will be enlisted from different NFE-based Govt./Non-Govt.
agencies/universities/NGOs by BNFE for providing foundation training of master trainers. PIMU
will arrange 10 days initial TOT for the Core trainers. Resource persons/experts of
MoPME/BNFE/NGOs will be the trainer of the training.
(iii) Master Trainers: 20 Master Trainers per district will be enlisted from different NFE-based
NGOs/individual experts by PIMU. The PIMU will arrange 10 days initial TOT for Master
Trainers. Core trainers will be the trainer of Master Trainers Training.
(iv) Supervisors and Teachers: Supervisors and Teachers will be recruited from the filed. The
DBNFE and UNO will arrange 5 days foundation training for Teachers and Supervisors. Master
trainers will be the trainers of Supervisors and teachers training. Training
allowances/honorariums will be paid as per session they attended.
20) Workshop/Orientation:
Under this program there is provision for workshops for literacy workers of different levels like,
Government and Non-Government Organizations, LC Teachers, supervisors, Center
Management Committee members, local elite etc.
Program launching sessions should be organized at national, district and upazila level. In general,
advocacy and dissemination on program implementation strategies for Basic Literacy program
implementation, curriculum & material development, functioning of the PIMU and monitoring
and evaluation of the program would be the subjects covered in these workshops/seminars.
30
The workshops/orientation would be held at various levels (National, District, Upazila, Union
and Center) under the different components of the program like advocacy and dissemination,
basic literacy programme implementation, course development, and system improvement.
21) Social Mobilization & Documentation:
Success of service sector program depends to a large extent on popular support to the program,
which in turn depends on a high degree of social mobilization & documentation. The program
has provision for enhancing mass support in order to ensure success of the program. The
activities would include preparation and dissemination of Information-Education-
Communication (IEC) materials, holding of meetings, assemblies, rallies, fairs, and observation
of international literacy day, hoarding, poster, competitions and other cultural activities. There is
also provision for preparation and dissemination of Radio & TV serial, documentary films, still
pictures and other audio-visual material.
Moreover, BNFE will conduct National level launching session with participation of all
Divisional Commissioners and all Deputy Commissioner while the honorable Prime
Minister/Minister will be the chief guest of the session. The session will sensitize the DCs to
implement the program.
Deputy Commissioner (DC), UNOs, DBNFE and INGOs will conduct field level social
mobilization activities.
22) Promoting community ownership
Activities:
Strengthening the roles of Union Literacy Committee to coordinate all NFE activities in the
union
Developing network among NFE centres through establishing a union based resource
centre
Advocacy for budget allocation in the local government budget
Strengthen community capacity
Process:
Arranging training courses for committee members
Organizing union-based social mobilization activities at the initiatives of NFE union
networks
Training for local government peoples
Expected output :
Budgetary allocation of local government bodies for NFE programs with clear role of Union
Literacy Committee in monitoring NFE programs.
Responsibility:
District and upazila BNFE offices, UNFEC and Union Literacy Committee.
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23) Developing coordination and networking mechanism at various levels
Strategic Activities:
Developing coordination mechanism within various wings and projects of BNFE
Establishing coordination mechanism between MOPME and MOE
Establishing coordination mechanism between MOPME, MOE and other relevant
ministries
Formulate strategies for strengthening coordination at national, district, upazila and union
level.
Promoting networking among the NFE service providers – GO, NGO, Private agencies and
academic institutions
Process:
Meeting within BNFE and Projects.
Meeting within MoPME, and BNFE
Inter-ministerial, Projects, Implementation and steering committee meetings.
DNFEC Committee Meeting
UNFEC committee meeting
BNFE will involve government and Private organization,
Expected output and Time-Frame:
Modalities developed for coordination among various authorities, stakeholders and implementing
organizations.
Responsibility:
MoPME, other relevant ministries, BNFE, NGOs
District Administration,
Upazila Administration.
24) Strengthening Monitoring system and NFE-MIS
Strategic activities:
Review of existing NFE program monitoring instruments and process
Development of monitoring tools
Development of monitoring manual for use at central and field levels
Developing/Promoting user-friendly instruments
Capacity building for systematic documentation
Third party involvement in assessment of program achievement
Participatory monitoring mechanism to assess efficiency of internal operation and program
management.
32
Process:
Sourcing out and workshop with stakeholders.
