(2nd Edition draft) Action Research Report 2017civicfoundationbd.org/images/download/AR_Report_eng_final_draft.pdf · Upazila Administration, Sadar & Kownia, Rangpur District Administration,

Bureau of Non-Formal Education

Ministry of Primary and Mass Education

Government of the People's Republic of Bangladesh

(2nd

Edition draft)

Action Research Report 2017


Ministry of Primary and Mass Education

Government of the People's Republic of Bangladesh

Action Research Report

Advisory Board Director General


Education Expert

UNESCO Dhaka

Director (Planning)


Executive Director

RDRS Bangladesh

Deputy Commissioner

Rangpur

Convenor

NFE, Research and Extension Cell

Begum Rokeya University

Rangpur

Technical Assistance

Md. Ruhul Amin Mia

Additional Deputy Commissioner (Education

and ICT)

DC Office, Rangpur

Manjusree Saha

Director, Development Programme

RDRS Bangladesh

Md. Moshfiqur Rahman

Assistant Director


Rangpur District

Md. Anowarul Azim

Lecturer, Geography and Environmental

Science, and

Member Secretary

NFE, Research and Extension Cell

Begum Rokeya University

Rangpur

ShereenAkhtar

Program Officer, Education

UNESCO Dhaka

M Shahidul Islam


UNESCO Dhaka

Md. Mojammel Haq Neyogi


UNESCO Dhaka

A N M Julfikar Ali Hanif

Research Coordinator

RDRS Bangladesh

Researchers

………………………………………………………………..

Members of the Management Committees of the Community Learning Centers Involved with the

Project of Implementation of Sustainable Non-Formal Education Program

Members of the Management Committees of Union NFE Resource Centre

Chairman& Members of Union Parishads

Representatives of Union People’s Organizations

Facilitators of Community Learning Centers

Organisors of the NFE Resource Centre

Organisors of Union Digital Centre

UpazilaParishads, Sadar & Kownia, Rangpur

Upazila Administration, Sadar & Kownia, Rangpur

District Administration, Rangpur

Bureau of Non-Formal Education, Rangpur

District NFE Resource Team, Rangpur NFE, Research and Extension Cell, Begum Rokeya University, Rangpur

RDRS Bangladesh

Information Coordination, Analysis and Compilation

Md Rahmatullah (Rana Vhikkhu)

Editing

Ashafa Selim

Support to Information Coordination

Md. Sohel Rana

Md. Khalid Mostafiz

Md. Mahmud Manik

Duration of Research

December 2016-April 2017

Date of Publication

May 2017

Table of Contents

1 Introduction 11

2 Areas of Action Research 12

3 Strategic Objectives 12

4 Constitution of the Research Team and Formation Index 12

5 Action Research Methodology 13

6 Preservation of Data and Inclusion in the Report 13

7 Report Planning 14

8 Analysis of the Context of the Problems 14

9 The Conclusion of the Problems/Inquiries 14

10 Unexpected Situations 14

11 Notable Achievements of the Project 15

12 Key Messages

13 Field based Discussion: Education

14 Field based Discussion: Technical and Vocational Training

15 Field based Discussion: Capacity Development

16 Field based Discussion: Networking

17 Field based Discussion: Sustainability

18 Research Findings and General Analysis

19 Recommendations

20 Conclusion

21 Appendix

Editorial

This action research is a changed version of the previous one. This action research reflects the

status of sustainable NFE conducted in Rangpur sadar and Kaunia upazila of Rangpur district

of Rangpur division since January 2013. This will manifest local people’s support, especially

the involvement of women and youth groups, cooperation of different service providers and

connection between NFE and folk culture.

Under the leadership of BNFE, an initiative of involving local people, local government,

administration and govt. and non-government service providers was taken aiming a

permanent form to the NFE system. This report has portrayed the success, failure and cause-

effect relationship of that initiative as well as new decisions regarding it.

This research involved CLC learners, management committee members of CLC, local govt.,

local administration, district NFE education resource team and a huge number of people from

diversified communities.

Everybody, involved in this action research, will be credited, if this is able to guide the

following activities of the sustainable NFE to right path. If the experiences of first and second

action research contribute to the development of a permanent structure for NFE system, this

would be a meaningful effort by all.

Preface

DG

BNFE

Foreword

Education Expert

UNESCO DHaka

Words from RDRS

RDRS Bangladesh has been extending technical support to the pilot project ‘sustainable NFE’

funded by UNESCO Bangladesh since last three years.

This pilot programme itself is an action research. At each and every phase of the research, it

has new components to make NFE sustainable. The final initiative taken was establishing link

between folk culture and NFE and involvement of women and youth in NFE. Moreover, there

was an effort to strengthen project’s relationship with different organizations.

Since action research is a combination of initiatives and results yielded with its success and

failures, RDRS had to play the main role of creating a favourable work condition. They have

facilitated partners’ involvement into the new components introduced aiming sustainable

NFE. All partners conducted the action research jointly. They have implemented the

decisions, monitored the progress and results collectively.

RDRS Bangladesh believes that there is no alternative of collective effort to achieve a target.

We congratulate all who relentlessly have put their effort to make the project Sustainable NFE

a success.

Executive Director

RDRS Bangladesh

Context

Bureau of Non Formal Education of Ministry of Primary and Mass Education of Bangladesh

Government has implemented PLCEHD (2nd

phase) or PLCEHD-2 project until 2013.

Community Learning Centre (CLC) at the village level and Union Non Formal Education

Resource Centre (URC) at the union level were established in the space for NFE Centre to

help the community using this space for different purposes as well as to build a knowledge,

skill and ICT based social structure.

Sustainable NFE Project provided support to establish the leadership of the local people and

union parishad in it. It has also extended support to skill development, networking, linkage

building regarding various issues of development. The main objective of the CLC and NRC

running by the technical assistance of this project is to identify the people and communities

lacking education and skill and to provide appropriate education and training to them. Basic

literacy programme for illiterate male and female, equal level of education for the drop out

children, pre-primary education for the children from poor family are being run at the CLC

level. These CLC and NRCs are working as a supporting force to achieve the objective-4 of

Sustainable Development Goal (SDG) declared by UN in 2016. Sustainable NFE Project is

the first and most unique programme of its kind in Bangladesh.

This project is also trying to build ‘education and development for all’ a social movement

through developing youth forum involving local youths. A report has already been published

on the overall project implementation strategy, initiatives, successes, failures and innovations.

This publication will focus on the consequences of the previous one.

Chapter-1

1. Introduction

The government of the People's Republic of Bangladesh is always giving importance to non-

formal education to ensure education for all. In 1772, the Constitution of Bangladesh,

according to Paragraph 17 vowed to eliminate illiteracy from the country, including the

provision of education to every citizen. In 1973, the government encouraged literacy

campaign in private enterprise. In 1974, on the eradication of illiteracy, adult education and

non-formal education is stressed upon in the Qudrat-e-Khuda Education Commission report.

Based on this, mass training centers were started in 325 villages through the establishment of

140 literacy associations and 1585 intermediate branches of 18 schools in 18 districts and

through this 18000 illiterates were enrolled. During 1991-1997, 16.68 lakh illiterates were

imparted education through the implementation of non-formal education expansion program

(INFEP). In 1995, the Department of Non-formal Education was created. Four phases of

'Non-formal Education' were implemented from 1996 to 2003. In 2006, the Non-Formal

Education Policy was formulated and in the year 2014 the formulation of the Non-Formal

Education Act was enacted.

The reference should be mentioned in the context that a project called PLKSHD-2 was set up

to provide education and training for the elderly and adolescent girls, where dominant

vocational training was established. In 2008-2009, 7181 continuous education centers were

set up in 29 districts of the country, some of which were operational till March 2013.

As soon as the project is completed, as per an effort to manage local resources according to

the local public needs, according to their plan, for 11 months (from 16 January 2013 to 30

November 2013), the project named, Strengthening NFE Delivery for Sustainability of CECs

for quality literacy and CE through Local Supporting Mechanisms in Rangpur, was started.

Through this project, the 'Local Government' Union Parishad and the local people are

involved with the inclusion of non-formal education.

For the next 6 months (from 29th

December 2013 to 22nd

June 2014), in order to increase the

capability of the community and local government towards non-formal education

management in changed circumstances, the project named Empowering Community and

Local Government for Ensuring Sustainable NFE Delivery Mechanisms was accepted. With

the implementation of local government and public, the Community Learning Center (CLC)

has developed non-formal education centers as the 'center for community development'.

Various issues are associated with CLC.

To make CLC's role stronger on all issues of local development, 12 months (30 November to

29 November 2014 in 2014) Empowering Community and Local Government for Ensuring

Sustainable NFE Delivery Mechanism addressing youth and gender issue was implemented.

Then, locally, the 'sustainable non-formal education program' was going on. Beginning from

on December 15, 2016 – the project named ‘Strengthening NFE Delivery Mechanism Phase-

4’ was started.

Regardless of the main objectives of the project, however, in the name of which the work is

operated, the project has been widely known in the name of a joint venture project or

"Sustainable Non-formal Education Program".

Based on the results of previous work-research related to ‘Sustainable Non-formal Education

Projects', the members of the CLC Center Management Committee related to the project, the

members of the Management Committee of the Union Non-formal Educational Information

Center, the Chairman and the members of the Union Parishad, the Union Organized

Representatives, the CLC Assistant, the NRC Assistant, the Upazila Parishad, Rangpur Sadar

and Kaunia, the District Administration, Kaunia Rangpur Sadar, Rangpur District

Administration, District and Union Representatives as well as the Bureau of Formal

Education, Union Federation and Local Public provided provisions in the publication.

2. Research Field

The programmes of the project mainly have 7 fields. 1. Education: Basic Literacy, Equivalent

Literacy, Pre-Primary Education, Life Skill Education; 2. Technical and Vocational Training;

3. Capacity Development; 4. Advocacy and Networking; 5. Giving Priority to Issues of Youth

and Women; 6. Linking Folk Culture and 7. Sustainability. The action research mainly

focused on the problems encountered by the participants and the solutions they collectively

made.

Following is a Venn Diagram developed through Participatory Rural Appraisal (PRA)

method.

The following diagram is presenting 3 types of circles according priority.

a. The biggest circle means ‘Most Important’;

b. Medium circle means ‘Quite Important’;

c. Small circle means ‘Important’.

The ‘Most Important’ category has only one field, which is Sustainability. ‘Quite important’

has 2 fields which are 1. Education: Basic Literacy, Equivalent Literacy, Pre-Primary

Education, Life Skill Education, and 2. Technical and Vocational Training. The remaining

‘Important’ category contains 4 fields 1. Capacity Development, 2. Advocacy and

Networking, 3. Giving Priority to Issues of Youth and Women, 4. Linking Folk Culture.

The diagram is also showing the rate of progress of the 7 fields. ‘Sustainable NFE’ is in the

middle of the diagram. The rate of progress centering ‘Sustainable NFE’ is presented below-

Education Basic Literacy,

Equivalent

Literacy, Pre-Primary

Education, Life

Skill Education

Technical and

Vocational

Training

Sustainable

NFE

Capacity

Developme

nt

Sustainability

Giving

Priority to

Issues of

Youth and

Women

Advocacy

and

Networking

Venn Diagram

drawn using

Participatory Rural

Appraisal (PRA)

method

Linking

Folk

Culture

Importance level

of the Field

Name of the Field

Exhibited

Standard or

Progress

Comments

Most Important Sustainability 2nd in context of

success

Detailed

information in the

relevant chapter

Quite Important Education 1st in context of

success

Do

Technical and

Vocational Training

3rd in context of

success

Do

Important Capacity Development 2nd in context of

success

Do

Networking 2nd in context of

success

Do

Priority to the issues of

Youth and Women

3rd in context of

success

Do

Linking Folk Culture 2nd in context of

success

Do

3. Strategic Objectives

The main objective of present action research is to evaluate the success, failure, obstacles,

cause and effect of the project ‘Sustainable NFE’ started after PLCEHD-2. Another objective

of the project was to increase women and youth participation, improve coordination between

NFE and Folk culture, strengthening existing network and develop permanent structure of

CLA and NRC.

Following activities were done to achieve the objectives-

Improving quality of education programme run by CLC;

Extending technical and vocational training coverage;

Capacity development of all project-related people;

Extending network to give a permanent shape to NFE;

Building connection between NFE and Folk culture;

Sustainability.

4. Researcher’s Team and Indicator of Team formation

During the previous research, the researchers were split over 7 groups to collect expected

information following a disciplined and structured methodology. 4 new researchers team got

involved in the present research. The total number of researchers’ team is 11 for this research.

Similarly as the former research, participants of different meetings, discussions and

workshops were consulted. Based on their opinion, it was decided that the researchers team

would be formulated according the type of support they provided to implement the project.

Newly formulated 11 teams had different role in the project implementation. Following is the

details of member’s list-

Researchers Team Primary Identity of the Researchers

Team 01 CLC learners (Basic Literacy, Equivalent Standard, Pre-

Primary, Technical and Lifeskill)

Team 02 Local People (including Youth Forum and Women Forum

Members)

Team 03 CLC Management Committee, NRC Management Committee

Team 04 Union Parishad (Chairman, Member, Secretary),

Representative of People’s organization, Up-zilla parishad

Team 05 CLC Facilitator, NRC Facilitator, Content Expert, Trade

Trainer

Team 06 District BNFE, Up-zilla Administration

Team 07 District Administration, BNFE, UNESCO Dhaka

Team 08 Technical Support Committee

Team 09 Teacher and Student of Begum Rokeya University

Team 10 Local NGO or Voluntary organization and Commercial

organization

Team 11 Resource person related to Local Folk culture

The researchers’ team tried to solve the problems related to Sustainable NFE Project and

advice according their experiences. An information collection register, MYM‡elYv Z_¨ e„ËvšÍ QK, is

preserved in each CLC and NRC. This research includes these register, centre supervision

book, meeting resolution, official letters and information of verbal discussion.

5. Research Methodology

This research is mainly based on cause-effect analysis and collective decisions and the

changes occurred from the implementation. The research followed the cycle below to achieve

its target.

Reflect on Plan in

Action

Action

Research on

Integrating

Gender, Youth

and Folk

Culture in

NFE

Enact Action Plan

Create an Action

Plan

Identify new problem &

why it is Occurring

Continue Cycle with

Revised Problem

Modify Plan if Needed

Problem

Report findings,

Surprises and opinion

The unfinished work of the first phase

actions research or changed decisions

6. Information documentation and Report compilation

CLC and union centre were supplied a narrative format for documentation of the problems

encountered by the related project people during implementation of the plan and the way they

resolve those problems. A part of the format was supplied to the Technical Support Unit.

Besides, the decisions taken in the CLC Management Committee meeting, decisions taken for

solving the problems were recorded in the meeting of the NRC management committee and

various training or workshop proceedings. Apart from this, decision has been taken in a

number of issues through correspondence and e-mail.

This year's study has found that 53% of the previous research or progress of the decisions

taken on the issue of the next 60-year-old system or problem. Discussion of issues related to

the unions, up to the Upazila and district-based workshops, there are 63 such issues or

problems found. Problems with primary or secondary problems or the number of questions

are:

7. Report plan

This report has been analyzed in seven sections or in paragraph 7 in the light of the 7 fields of

ongoing sustainable non-formal education. At the beginning of each episode, the current

situation of previous research decisions was reviewed. Further, the causes of natural or

technical problems, interpretation of analysis, adopted initiatives, visible changes and new

decisions were discussed.

8. Probation Analysis of Problems

Every academic or problem analyzed in this case has been developed, especially in the

background. It is difficult to find any clear ideas from the consequences or the consequences

of the problem without knowing about these backgrounds. Therefore, in the 7 steps that have

been given to all the primary or secondary issues related to the team based on the basis of the

primary, such as- (1) Description, (2) Background, (3) Causation analysis, (4) Understanding

of the Subject, (5) Agreed Decisions (6) New initiatives, (7) Visible changes and (8) Future

plans have been shown separately, so that a clear picture is known to the readers.

9. The emergence of new roles or problems

In this work-study, 611 initiatives or problems, and some of the 67 research courses have been

completely resolved and some of the solutions have been resolved and the decisions have not

changed because some are not resolved. At the glance, 67 targeted questions or results of the

problem have been given below:

Results of the questions Number of

questions

Precise number

159

76 49

33 24 55 48

69 39

12 43

12 5 7 6 4 5 6 5 4 5 4 0

20 40 60 80

100 120 140 160

Group -1 Group -2 Group -3 Group -4 Group -5 Group -6 Group -7 Group -8 Group -9 Group -10 Group -11

Primary Question: 607 Secondary Question:63

Completely resolved 27 1,5,8,9,212,13,15,17,19,32,34,36,37,38,40,

42,44,46,47,49,50,59,6, 63, 64, 65, 66

Changes in the initial action plan

were partially resolved and partial

solution was continued

32 2,4,6,7,10,11,14,16,18,220,21,24,26,28,29,

30,31,35,39,41,43,48,51,5,5,53,

54,55,56,57, 58, 68

The decision has not changed even

after the initial action plan changes

08 3,21,23,25,27,45,60,61

Total questions 67

10. Unexpected Situation

Some unexpected situation occurred during project implementation. Those are- subject

selection for trade training, operating bank account, voluntary resignation of trained CLC

Facilitator and NRC Organizers, lack of experience in bank account operation, business of

some UP members, necessity of excessive visit of the centre by Ganashongathon

representatives, etc.

The project has been advancing towards goal among these unexpected situations. Planning

and implementation strategies have been changed sometimes but forwarding to the goal never

stopped.

11. Significant achievement of the project

At the beginning of the study, it was thought that the findings will be useful in only some

areas, however, that has been proven wrong and the work-study has been useful in a number

of areas. In addition, implementing the work related to research was not very easy, but faced

many adverse conditions, which were not previously thought of. The common ideas were

naturally or in general, from the past experience which was not expected. Moreover, most of

the situations that were created at the beginning of the research project were not

advantageous. The local people, mostly poor and illiterate people, needed to answer

appropriately to complicated questions related to their living. The matter of overall

involvement of local government and administration was also the most important thing, but

due to some general, formal and procedural rules, sometimes they could not be involved at the

desired level. However, the most important part was to engage the diverse class of people

actively in the work and to engage them in the work of collaborating with fellow citizens

which has been possible due to this research.

Above all, CLCs, NRCs, identify the daily problems of various organizations and related

people, determine the way to solve the problem, and the next progress gained acceptance to

the local people. The overall activities of the CLC and the NRC or the 'Sustainable Non-

Formal Education Project' were given to them as a symbol of hope for the future. Therefore,

for the local public, CLC and NRC, the Regional Education Bureau has registered the land in

the name of CLC with the help of local government.

12. Key Message

In the previous study, the need to change the basic action, planning and implementation of the

basic concept, practice, and duties of everyone involved with the 'Non-Formal Education'

program, and the need to make changes in the local framework was drafted. But the level of

variability in managing this research has reduced considerably. Partners have been able to

make decisions in less time than before in addition to specialized research institutions and

organizations. If this positive change does not permanently create a living environment then

people will forget the changes easily and with the CLCs the local people, the local

organization's network can become relaxed. Therefore, it is necessary to take timely programs

in accordance with the changed circumstances in order to sustain the non-formal education.