Expected output :
Existing NFE monitoring system of BNFE and other providers are reviewed and study reports
available to the stakeholders;
Monitoring manual is developed and distributed to the NFE managers for use with necessary
adaptation:
Responsibility:
BNFE in association with NFE providers under the guidance of MOPME
25) Developing NFE MIS/database for tracking achievement and planning
Activities:
a) Identify the areas of information and prioritize considering use of information
b) Mapping of existing MIS/database run by the government and other organizations
c) Develop networking among the databases to develop a comprehensive NFE MIS
d) Determine method and frequency of collection/updating of data in NFE-MIS
e) Institutionalize user-friendly and cost-effective process of preservation (security proved),
retrieval at various levels, analysis and dissemination of information
f) Mainstreaming of pilot NFE-MIS with necessary adaptation and capacity building support
g) Developing and periodical updating of Data base for materials and training providing
organizations for NFE Sub-Sector Programs.
Process:
Formulation of a committee to formulate the NFE MIS framework
Setting participatory process regarding NFE sub-sector information collection,
management and dissemination involving all major NFE providers
Arrange training to maintain NFE MIS/Database.
BNFE to serve as secretariat for the Data base.
Expected output
NFE MIS established and remain functional:
Responsibilities:
BNFE with support from BANBEIS and BBS
25) NFE implementers of BNFE/PIMU and INGOs at several levels as below will do
monitoring of the program activities:
a) Supervisor, Teacher & CMC and Union Committee
b) Implementing NGOs(INGOs)
c) Upazila Program Officer (UPO)
d) Assistant Director, DBNFE
e) Project Implementation Management Unit (PIMU) :
f) BNFE,
g) Different Committees: District and upazila Non-Formal Education Committees.
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8. Implementation management/governance structure
(1) Bureau of Non-Formal Education (BNFE) : BNFE under the Ministry of Primary and
Mass Education is the executing authority of the project and will facilitate its implementation
through formation of a Project Implementation Management Unit (PIMU) and formation
of the following various committees at diffrenet levels: MoPME will form the committees
with Concern govt. officials, representatives from professional institutions and NFE
implementing NGOs with proven track records will be the members of the committees.
Selection of national/central/district and upazila level committees will be approved by
MoPME/BNFE and selection of field level committees (CMC, ULC and Upazila Assessment
Committee will be approved by DNFEC and UNFEC.
(2) Project Implementation Management Unit (PIMU) :
For the project management and Implementation, a Project Implementation Management
Unit (PIMU) will be set up under the BNFE. PIMU will be headed by a Project Director
(PD). Project Director should be appointed on deputation. BNFE will oversee and coordinate
all activities of PIMU through its all sections. Two Deputy Directors should be placed to
coordinate the activities of PIMU. PIMU will be assisted by 7 Assistant Directors (ADs).
PIMU’s detailed responsibilities would be to:
(a) prepare the annual plan of operations and to supervise its effective implementation,
(b) prepare annual budgets, allocate, and disburse funds,
(d) ensure the collection of field expenditure vouchers and prepare expenditure statements
(SOEs) to enable the timely replenishment of funds, auditing of the program expenses and
submission of the audited statements to the donors,
(e) support proper use of the MIS and effective monitoring and evaluation of program
activities, and
(f) arrange the organization of seminars/workshops/meetings relevant to the program.
(3) National Council for Primary & Mass Education: The Government has set up a national
council for primary and mass education headed by the honorable Prime Minister/Minister.
This council will act as an advisory and guiding forum for policy, planning and other matters
related to primary education and non-formal education.
(4) Project Steering Committee (PSC): The Secretary/Additional secretary of MoPME will
chair the PSC and the Project Director shall act as the member secretary for the PSC. The
committee will provide overall policy and operational guidance for the implementation of the
project and decide on corrective measures, if needed.
(5) NGO selection Committees:
i) District NGO Selection Committee: There will be a District NGO Selection Committee
at each district headed by Deputy Commissioner (DC). The members of the Committee are:
(1) Police Super, (2) Civil Surgeon, (3) concerned UNOs of the district, (4) Deputy Director,
Directorate of Social welfare, (5) Deputy Director, Directorate of Youth Development, (6)
34
District Education Officer, (7) District Primary Education Officer, (8) District Cooperative
Officer, and (9) District Women Affairs Officer. AD, DBNFE will be the member secretary
of the committee. The Deputy Commissioner may include more officer as member if
necessary.
ii) Subvention Sub-Committee: To assist the subvention committee, there will be a
subvention Sub-Committee at BNFE. The DG, BNFE will head the Subvention Sub-
Committee. MoPME will select the members for the subvention sub-committee. The
subvention Sub-Committee will verify the list of the selected NGOs found from the district
committee. If necessary, this committee may further investigate the RFPs submitted by the
NGOs and has the rights to review the list of selected NGOs. After verification, the
subvention sub-committee will submit the list of the selected NGOs to the subvention
committee for final approval.
iii) Subvention Committee: A Subvention Committee, headed by the secretary of MoPME,
will be formed for selection of Implementing NGOs. The secretary of MoPME will include
the members for the committee as necessary. The list of the selected NGOs submitted by the
subvention sub-committee, the subvention committee will verify the list of NGOs and after
taking necessary action (if any) the committee will finally approve the list of Implementing
NGOs.