Chapter-2

Field wise discussion: Education

The main goal of the Sustainable Non-Formal Education Project (SNFE) is education. Those

who were deprived to have a chance to go to school, or had a chance but couldn’t continue,

dropped out, SNFE project has created opportunity for them to learn. SNFE also created an

opportunity of pre-schooling for the children of disadvantaged families to encourage them

towards school and help them to achieve learning ability afterwards. Besides, it has taken step

for necessary education to improve the quality of life of community people irrespective of

their education and literacy level. This will continue lifelong.

Therefore, within SNFE project four types of education programmes are being implemented

through Community Learning Center (CLC)-i.e. Basic Literacy, Equivalent Education, Pre-

Primary Education and Life skills.

Now let’s have a look on the problems occurred and the solutions made during running the

education programme.

2.1: Basic Literacy

CLC runs basic literacy session for the age-group of male and female population aged 15 and

15+ those who never went to the school. There are different sessions for men and women.

Following table shows the reactions and opinion of basic literacy research team and related

people-

Research Group Problems or Reaction (qs)

Group – 1

(Learners of basic

literacy programme)

01. What would be the benefit of education at this age? Should

there be job?

02. We are working people, there is loss if we are here to study.

How this loss will be compensated?

03. There are more illiterate people in this area, can you ensure

education for all of us?

04. Reading book everyday is not a joy. How to learn other than

by a book?

05. Do we need an exam? What would people say if we fail?

06. Once we finish the basic literacy course, what is the option to

continue?

07. Husband gets angry if I come for study at CLC.

Question or problem no 1:

What would be the benefit of education at this age? Should there be job?

Background analysis: As mentioned learners of basic literacy are above 15 years and

illiterate, almost 100% of them sell manual labor as main source of their livelihood. They

work during the day and go to bed early as they remain very tired from their hard labor. Due

to lack of right understanding they think education only helps for higher income employment.

So they asked this question from a point of view that they are unwilling to change their

present occupation.

Understanding of the subject: Education not only does create employment opportunity, it

has more importance in day to day life. For example, if a farmer is literate, he/she can read the

instruction on the bottle of pesticide and apply it correctly. If a mother is literate, she can help

her children to study so the child can achieve better result.

Agreed Decision: An arrangement will be made so that working people can adjust flexible

time to come to the CLC and participate in their sessions.

New initiative: As usual there will be a fixed time for the session in each CLC, however, any

learner can come anytime and the facilitator will be ready to support with his/her lesson. Also

the timing for basic literacy session will not be the same round the year in each CLC. It will

change the time in line with the timing of seasonal engagement of learners, such as, the

season of paddy, the season of potato and in the month of Ramadan and so on. Not disturbing

their main occupation would be given priority always.

Visible Change: Rate of attendance of the adult learners is increased in CLC. 70% of learners

are attending session for basic literacy at any point of time of the day.

Future plan: The daily attendance of at least 90% of the enrolled adult learners for basic

literacy session in 2017 will be ensured. increased at least by 90% in 2017.

Question or problem no -2: We are working people, there is loss if we are here to study.

How this loss will be compensated?

Background analysis: The qs was asked older working learners. This research area is

agriculture depended. Therefore most of the illiterate people work continuously in day- and

night during the seasons. People those who won land give additional labour to complete the

harvest by their own. And people who do the contract labour for specific task tend to get the

job done soon by working day and night. Landless farmers do as much as they can to save a

bit during this time. So they asked this qs to flag the issue of their unavailability to CLC up

for the course during agri- seasons.

Understanding the subject: This issue has been discussed more than once among learners,

CMC, CLC facilitator, UP members, NRC organizer and the working people in general. They

realized if a course had negative impact on the income of poor people should be closed during

the seasons. However, on other hand learners will forget the lessons they already have learnt

if it is closed for 20-30 days in a row. Therefore, it is important to find a way to keep going

with the lessons without hampering the work.

Decision: A calendar will be produced and accordingly the basic literacy sessions will be

planed considering the agri-seasons, weather, special festival etc of the specific catchment

area. Duration of the sessions will be shortened during the seasons. More revision will be

done rather introducing new lessons. There will be no learning evaluation during those time.

New initiative: In 2015, the duration of basic literacy session was reduced to 1 hour instead

of 2 hours during the peak season of agriculture. Evaluation sessions were conducted

comparatively less busy and off time. Sessions plan has been developed for 2017 also.

Visible change: Attendance of learners during peak seasons has increased. Everyday 50% of

total learners were present in the session.

Future plan: a target has been set to increase attendance to at least 75% of enrolled learners

for basic literacy course by 2017. This will be done through flexible session planning.

Question or problem no-3: There are more illiterate people in this area, can you ensure

education for all of us?

Background Analysis: In 2015 a base survey was conducted in each CLC catchment area.

This survey included 4 more adjacent neighborhoods (para) within a catchment area for CLC.

Information has been collected about all individual in each household. Eventually the data

shows that there are many illiterate people over 15 in these areas.

Understanding the subject: CLC has its own limitation. For example- a facilitator has to run

2 different Basic Literacy course for men and women, equivalent education and pre-primary

sessions. Also she/he has to help with facilitating health, agriculture and skill development

sessions. Therefore, running more than 2 basic literacy courses is almost impossible. Also

there are limitation for books and additional learning materials ( writing pad and pencil) from

CLC. But overall there is constraint for space, it seems impossible to run more that 2 sessions

without expansion of the space of existing room or increasing the number of room.

Agreed Decision: Instead of depending on CLC facilitator only, it can engage others to run

the basic literacy course, such as , educated member of local youth forum, retired service

holder and volunteers. The cost of writing pad and pencil to be incurred by the learners. For

more space CLC to get allocation of khash land and initiate local fund raising including from

Local Government to create structure on the allocated land.

New initiative: Youth Forum (Yubo forum) has been organized in each CLC by local youth.

They have moved with some steps to ensure education for all and developing a society based

on education.

Visible change: Youth Forum members have already produced a list of retired service holder

in 25 catchment area. They are also running sessions at CLC along with main facilitator.

Future plan: CLC Youth Forum members to give home service for basic literacy course.

Those learners are not able to come to CLC in time for the course due to their work and

employment, Youth Forum members will visit their house in suitable time for them and

facilitate the lessons.

Question or problem no-4: Reading book everyday is not a joy. How to learn other than

a book?

Background analysis: For basic literacy course, there are books approved from Non-formal

Education Bureau, Chetona-1,2 &3 and Shikor, Shongjog & Proyog published by FIVDB.

These books are developed scientifically and methodologically for adult education. But the

fact is often the facilitator does not take enough preparation prior to the class and as a result

can not make it more interesting for the learners. Sometimes also learners can’t focus due to

their other engagement and workload. The question of not enjoying book has been flagged up

because of all these reasons.

Understanding the subject: Success indicator for basic literacy has been developed inline

with the guideline of equivalent education. According to the guideline, upon the completion

of the basic literacy course learners will be considered as accomplishing grade 3. Therefore it

is not necessary to be based on book only, rather learning material can be developed at local

level and lessons can be drawn from outside CLC classroom. This way the learners will not

feel bored with book only.

Agreed Decision: CLC facilitator will be trained on learning material development at local

level and also on how to conduct lessons from the world outside classroom. Trained facilitator

will be monitored for applying their skills.

New initiative: Training of CLC facilitator following above decision has been done. In line

with subject matter in the text book and achievement, life experience based story telling

method has been adopted for lesson.

Visible Change: In the CLC learners are able to learn through multi-grade teaching learning

method according to their own capability.

Future plan: Grade-4 will be conducted in line with the guideline of equivalent education

curriculum for the learners who completed the basic literacy course. Besides the book from

NCTB, locally developed learning materials and ICT will be used to encourage learners.

Question or problem no-5: Do we need an exam? What would people say if we fail?

Background analysis: The duration of the basic literacy course is 8 months. There are three

learning evaluation in this period. They asked this question after learning about it.

Understanding the subject: Everything required measurement. For example, when we buy

thing in the market we measure it. If we do not measure, we don't understand if we are buying

right amount for the purpose we want to use it. Similarly, measuring is needed for education

or learning too. However, objective of this evaluation is not to compare who learnt most and

who did less. This evaluation is for understanding what type of help is needed for whom.

There is no fail here and there is no way to be first, second or third.

Agreed Decision: Once a learner is enrolled to CLC for basic literacy, his /her serial number

will not be repeated for others. Such as, learners who completed the course in 2014, 2015,

2016, their serial no will not be repeated, learners enrolling in 2017 – their serial will start

after them (who have already completed). Similarly, learner who will be enrolling in 2018,

their serial will start after who will be completed in 2017.

New initiative: learning status of individual learner is being registered in writing, no

numbering is used for it. As a result, each learner is given right amount of help as per his/her

need.

Visible change: All learners participated in learning evaluation.

Future plan: Learners will perform the role of evaluator. They will evaluate the exercise

book of each other and similarly will examine verbal questions and answers.

Question or problem no-6: Once we finish the basic literacy course, what is the option

to continue?

Background analysis: There are learners who achieved basic literacy earlier and again

became almost illiterate due to absence of continuous learning. This question is asked by

those learners.

Understanding the subject: People who did not get chance for education in their childhood

and introduced to education after starting their work life tend to forget letter, number etc

quickly if they are not in practice. Therefore continuous learning is important for older

people.

Agreed Decision: CLC will run continuous education for the learners completed basic

literacy.

New initiative: Grade-4 will be conducted following the equivalent education curriculum and

guideline. Books from NCTB will be collected along with developing materials at local level.

Visible change: People who completed basic literacy course in 2013, 2014 and 2015, for

them sessions are being conducted through using different books following the guideline of

grade-4. Books have been collected from NCTB for the learners completed basic literacy

course in 2016. Grade-4 session for older people has been included in CLC education

calendar.

Future plan: CLC will continue to help creating opportunity for the education of newly

literate people. Once they complete grade-5, will be encouraged to go through the exam for

the completion of primary education and accordingly measure will be taken. In future if they

want to learn more, appropriate step will be taken through Open University.

Question or problem no-7: Husband gets angry if I come to CLC for study.

Background analysis: This question was flagged up in the learning session for women.

Understanding the subject: It is been observed through discussion between women who

complained this and the CMC members that those husband spend all day out for their work

usually do not want their wives to participate. Also many of them do not want it from

religious point of view too.

Agreed Decision: CLC will organize occasional couples meeting with inclusion of unwilling

husbands. Will invite religious leaders to discuss importance of education in those meetings.

In addition initiative will be taken to discuss the importance of adult education in religious

institution.

New initiative: Each CLC has organized at least one couples meting with inclusion of

unwilling husbands. Religious leaders were invited to those meetings. Also initiative was

taken to discuss the importance of adult education in religious institutions.

Visible change: Attendance of women learners has increased. Few couples have attended the

same sessions together.

Future plan: Husband helping illiterate wife to achieve literacy will be honored by CLC.

2.2: Equivalent education: Children who are denied opportunity for formal education for

various reasons, CLC has organized equivalent basic education for them. Usually children

aged 8-14 years receive this education. Adolescent girls and boys dropped out from primary

school also participating in equivalent education. Problems or reactions from equivalent

education researcher team and related people are presented below:

Research team Problem or reaction ( question)

Team-1: CLC Learners

(Learners from

equivalent education)

08. Doing work all day, when is the time to study?

09. We work for other, how come they would allow us to come to

school? – it is loss for them.

10.Do not enjoy study, so will not go to school

11.Teachers hurt – if you can’t say your study. That's why I enjoy

roaming around, do not like to go to school.

12. can’t do class during the day.

13. If money is given in exchange of study, then, will consider about

going to CLC.

14. Should we get any benefit from CLC for studying?

15. Who would work in the field if all going for studying?

16. Should CLC manage Job if one studied here? Should CLC give

credit to start business after training?

Question or problem no-8: Doing work all day, when is the time to study?

Background analysis: Since 2014, CLCs have been organizing equivalent education for the

children over 8 years those who dropped out either from formal education or couldn’t enrolled

themselves to anywhere. This programme is known as flexible schooling. Following multi-

grade teaching-learning method CLC has been providing lesson for student from different

class in one class. CLCs also trying for re-entry and send these students back to the formal

school. Children from poor families those are interested to go to school but can’t afford it for

working asked this question.

Understanding the subject: Those children left education due to poverty and engaged with

earning, basically their daily income is very low. As there is no opportunity for skill

development, children remained in the same occupation once they have chosen for life. They

can get an increased income if these children are provided with education and skill based

training. Gradually they can progress for occupational improvement through higher education

and further training.

Agreed Decision: CLC will organize education for working children with flexible time as

they like.

New initiative: Each CLC has usual fixed timetable for equivalent education course, and in

addition the facilitator is providing support and help to the learners any time they drop by.

Visible change: Attendance of learners has increased. About 80% of enrolled learner has

attended CLC in flexible time to receive lesson for equivalent education.

Future plan: Attendance of 90% enrolled learners will be ensured by 2017.

Question or problem no-9: We work for other, how come they would allow us to come to

school? – it is loss for them.

Background analysis: The sustainable non-formal education project is being implemented in

an agriculture dominant area. Most of the dropped out children are engaged with agricultural

work. A small number of them work in local market with grocery shop, hotel and cattle firm.

While enrolling these children with equivalent education in CLC, this question was flagged

up by them.

Understanding the subject: People who employ children with labour/work have some

objectives. For example- child labour is cheap, easy to keep them engaged for longer hour,

easy to sack disobeying children; Children without work is insecured for meals so there is

pressure from the family to work. In this situation, enrolling working children to CLC is

required prior discussion with their guardian and employer.

Agreed Decision: CLC will organize meeting to exchange views with guardian and employer

of dropped out children.

New initiative: Meeting with guardian and employer of dropped out children has been

organized. Most of the employers agreed that lunch break can be extended from 30 min to 90

mins. However, this 60 mins has to be compensated either at the end or beginning of the day

to maintain the specific labour/work hour.

Visible change: Between 1- 4 pm children are attending their lesson for 90 minutes whenever

they are free from work.

Future plan: Working children in the CLC catchment area will be provided with grade-5

equivalent education along with skill development training.

Question or problem no-10: Do not enjoy study, so will not go to school.

Background analysis: There are some children in CLC catchment area, those left their school

not for poverty but lack of enjoyment. The reasons behind such act are – fear of teacher, fear

of book. They do not enjoy the text book, so they tend to avoid reading it, as a result can’t

complete the regular lesson and gets told of by the teacher. Everyday telling of by teacher

force them to leave the school. A significant number of children left formal school in this

process.

Understanding the subject: CLC to make its learning process interesting so that learners do

not feel fear from books. CLC should be discussing this with the formal education institute in

its catchment area, so that children remain protected from the fear of taking lesson.

Agreed Decision: CLC will not use the book directly for facilitating lessons rather will adopt

the story telling method in line with the subject matter. CLC will initiate organizing meeting

with primary school, ebtedia madrasa, and schools run by the NGOs in the catchment area to

discuss and exchange views about method of learning with enjoyment.

New initiative: CLC has adopted learner- friendlt method to facilitate lesson.

Visible change: Except migration, there is no dropped out of enrolled learner.

Future plan: CLC should make its learning methodology more interesting. Mentoring by

advanced student will be introduced to support those are comparatively lagging behind.

Question or problem no-11: Teachers hurt – if you can’t say your study. That's why I

enjoy roaming around; do not like to go to school.

Background analysis: Bangladesh government has enacted law to prohibit physical assault

of student by the teacher. But unfortunately implementation of this law is not yet fully

enforced. Therefore, those students left school with the fear of whipping by the teacher in

formal school made this comment when they are asked to attend CLC by their guardian.

Understanding the subject: CLC facilitator to be like a friend of the learners. It is needed to

exchange views with other formal education institute in the catchment area about not

practicing punishment any more.

Agreed Decision: CLC will use attractive learning materials.

New initiative: CLC is facilitating lessons using attractive materials.

Visible change: Except migration either with parents or for work, there is no reported

dropping out.

Future plan: CLC will adopt more enjoyment in its learning process. It will introduce

mentoring by advance learner to support those are comparatively lagging behind.

Question or problem no-12: Can’t do class during the day.

Background analysis: Some learners from the CLC in Tepa dhupur and Haragach union

made this comment after sesson for few days.

Understanding the subject: Working children are busy with their employment during the

day. Not all the time they get to work in their own villages. Specially children in Tepadhupur

and Haragach union CLC catchment area cross the river to work. Even though they get lunch

break but it is not practical to cross the river again to study and back and forth. For these

enrolled children there should be an arrangement in the other side of the river during off time

while in work.

Agreed Decision: CLC youth forum will make a list of interested members who are willing to

facilitate session on the other side of the river. Anyone interested can be in this list including

retired teacher.

New initiative: The list of interested youth has been produced.

Visible change: No visible change yet.

Future plan: Arrangement will be done for the enrolled children in the other side of the river

in 2017.

Question or problem no-13: If money is given in exchange of study, then, will consider

about going to CLC.

Background analysis: With the proposal of enrolling to CLC for study again some children

and their guardian both expressed no interest. They know children from poor families are

given stipend for going to primary school. But the amount they receive as stipend is very

little. Children can earn same amount by working 3 days only. Therefore considering the

monetary benefit poor guardian prefer to engage their kids for labour. Both children and

guardian had believe that the stipend is given in exchange of time spent in the school.

Therefore they asked same from the CLC if they are coming even if in their off time.

Understanding the subject: Stipend given by the government is not in exchange of labour. It

is given to incur some cost of study accessories such as – writing pad, pen etc as an incentive

to prevent dropping out due to poverty. Not getting education is a much bigger loss for the

children rather than government. Therefore, it is a wrong decision not going for education

with expectation of stipend.

Agreed Decision: To change the perception about the stipend given by the government CLC

will discuss it different occasions.

New initiative: Several round of discussion has happened to help guardian to change their

perception about the stipend given by government. Discussion happened in CLC annual

general meeting, during sports day, cultural events and many others available occasions.

Visible change: Children from poor families receiving equivalent education at CLC without

stipend.

Future plan: To increase the awareness of guardian CLC will discuss this with local

education institutions.

Question or problem no-14: Should we get any benefit from CLC for studying?

Background analysis: People in CLC catchment area had many different understanding

about NGO directed school. Many people thought that NGO directed schools are only for the

children from poor families and these school supply books, notebook, dress, food almost

everything for its learners. Due to this wrong assumption about NGO directed school this

question was asked while visiting door to door for enrolling children.

Understanding the subject: CLC is not an NGO directed school. It is a sustainable center for

lifelong education run by local government with the overall support from general public.

There are many stakeholders supporting CLC. This includes- Zilla non-formal education

bureau, Zilla Administration, Upzilla Administration, University, Medical College, religious

institution and many more. To coordinate among major stakeholders and to increase

capability of CLCs RDRS Bangladesh is providing technical support. Therefore, CLCs are

not directed by RDRS Bangladesh and that is why it is not right to expect any materialistic

benefit from CLCs. However, the benefit one will get from CLCs can not be measured in

monetary term, such as, opportunity to study any time, that one can not get in any other

institution. For example – up to date information about agriculture now is available from

CLC, earlier one has to go to either union council or Upzilla.