(6) District Non-Formal Education Committee (DNFEC):
To monitor the implementation of the project at the District level there will be a committee
known as District Non-Formal Education Committee (DNFEC) which is the first tier of
project implementation system at the local level. The respective Deputy Commissioner will
be the chairman of the committee. Assistant Director, DBNFE, working at the District, will
work as member secretary of the committee. The honorable Minister of the District (if any)
will be the chief advisor and the honorable MP(s) and Chairman of HDC (for 3 hill districts)
will be the advisors of the committee. The committee will hold monthly meeting during the
project period and will ensure the proper implementation of the program.
(7) Upazila Non Formal Education Committee (UNFEC):
To overall supervise and monitor the implementation of the project at the Upazila level,
there will be a committee known as Upazila Non-Formal Education Committee (UNFEC)
which is the second tier of project implementation system at the local level. Upazila Nirbahi
Officer (UNO) will be the chairperson of the committee while Upazila Upazila Parishad
Chairman will be the adviser of the Committee. The Upazila Programme Officer (UPO) will
work as member secretary of the committee.
(8) Center Management Committee (CMC): For each Learning Center there will be a
35
Center Management Committee (CMC) comprising of 9 members to guide and direct the
better implementation of the program.
The above committee would meet at least once a month to review the progress of the
program and take appropriate decisions.
(9) Union Literacy Committee (ULC): A Union Literacy Committee (ULC) headed by the
Chairman of Union Parishad will be established at each union. A senior supervisor of the
concern union nominated by the chairman will be the member secretary of the ULC.
The ULC would meet at least once a month to review the progress of the program and take
appropriate decisions for proper implementation of the program.
(10) Upazila Assessment Committee: To assess the learners’ achievement, Upazila
Assessment Committee will be formed at each upazila. The UNFEC will select the members of
the committee as per necessity.
9. Existing resource institutions and main partners:
Community based organizations, local NGOs, National NGOs, International NGOs,
Development Partners, Private Sectors, local govt. institutions, Upazila Resource Centers, PTIs,
Upazila Administration, District Administration, Govt. & Non Govt. Service Providing
Agencies, Universities, Research Institutions/agencies etc.
10. Potential risks and their management:
Appropriate socio-political environment present,
Natural calamities of high magnitude are absent,
Appropriate socio-political environment present,
ADP allocation reflected as per DPP year-wise financial breakdown,
Timely flow of funds,
Local Communities are actively involved,
Implementing NGOs are committed,
Political stability remains during the life of the project,
Other factors (including natural disasters) will not worsen poverty,
External factors do not affect timely delivery of materials to LC,
NGOs can mobilize qualified and motivated teachers and supervisors to ensure
interactive teaching learning method envisaged by the newly developed curriculum,
Teachers and supervisors are committed to remain with the project,
Timely improvement of project activities is possible with feedback received from the
monitoring reports.
36
11. Estimated budget for 2012-2015 with indication of potential funding sources and the
estimated funding gap to be filled, if any.
Estimated Budget of the Liteacy Programme : Total about Tk. 5000.00 million.
12. Calendar for implementation of proposed activities
Year/Phase wise Implementation Schedule :
Year-1(2012-2013)
Activities Months of the Year-1
Preparatory Activities
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
1.Formation of PIMU
2.Recruitment of officers and
staffs
3.Procurement of machineries,
equipments transport/vehicles
4.Training of officers and
staffs
5.Curriculum and Material
development
6.Selection of NGO
7.Baseline survey
8.Identification of centers
9.Recruitment of Teachers &
Supervisors
10.Training of teachers &
supervisors
11. Formation of CMC
12.Finalization of learners list
13.Establishment of Learning
Centers
14.Distribution of Materials
15.Development of Social
mobilization materials and
distribution
16.Social mobilization at
national and field level
17.Orientation of INGO/Local
Administration/ CMC
18.Development of monitoring
plan and monitoring tools
19. Market survey and Trade
selection
Note : If necessary, the above mentioned activities and time schedule may be changed as per the
decision of MoPME/BNFE.
37
1. Time Schedule for Phase-1
Phase/Year District Upazila
Phase-1/ Year-2 (2013-14) 64 128
( two upazilas per districts)
Activities Months of the Year-2
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
1. BL center operation
2. Social mobilization at
field level
3. Monitoring
4. Evaluation &
Documentation
5. Selection of Learners for
2nd phase
6. Teacher & Supervisor
Training for 2nd phase
7. Center establishment &
material distribution for
2nd phase
2. Time Schedule (Phase-2)
Phase/Year District Upazila
Phase-2/Year-3 (2014-15) 64 354 (rest of the upazilas)
Activities Months of the Year-3
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
1. BL Center operation
2. Social mobilization at
field level
3. Monitoring
4. Evaluation &
Documentation
5. Selection of Learners for
3rd phase
6. Teacher & Supervisor
Training for 3rdd phase
7. Center establishment &
material distribution for
3rd phase
8. Evaluation &
Documentation
9. Study, evaluation,
documentation and
phasing out
Note : If necessary, the above mentioned activities and time schedule may be changed as per the
decision of MoPME/BNFE.
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B. National Action Plan for
Literacy and Skill Development
1. National Literacy and Skill Development Action Plan
The National Skill Development Council (NSDC) of the government is preparing the National
Skill Development Action Plan following the National Skill Development Policy 2011. Apart
from this National Skill Development Action Plan, Bureau of Non-Formal Education (BNFE)
under the Ministry of Primary and Mass Education, has prepared an Action Plan on Skill
Development including Literacy covering 31.00 million illiterates of 15-45 age groups following
the EFA goal 3 and 4.
1.1. The Action Plan on Skill Development including Literacy programme are :
1.2. Objectives of the Action Plan
The specific objectives of the projects :
1) To provide Literacy and Skills Trainings to 31.00 million illiterate adolescents and adults
of 15-45 age group, who never enrolled in or dropped-out from formal primary schools .
2) To develop their life pattern by increasing their incomes through providing technical
skills training;
3) To ensure 100% literacy in the country by 2014.
4) To contribute in achieving global and national EFA goals as envisaged in NPA-II and
Sixth Five Year Plan.
5) To translate the National NFE Policy and Skill Development Policy into action.
6) To strengthen the capacity of BNFE and other agencies involved in Non-Formal
Education, promote in decentralized planning & management of NFE, Public Private
Partnership and community ownership.
1.3. Coverage and Time plan of the Action plan :
SL# Phase
No.
Year Total Number
of CLC
Total Number
of Learners
(million)
Number of Cycle
1 Phase-1 2012-2015 37500 5.00 2
2 Phase-2 2016-2020 87300 21.50 4
Total 87300 26.5 6
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1.4. Phase wise Action Plan :
(a)Phase-1 (2012-2015) :
Area of Intervention: Literacy and Skill Training for the illiterates of 15-45 age group (4.5
million)
SL# Intervention Activity Time Plan
1 Identification of target groups and
need based areas of skill
development
1.1.Conducting baseline survey and
assessment of need based skill development
areas
Year-1:
6 months
2 Identification of Skill Training and
service providing agencies
2.1.Mapping of Skill Training and service
providing agencies
Year-1:
3 months
3 Development of Non-Formal
Vocational training courses and
materials (30 trades)
3.1.Selection of competencies and
development of training courses, manuals &
materials
Year-1:
6 months
4 Operationalization of Literacy and
Skill Training programme (total
learners : 4.5 million)
4.1.Establishment of Community Learning
Centers (CLCs): 37500 CLCs
Year-2
4.2.Enrolment of learners (4.5 million) Year-2 & 3
4.3.Provideing literacy and skill training
(4.5 million learners)
Year-2 & 3
5 Assessment and Certification
5.1.Conducting assessment/ test for learners
and providing certificate of NTVQF level-
1/competency based certificate
Year-
2 & 3
6 Providing support for employment/
earning opportunities to the
learners.
6.1.Establishment of linkage between learners
and service providing agencies
Year- 3
7 Institutional and organizational
capacity development of BNFE
7.1.Strengthening organizational set up of
BNFE from national to upazila levels
Year-1
7.2.Organizing capacity development
trainings of BNFE officials
Year-1
7.3.Strengthening BNFE and CLCs with
necessary machineries and ICT equipments
Year-1
7.4.Development of delivery mechanism for
literacy and skill training
Year-1
8 Estimated budget Taka : 36000.00 million
(b) Phase-2 :
Period : 2015-2020
Number of Learners : 21.5 million
Number of CLCs : 87300
Intervention : As same as the Phase-1.
Estimated Budget: Taka : 96500.00 million.
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