Agreed Decision: To eliminate the undue expectation along with education and change the

views of learners and guardian CLC will continue public discussion.

New initiative: CLC is collecting data by conducting survey to protect adolescent from child

marriage. So every household in CLC catchment area will know what would be the least date

for marriage of their family members.

Visible change: The adolescent survey has been completed in t Khoillapara CLC catchment

area in Chondonpat union. List of marriageable members has been hanged on each household.

Future plan: CLC will expand its service area. According to the need of the people in

specific area initiative will be taken for information service.

Question or problem no-15: Who would work in the field if all going for studying?

Background analysis: Due to traditional social view people in CLC catchment area people

think working in the field ( agriculture) is no honor. Usually literate people do office work.

But CLC is continuously campaigning to bring everyone irrespective of age, occupation and

gender under the scheme of education. In this context, guardian of dropped out children asked

this question.

Understanding of the subject: In a society, no work is worthless. Doing any work skillfully

and correctly is the honour. It is wrong to think that literate people can not work in the field.

In the developed countries highest educated people do work in the field, university teacher

drives car, member of reach family do work in hotel to meet the cost of tourism they love.

Therefore, success of occupation is more related to education rather than selection of the type

of occupation.

Agreed Decision: To change the traditional mindset of people CLC will mobilise its

awareness raising work.

New initiative: While screening documentary these issues have been discussed in length.

Visible change: Working people also taking lesson from CLC.

Future plan: CLC will be trying to create an environment for lifelong education for all

irrespective of whatever the occupation.

Question or problem no-16: Should CLC manage Job if one studied here? Should CLC

give credit to start business after training?

Background analysis: Dropped out and working children those are denied their right to

education usually live a painful life. They have started dreaming for quality life through

flexible education provided by CLC. Once they got satisfactory answers of the questions they

asked, they feel trust towards CLC. Out of curiosity they asked this question.

Understanding the subject: CLC is not a big institution. It runs with the support from local

people and cannot arrange job for any one directly. However, can supply the news of

available jobs in the market. Can identify the type of job is easy to get and provide training

accordingly. Or can help to facilitate training from other institution. Also can help to facilitate

support for credit from credit providing institution.

Agreed Decision: CLC will keep journal for job along with the daily newspapers, so that

interested people can collect information. CLC will link with skill training institution such as,

Youth Development Directorate, Labour and Employment Directorate and NGOs to supply

trainee. CLC also will improve the relationship with credit providing institution.

New initiative: Each CLC is subscribing journal for job. Linkage is established with Youth

development Directorate.

Visible change: Readers of newspaper/magazine has increased in CLCs. CLC recommended

trainee received training from Youth Development Directorate, Debi Chowdhurany Unnoyon

Sangstha, International Development Enterprise (IDE) and at the end of training are able to

accept occupation with higher income than earlier.

Future plan: Linkage will be established with Labour and Employment Directorate and

NGOs to supply trainee. Will improve relationship with credit providing institution.

2.3 Pre-primary education: With 2 important objective CLC has started pre-primary

programme from 2015. 1) To help children in rural area to achieve minimum ability before

going to school so that they can keep pace with. 2) To help unaware parents to become

interested for children education by observing the intelligence and improvement of general

knowledge and education of their kids. Considering additional time from the facilitator and

the issue of sustainability of the center a monthly donation is charged from the learner. Half of

the donation goes to facilitator as honorarium and the rest goes to the bank account of CLC as

fund for future. The research team and related people’s opinion are presented in the table

below-

Related people Problem or reaction ( question)

Group-1: CLC learners

(pre-primary learners)

17.Children will study, but can’t give donation

18. Parents go out to work early in the morning. Children do

not understand timing of the school. So most of the days

facilitator to collect kids from heir houses

19. Expect notebook, pencil, toys, bag, dress free of charge.

20.Can’t you arrange multimedia? – it easier to teach kids.

21. Other school running classes without donation, why

should we do so?

22.Number of learners are more than the space in the room.

Question or problem no-17: Children will study, but can’t give donation.

Background analysis: While running equivalent education for dropped out children, CLC

realized that the children from poor families lag behind in learning lesson at school because

they were not introduced to education earlier at home. Gradually they develop a fear for

learning and finally stop coming to school. Pre- primary is an effective way to face this

situation. In 2014, pre-primary was supposed to start in government primary school. As it

didn’t proceed, CLC decided to start it in 2015. While discussing with community the issue of

contribution by parents considering the honorarium of the facilitators and sustainability of

CLC, this comment was passed by the guardian.

Understanding the subject: There are many kindergarten school in CLC catchment area

where fees for learner tk 400-tk 500 per month. Many parents do not have the ability to spend

this amount for education. Also those kindergarten are mostly close to market and with

accessible pakka road. Some government school has the provision of pre-primary but only

limited number of children can enjoy the opportunity. Therefore, people living in remote

villages in CLC catchment area, is not having an option of pre-primary for their small kids (4-

5 years old).

Agreed Decision: CLC will run pre-primary course for 4-5 years old with a minimum

donation from learner. Monthly amount of donation will be decided as per the ability of

learner’s family. CLC pre-primary course will follow national curriculum.

New initiative: All CLCs have started pre-primary course since January 2015. It is being

continued in 2017.

Visible change: All CLC is running pre-primary course with modern learning friendly

environment, guardians are satisfied to see the quality of education. Since 2015 CLC is

sufficient number of government books. With the donation from learners 4 CLC have

recruited assistant facilitator.

Future plan: Each CLC will have from class 1 to class 5 along side the pre-primary. With the

partial donation from the learner of these classes, CLC will spend more on other education

run by CLCs.

Question or problem no-18: Parents go out to work early in the morning. Children do

not understand timing of the school. So most of the days, facilitator has to collect kids

from their houses.

Background analysis: Most of the guardians are day-labour in CLC catchment area. Either

they work in their own land or employed by other. So they go to the field early in the

morning. Children from these families do not come to the CLC in time. So the course plan is

hampered. Therefore, CLC facilitator flagged up this question in the meeting with guardians.

Understanding the subject: We are working people, we have to go for work. But children

education is important and we need to ensure kids are there in time. It seems not a big

problem though. Not all in a para go to the field for work. So who ever at home in a particular

day will take other kids to CLC together. But not all have a watch to understand the time and

get ready. Therefore, most of the time it gets late to send kids to the CLC.

Agreed Decision: CLC will ring the bell like formal school. So that guardians can send their

kids in time.

New initiative: All CLC ring the bell before each session.

Visible change: CLC facilitators do not need to go door to door to collect learners.

Future plan: Use of bell will be continued in all CLC.

Question or problem no-19: Expect notebook, pencil, toys, bag, dress etc free of charge.

Background analysis: Meeting was called to discuss the progress of the sustainable non-

formal education project (SNFEP) where CLC facilitators flagged up he issue of expectation

of pre-primary learners. This is to mention that CLC taking contribution/donation from the

learners with an objective to create future fund for CLCs. CLC doesn’t take any contribution

from basic literacy and equivalent education learners. So the guardian of pre-primary learners

expected free education accessories such as note book, pencil, toys, bags and dresses in

exchange of their contribution.

Understanding the subject: The main goal of CLC is to build a learned society. Therefore

who are denied their right to education and who are dropped out, CLC run free courses for

them. There are government schools for pre-primary. CLC always encourage learners to

receive education from government school. However, considering the distance of the school,

learning methodology etc those who want to send their children to nearby CLC, only those are

enrolled here; so that contribution from them can help CLC in achieving financial self-

sufficiency. Another point is about CLC facilitator. They get tk 300-tk 5000 per month for

spending all day in CLC. They could earn tk 6000 per month along with a meal if they wish

to. But they work for CLC with a volunteering attitude, so a portion of pre-primary

contribution is added to their honorarium.

Agreed Decision: 50% of the contribution from Pre-primary learners will be spent for the

development of CLC. Another 50% will go to the facilitator as additional honorarium. No

learners will get free accessories. But amount of the contribution for the children from poor

families will be determined by the financial ability of the family.

New initiative: 50% donation from pre-primary education course going to add the salary of

the facilitator and the rest 50% is to CLC bank account.

Visible change: the cost of education accessories as they mentioned- notebook, pencil, bag,

toys and dress are incurred by the guardians and the attendance rate is 97%.

Future plan: Many children are still out of government school, therefore, CLC will enroll

pre-primary learner for 2 shift in 2018.

Question or problem no-20: Can’t you arrange multimedia? – it is easier to teach the

kids.

Background analysis: Mobile library visit CLC once a week only. This library has multi-

media. Since 2015 CLC is using this this for its education programme. Internationally

recognized cartoon Meena is screened for pre-primary session to assess the learning through

question & answer. This has been found effective for quick learning. With this positive

experience, CLC management committee, guardian and facilitator proposed for supplying

laptop and multi-media.

Understanding the subject: It is not possible to supply Multi-media from the project.

However, considering the importance it has been proposed that if each facilitator can save

tk1000 per month, then CLC can buy a laptop and over 25 months all CLCs can have a

laptop.

Agreed Decision: Facilitator will bring tk 1000 from the income from pre-primary learners

contribution during the day of monthly meeting. One CLC will be selected through lottery

and will receive tk 25000 to buy a laptop.

New initiative: Implementation of this decision has not yet started, because the collection of

the contribution from learners doesn’t happen in time.

Visible change: No visible change yet.

Future plan: From 2016 CLC will start saving and buy laptop for selected CLC.

Question or problem no-21: Other school running classes without donation, why should

we do so?

Background analysis: CLC decided to initiate pre-primary course in December 2014 and

accordingly did the household survey. CLC initiated discussion about starting pre-primary

course with the families who has children aged 4-5years. This question was asked by the

guardians.

Understanding the subject: One of the main objectives of CLC is to facilitate learning in an

easy and enjoyable way so that it stayed with the learners. Compare with other might not be

an way to justify. We know BRAC is doing excellent in the field of education, and there are

school run by BRAC both - free and with fees of tk250 per learners in the same area. So it is

logical to spend for standard education.

Agreed Decision: Meeting for exchanging views with guardian will be organized.

New initiative: Before enrolling learners, meeting has been conducted with guardians and it

continued as once in 3 months.

Visible change: 75% children in the catchment area was enrolled to CLC. The attendance rate

of learners for pre-primary course is 97%.

Future plan: More improvement of learning method will be sought. Along with education,

important learning of day to day life, such as how to cross the road, hand washing etc will be

facilitated.

Question or problem no-22: Number of learners are more than the space in the room.

Background analysis: In the beginning there many question about pre-primary course but

enrolling children was completed by end of January. In some CLC number the size of learners

is really big to accommodate them. In this situation facilitator bring it up to the CMC meeting.

Understanding the subject: supporting environment is important for education. If the

children can’t sit properly, facilitator can not attend children according to their need, then it is

not a standard education. There must be better environment in CLC for ensuring facilitation of

standard learning.

Agreed Decision: If there are more than 30 children enrolled for a course, it should be

divided into 2 shifts.

New initiative: There are 4 CLC that has starteddouble shifts in 2017.

Visible change: all learners now enjoying better environment for learning.

Future plan: CLC will try to add additional room. Along with this space to play in front of

CLC will be created with more play materials.

2.4: Lifelong education: In the scope of non-formal education, CLC provides courses for

vocational education, entrepreneur development, employment oriented education. These are –

agriculture, health, nutrition, family planning, Forest and environment, Fisheries and cattle

rearing, cottage industry, technical and vocational education, Road safety and use of road,

climate change, disaster management, gender, democracy, values, reproductive health, HIV

aids and many more life related subject. All these courses are presented according to the age

and capability of learning of the learners. Question raised by research team of life long

education programme and related people are presented in below table-

Related people Problem or reaction ( question)

Group-1: CLC

learners (Life long

education session)

23. Doctor from Community Clinic should be coming here. But

why they are not here till now?

24. Our CLC supposed to get registration from Women

Directorate; But it has not happened yet.

25. We should be getting credit from cooperative, but nothing

happened till now.

26. Teachers from Rokeya university once offered for Disaster

Preparedness training ; why that has not happened yet?

27. To stop early marriage , a hotline number was given ( 10921).

We called it many time but no help came through.

Question or problem no-23: Doctor from Community Clinic should be coming here. But

why they are not here till now?

Background analysis: One CLC is organized with 3 wards in a old Union. There is a

community based Community clinic in every union. In this Community clinic there is a

Government MBBS doctor to provide service. However, those clinics are far away from some

of the remote villages. In this situation proposal was given to doctor to visit CLC for service.

However, doctors did not come to CLC for service. Therefore, the question was asked on

behalf of general people in the annual general meeting of CLC.

Understanding the subject: The government doctor has to work for more than one

Community clinics as there are not many doctors available. Also there are many more patients

for one doctor to attend. For this reality of workload, doctors can’t manage to visit CLC.

Agreed Decision: ‘Vision’ – the organization of intern doctors of Rangpur Medical college as

usual will provide service and will refer complicated patient to the Community clinic.

Community clinic will provide necessary medicine and if needed will move the patient to

upzila or zilla hospital.

New initiative: People in the area visiting doctors from Vision and also getting support from

Community clinic.

Visible change: The number of patient has increased in Community clinic in CLC catchment

area.

Future plan: In future CLC and community clinic will provide health service jointly.

Question or problem no-24: Our CLC supposed to get registration from Women

Directorate; But it has not happened yet.

Background analysis: CLC members are mostly women. There is a plan to further organize

them and form a Samiti so that they can give more time and engaged deeply with CLC. This

Mahila Samiti will be registered with Women Directorate so that it can receive government

donation and training to move them forward towards empowerment and self-dependency.

With this objective CLC based Mahila Samiti has been formed, but till May 2017, no Samiti

was registered. CLC based Mahila Samiti member asked this question.

Understanding the subject: It will be registered with Women Directorate so that they can be

facilitated from economic support to many life long skills training and rights.

Agreed Decision: To be registered with Women directorate, first of all, all members will be

enrolled to CLC Mahila Samiti. Member subscription will be collected weekly and kept it

with treasurer. The key of the cash box will remain with another member of the Samiti.

New initiative: Members are getting credit with minimum interest from their collective fund.

This has enabled them to get money with less interest than other NGOs. Also communication

has been made with Women directorate, registration form and other necessary document

collected.

Visible change: Besides education women members do discuss about their organization,

collective initiative has been taken to improve their life.

Future plan: CLC based Mahila Samiti will complete their registration with women

Directorate in 2017 and will gain more strength.

Question or problem no-25: We should be getting credit from cooperative, but nothing

happened till now.

Background analysis: A decision and an action plan was made in CLC annual general

meeting in 2014 towards transforming all CLCs into Cooperative. The plan was to form a

Samiti especially incorporating learners from adult literacy course and to register this with

Cooperative Directorate. This was taken to encourage people for literacy and to attract them

to CLCs. Also with a view to help them in organization to reduce the incident of taking loan

with higher interest from NGOs and local moneylender. However, till 2015, there was no

progress made and no opportunity to get credit created. Therefore people around and related

with CLC asked this question.

Understanding the subject: It needs prior discussion with Cooperative Directorate to form

Samiti at CLC level. Also CLC members needs to visit Samities those are successful at local

level – this is important just to start with.

Agreed Decision: Char livelihood programme (CLC ) at grassroot level became popular

with their Box-Samiti. Box-Samiti will be visited by all CLCs with participation of

Chairperson and facilitators. After the visit members will be enrolled to form the primary

Samiti. Member will be able to borrow money from their collective fund with minimum

interest as service charge.

New initiative: after visiting the Box-Samiti, 11 CLCa have initiated it for themselves. 7CLC

have formed cooperative Samiti.

Future plan: CLC based cooperative will be registered through Cooperative Ministry.

Question or problem no-26: Teachers from Rokeya university once offered for Disaster

Preparedness training; why that has not happened yet?

Background analysis: SNFEP is being imand plemented in comparatively more disaster

prone area. There is continuous disaster in those areas, such as – flood, drought, river-erosion

and many others. People here are always curious to know more how to live better with

disaster. A team of 27 teachers from Begum Rokeya University while visiting CLC expressed

interest to facilitate session for CLC members to increase their awareness in collaboration

with Disaster Management Department. However, till April 2017 no session was facilitated

about disaster management, though sessions were taken on other subjects. Therefore, CLC

users asked this question.

Understanding the subject: University teachers are busy with their classes, examination,

research, seminar etc, they do not get time to come down at CLC. Therefore, we need to find

alternative way to reach them for our education.

Agreed Decision: It is important to establish CLC’s relation with universities. Teachers can

facilitate sessions through video-conferencing. Also Students from Disaster Management

Department can visit CLC and facilitate session for awareness raising.

New initiative: A list has been developed for teacher and CLC with date and time to facilitate

sessions through video-conferencing. Teacher from many other departments joined the list.

Non-Formal Education, Research and Extension cell has been established in Begum Rokeya

University.

Visible change: A cell has been established for Non-Formal Education, Research and

Extension with Begum Rokeya University. Teacher and students are visiting CLC and

facilitating sessions for education and awareness.

Future plan: To widen the learning area with university, in addition to video conference a

community radio will be there to work with.

Question or problem no-27: To stop early marriage, a hotline number was given

(10921). We called it many time but no help came through.

Background analysis: Bangladesh government has open a hot number or an immediate

service number for people to call to get remedy in case of early marriage, women repression

or any other repression towards women and children. The number is – 10921. Authority and

employee from Women directorate while visiting CLC has given this number for use. Some

CLC has developed poster with this number and other also circulated this widely. However,

most of the time this number remain busy and unavailable. Whenever it is connected it does

provide same advice to the oppressed, like – it asked to contact nearest police station or

Thana. This number doesn’t inform or call the thana. As a result, CLC users believe that this

number does not give any additional/helpful service.

Understanding the subject: If the government run service center can not give expected

service, this need to be feedback. So that government can give due importance and improve

the service. Let’s not reject the service rather discuss it with upward authority.

Agreed Decision: will be discussed at UDCC meeting, so that upzila and zila coordination

meeting can forward this upwardly.

New initiative: this has been discussed in 8 UDCC meetings. Also discussed in upzila

development coordination meeting and zilla development committee meeting.

Visible change: No visible change though.

Future plan: There is no need to be dependent on hot number to stop early marriage, rather

give effort to mass awareness.

Chapter-3

Field wise discussion: Technical and Vocational Training

Technical education is a type of education that helps the learner join a specific profession. On

the other hand vocational education is skill based education that helps selecting appropriate

career or profession. Learners do not have to wait for career selection rather they have

freedom to chose own career after having technical education.

Technical education run by CLC is little bit relaxed to the age of the learners. Because

technical and vocational education is mainly designed for the drop-out learner and deprived

people. CLC determines training need at the beginning of the year after assessing people’s

need. Training subjects are finalized after assessing the market need. There are several

problems regarding implementation, i.e. lack of qualified trainer, supply of honorarium for the

trainer, etc.

Following is a table of Problems or Reactions came out of CLC run technical and vocational

education.

Releted

Persons

Problems or Reactions (Qs)

Group-1:

Learners of

CLC

(Technical

and

Vocational)

28. We are poor. Where do we get money for having training?

Arrange free training for us.

29. If we spend money for training and then do not get job?

30. We will produce items using the training skill but where

should we sell those product?

31. Present market put value on learning computer, but CLC does

not have computer training. We have to go to NRC for this

training. NRC is far away. We can’t go regularly.

32. Training participants do not come timely, the trainer also does

not maintain time.

Question or problem no -28: We are poor. Where do we get money for having training?

Arrange free training for us.

Background analysis: Human resource development is having importance by the CLC since

2013. Specially, they are trying to make people literate and help improving income level

through creating job opportunity according their skill. Issues regarding skill development are

identified by the need of local people and scope of job market. Issues are prioritized based on

peoples’ need. Since some training (i.e. computer word processing) cost more than others, it is

essential to charge fees from the trainees. In 2014 this training was running by NRC. In 2015,

it was decided to be run by CLC. This training charges Tk. 750/ per learner including trainer’s

fee and all other costs. As in 2014 NRC provided this training free of charge, the probable

trainees of CLC raised this demand.

Understanding the Subject: Generally the course fee for computer word processing training

is tk. 2000-2500. These training centres are located far from CLC catchment area. It will have

more time and travel cost also. The certificates given by those training centres are not

acknowledged by the government. On the other hand training provided by CLC will cost 1/4th

,

no travel cost and in addition to all a government approved certificate. So, having low-cost

training from CLC is comparatively better.

Agreed Decisions: Tk. 200 will be charged for certificate in addition to tk. 700 for training.

So, Tk. 950/ per trainee will be charged for computer word processing.

New Initiative: Each trainee will get a certificate jointly signed by the Assistant Director,

DBNFE, UP Chairman and Project Coordinator, SNFE project after completion of the course.

Visible Changes: 250 participants have paid fees and completed this course from CLC and

NRC in 2015. Everybody has got a certificate after course completion.

Future Plan: CLC will provide higher training on computer and IT sourcing.

Question or problem no -29: If we spend money for training and then do not get job?

Background analysis: In 2015, 25 CLC provided training on 16 trades. Fees were calculated

at the beginning. Announcement was made by a notice signed by the UP Chairman in the

CLC catchment area before the training starts. Everyone with an expectation of higher income

wanted to have this training. They thought they would get a better job if they receive this

training. They asked this question during collecting the training form.

Understanding the Subject: When everyone becomes interested to a profession, salary

comes down. Moreover, if everyone gets involved in the same production process, selling the

product becomes difficult and if the profession is suddenly changed, it takes time to acquire

new skill. Changing profession is always risky. So, it is better to improve present skill, which

will increase the possibility of income.

Agreed Decisions: CLC will organize special training courses for lower income people

locally.

New Initiative: Training curriculum was designed on DbœZ Rv‡Zi Nvm Pvl, running small shop,

skill development of restaurant assistant, scanning and preservation of seeds, etc. and 525

people received training.

Visible Changes: Income increased for everyone completed te course.

Future Plan: Initiatives will be taken to increase income for local professions. Each

profession will come under skill development training programme.

Question or problem no -30: We will produce items using the training skill but where

should we sell those product?

Background analysis: Since the networking of the project has been strengthening, local

NGOs and training providers are offering skill development training via CLC. Warbee

Foundation, Debi Chowdhurani Unnayan Shangstha, International Development Enterprise

started providing training on production of cottage based items from January 2015, April

2015 and May-June 2015 respectively. Trainees posed this question before these trainings

start.

Understanding the Subject: In 2013, all CLC provided training on making plastic bag.

Though a significant number of women received this training, very few continued it as a

profession. It needs to have a market research before having the trade/skill development

training otherwise the experience of 2013 will be repeated.

Agreed Decisions: Whichever organization comes to provide training, market should be

determined beforehand. This will be discussed before making any contract.

New Initiative: Warbee Foundation arranged getting sewing machine and marketing of the

produced items before providing skill development training on operating sewing machine.

DCUS ensured marketing of the produced goods before providing the training on producing

diversified jute goods.

Visible Changes: 65% of the trainee has got increased income last year after having training

from Warbee Foundation, DCUS, IDE, Directorate of Youth Development and Fisheries and

Animal Resources.

Future Plan: CLC will run training on the basis of market demand to increase income of 100

trainees.

Question or problem no -31: Present market put value on learning computer, but CLC

does not have computer training. We have to go to NRC for this training. NRC is far

away. We can’t go regularly.

Background analysis: Since 2014 NRC has been providing training on use of computer in

daily life under SNFE project. Trainees are working at different office including govt. as part-

time. Some of them are using computer personally. There was a demand to bring this training

under CLC.

Understanding the Subject: The organizers of Union Digital Centre arranged computer

training for the local people in 2014 under SNFE project. 90% of the trainees were students

from school and collage that year. Many people became interested to receive training after

observing their computer skill and employment situation. But many of them do not have time

to come to the training centre. On the other hand, the organizers of UDC would not like to

come to the CLC to provide training, because they have to assist different activities by the

govt. So trainers should be brought in from outside if CLC wants to organize computer

training.

Agreed Decisions: Computer training will be organized in CLC. Bangladesh Computer

Education (BCE) will be contacted and Trainer and mobile comuter lab will be hired from

them. Trainees will have to pay the course fee, which would be lower than the market price.

Standard of training will be higher than market standard.

New Initiative: 18 CLC conducted fee paying course on computer in daily life.

Visible Changes: 240 learners received the training course on computer in daily life.

Future Plan: CLC will provide higher level training on computer and outsourcing as an

income tool.

Question or problem no -32: Training participants do not come timely; the trainer also

does not maintain time.

Background analysis: Each CLC provides different types of skill development as well as

life-awareness trainings. Generally these trainings are short term and subjects are selected

mainly based on local people’s need. Trainings on following subjects are provided in CLC

until today: Agriculture, Health, Nutrition, Family Planning, Environment, Fisheries and

Animal, Cottage Industry, Climate change, Disaster management, Gender, Democracy,

Reproductive health, HIV-AIDS, etc. These courses were conducted by govt. officials of

related dept., NGO representatives, Teachers and local Consultants. It was observed that in

most cases, trainers are absent or late. So this issue was discussed with the trainers and finally

they started coming on time. Later it was seen that the trainer is present but learners are

delaying. In such cases CLC facilitator brings the learner from home.

Understanding the Subject: Trainers are coming from long distance aiming the

development of CLC beneficiaries. If they don’t get the learners on time, they become

frustrated. They might stop coming to CLC. Then local people will be deprived.

Agreed Decisions: Before starting towards CLC, govt. officer should inform CLC facilitator

over cell phone. CLC Facilitator will inform learners immediately to ensure their presence.

New Initiative: Facilitator makes door to door visit to inform the learner about time

before the trainer arrives.

Visible Changes: 75% trainee comes to the CLC before the trainer comes in.

Future Plan:100% trainee will be present in the CLC before the trainer arrives.

Chapter-4

Field wise discussion: Capacity Development

Relevant

Persons

Problems or Reactions (Qs)

Group-2, 3, 4,

6, 9

33. Centre does not have any land, any space. If the club or

samity does not allow CLC to run the programme, where

would we go?

34. Local people are poor. They have to donate for different

activities of CLC programme which is difficult for them.

35. Most of the resolutions are similar. Specific responsibility and

follow-up process are not very clear in the resolutions.

36. Who will develop the learners’ evaluation questionnaire?

37. Adult learners are irregular. Progress of their learning is not

same. How would they be evaluated in the same

questionnaire?

38. Learners of equivalent education session are from different

classes. How would they learn in the same class?

39. Learnt cash book entry but voucher collection and

maintenance is weak.

40. What would I get being a member of Youth Forum? Why

should I work for others spending my own money?

41. Why does the Facilitator of the Centre work for Youth

Forum? When?

42. Why the savings by Youth Forum will be kept in CLC

account?

43. Is there any training programme for YF?

44. Some members fail to attend the meeting during the

examination.

Question or problem no -33: Centre does not have any land, any space. If the club or

samity does not allow CLC to run the programme, where would we go?

Background analysis: 2nd

phase of SNFE project ended on 22 June 2014. 3rd

phase started on

30 November 2014. All CLC implemented plan for six months by own finance. This was a

real bad time for the CLCs. 9 Facilitators stopped coming to the CLC due to the uncertainty of

salary. These CLCs were of PLCEHD. So, most of the facilitators were the relatives of land

donors. Since the facilitator stopped coming to the centre, the land donor also started giving

trouble-i.e. making cowshed, dumping garbage in front of the CLC. In this situation, some

CLC members raised this question.

Understanding the Subject: Negative thinking barred the beginning of good work. So, the

transfer of CLC need to be discussed with different organizations, clubs, NGOs or

philanthropist until CLC get own land.

Agreed Decisions: Offices or spaces of different local organizations, clubs, NGOs or

philanthropist land and the offices of union federation facilitated by RDRS can be used as the

CLCs. The name of the CLCs would use the name of the village in front of CLC.

New Initiative: The CLCs are shifted. 6 CLC to union federation room, 1 to Grameen

Bank, 1 to NGO Seed and 1 to a land donators space.

Visible Changes: 25 CLC has got room without any condition. CLC has become known as

Community learning centre now.

Future Plan: Every CLC will have own land. Contacting with local people and effort to

getting khas land will be on.

Question or problem no -34: Local people are poor. They have to donate for different


Background analysis: Each CLC develops their annual work plan at the beginning of the

year. They seek support from the people round the year while implement that plan.

Sometimes CMC receives voluntary donation and sometimes they fix subscription per head.

Some CMC members commented on this process.

Understanding the Subject: CLC is dedicated to peoples’ development. They do not get any

personal benefit neither do any outsider. CLC works for the development of each and

everybody, so it requires equal participation in CLC’s development. 80% people is poor in the

CLC catchment area. If they are kept out of the subscription, they would not own it and would

consider it as rich peoples’ (20%) organization. Consequently CLC would not get any fund.

Since rich people prioritise personal benefits, they won’t give any subscription.

Agreed Decisions: Since ultra-poor are unable to contribute money, they will participate with

their physical labour in the development of CLC. Economically unable people may give

paddy, bamboo, etc.

New Initiative: People, giving physical labour, material or time also getting money receipt

for equivalent amount.

Visible Changes: 65% of the community people are participating with financial, physical and

time amount.

Future Plan: CLC will be running through increased community participation and income

generating activities by CLC.

Question or problem no -35: Most of the resolutions are similar. Specific responsibility

and follow-up process are not very clear in the resolutions.

Background analysis: Each CLC preserves the meeting minutes. There is a separate register

named ‘Meeting Proceedings’. Only the decisions are recorded in this register. It does not

give the complete picture of the meeting. Moreover, these meetings do not discuss the status

of previous proceedings. M. Shahidul Islam of UNESCO identified this in March 2015 during

his field visit.

Understanding the Subject: The meeting minutes should be reader’s friendly. Beside this, if

the decisions are not monitored and new issues are discussed, previous concerns get ignored.

Decisions should include the distribution of responsibility.

Agreed Decisions: From now on, in the bi-monthly coordination meeting of the CLC

facilitators, a meeting resolution of previous month will be read out and updated. This will

help everyone to record their meeting resolutions efficiently.

New Initiative: A monthly meeting resolution is being read out in the bi-monthly

coordination meeting of the CLC facilitators. Participants are giving feedback on it. One CLC

facilitator is commenting on other’s resolution. Every facilitator is taking it seriously and

trying to comply.

Visible Changes: Resolutions became more descriptive. Decision of the previous meeting,

responsible person and implementation time are also recorded.

Future Plan: Photocopy of the monthly meeting resolution will be hanged on the notice

board until next meeting to remind everybody about their responsibilities.

Question or problem no -36: Who will develop the learners’ evaluation questionnaire?

Question or problem no -37: Adult learners are irregular. Progress of their learning is

not same. How would they be evaluated in the same questionnaire?

Background analysis: CLC conducts courses based on specific curriculum. Three learning

evaluations for the sessions of basic education, equivalent education and Pre-Primary

education was planned to organize in 2015. Final evaluation for the adults and two learning

evaluations for other sessions were organized in 2014. Technical support team, RDRS,

developed the questionnaire then. There was some problem using the same questionnaire as

the rate of learning progress was not same in all CLC. For justified reasons facilitators raised

this question.

Understanding the Subject: The rate of learning progress is not same everywhere. So using

same questionnaire for all CLC is not justified. If each CLC develops questionnaire

independently- that would be more logical.

Agreed Decisions: Each CLC Facilitator will develop question paper according the progress

of his/her sessions. NRC Organisors will computer compose the question papers. Any CLC

might develop more than 3 evaluations for each course if necessary.

New Initiative: CLC Facilitators have got skill development training on the techniques of

question paper development. CLC based learning evaluation question paper is being

developed. Learners are evaluating each other’s answer sheet.

Visible Changes: No learning evaluation question paper was out of learning area to the

learner.

Future Plan: Each CLC will evaluate other CLC’s learning evaluation question paper.

Question or problem no -38: Learners of equivalent education session are from different


Background analysis: CLC is running Equivalent education with the drop out children from

formal schools. Children of the age group of 8-14 participate in this session. Classes are

conducted following the learning capacity of class one to class four. CLC Facilitators raised

this issue as they do not have experience on it.

Understanding the Subject: Multi-grade teaching learning is globally accepted method.

Learners from different classes can be taught in this method. CLC Facilitators should have

knowledge on it before going to use this method. They need training on it.

Agreed Decisions: Multi-grade teaching learning method will be included in the list of skill

development training of SNFE project. Representative of Dhaka Ahsania Mission, Member of

Zilla NFE Resource team will be invited as trainer.

New Initiative: Multi-grade teaching learning subject was included in the 4 days basic

training on teaching –learning. A video on Multi-grade teaching learning is supplied to all

CLC. The CLC Facilitators are improving their skill regularly using this video.

Visible Changes: Equivalent education is running in each CLC using Multi-grade teaching

learning method.

Future Plan: Multi-grade teaching learning method will be upgraded according CLC’s

requirement.

Question or problem no -39: Learnt cash book entry but voucher collection and


Background analysis: Initiatives are taken to strengthen the organizational management of

CLC since 2013. The members of CMC and Youth Forum have undertaken responsibilities to

reduce dependence on CLC Facilitators. Several training programmes were organized at

different level of the project to improve capacity of everyone. Any literate person would be

able to use and preserve the files and documents of CLC as those are very simple and

maintainable. Mr. A N M Ziaul Haq, representative, UNESCO and Mr. Rajib Kanti Biswas

identified this significant aspect while visiting the SNFE project in March 2015.

Understanding the Subject: The management system of CLC files and documents during

the project operation of PLCEHD-2 was very weak. That is why different initiatives were

undertaken to improve the skill and competency to manage accounts related files and

documents. Members of Youth Forum and CMC along with facilitators have acquired

competence on accounts related file management. Since there is no rule of vouching, the

system of voucher collection and preserve is very weak. It needs alternative way to handle.

Agreed Decisions: Voucher will be collected and preserved for each and every expense. If

pacca voucher is unavailable, kacha voucher will be produced for compliance of the system.

New Initiative: The Audit unit of RDRS has been physically verifying field level accounting

activities and helping relevant people learning necessary techniques.

Visible Changes: Accounting management system is improved in CLC and NRC.

Future Plan: RDRS will keep auditing and providing necessary hands-on technical supports

during the total project period.

Question or problem no -40: What would I get being a member of Youth Forum? Why


Background analysis: Each CLC has one facilitator works from 9am to 8pm. There was a

plan to develop volunteers’ group in 2014 involving peoples from the age group of 12-35 to

speed up this activity. Each CLC organized a meeting with the young people according that

plan. A proposal was placed in the meeting regarding the role of youth forum in the CLC.

This question was posed by the members of youth forum to the CLC Management Committee

while they placed the proposal.

Understanding the Subject: Every work does not pay back instantly. There are jobs where

profit is not personal rather for all. CLC is such an organization working for the development

of illiterate and disadvantaged group of peoples. If the young people participate in CLC’s

voluntary work, the quality and quantity of CLC activities will increase. On the other hand,

this will not cause any harm to the youth rather they will be away of drugs and other harmful

activities to the society.

Agreed Decisions: Every CLC will have Youth Forum. People from the age group of 12-35

can become member of this Forum. Initially an ad-hoc committee will be responsible to

develop the forum. This committee will collect admission fee through a prescribed form and

provide membership to the interested young people. The ad-hoc committee will be dissolved

after having 20+ members. A working committee will be formed democratically. Number of

members will be increasing regularly. They will develop a contributory fund.

New Initiative: Each CLC is building a youth forum.

Visible Changes: The members of the Youth Forum have undertaken different activities

including study circle, reading story books, training programme, economic activities to reduce

social discrimination, etc. They have started door to door book reading programme , resisting

child marriage, anti-drug activities among others.

Future Plan: Youth Forum will be registered under Youth development ministry and it will

act aiming social development according govt. rules.

Question or problem no -41: Why does the Facilitator of the Centre work for Youth

Forum? When?

Background analysis: Forming Youth forum in the CLC became essential. The CLC

management committee discussed it with the young group and consequently the facilitators

had to do some additional work before formation of the forum, i.e. making a list of people of

the age group of 12-35, inviting and arranging meeting, conducting the meeting, etc. Initially

they were unwilling to do the job and that made them questioning this to the members.

Understanding the Subject: CLC Facilitators should extend support to the youth forum for

their own interest. The Forums will act as supporting force to the CLC if they are well

capacitated. It will ultimately reduce the work load on the facilitator and help improve the

quality of their work.

Agreed Decisions: CLC Facilitators will help the Youth Forum to do their job. They will

involve youth forum in different tasks- i.e. how to write meeting minutes, how to conduct a

class, how to develop reading materials, etc.

New Initiative: Leadership opportunity for the youth forum is created in running survey,

writing meeting minutes, arranging debate competition, organizing rally, etc.

Visible Changes: The members of the Youth Forum have been participating in home based

book reading programme, study circle, campaign against child marriage and drugs, etc.

Future Plan: Youth forum will lead most of the work in CLC

Question or problem no -42: Why the savings by Youth Forum will be kept in CLC

account?

Background analysis: Members of Youth Forum asked this question at the early stage. They

are giving monthly subscription from the very beginning. Initially this was deposited to the

treasurer. When it came to Tk. 500, they were advised to deposit the money into bank

according CLC rule.

Understanding the Subject: Youth forum is not independent of CLC. CLC is the mother

organization. So, they are allowed to deposit money into CLC account. But they need to have

their own account as they will run organizational activities independently.

Agreed Decisions: Until the bank account of youth forum is opened, the money will be

deposited into CLC account.

New Initiative: In spite of depositing monthly subscription and other incomes into CLC

account, Youth forum maintained a separate cashbook.

Visible Changes: After using the same account, both of them were very transparent. 25

separate CLC account were opened until 29 November 2015.

Future Plan: Once they reach Tk. 1 lac as their own fund, YF will support income generating

activities of CLC.

Question or problem no -43: Is there any training programme for YF?

Background Analysis: The YF became more inspired with CLC based activities, i.e.

information documentation, teaching, material development, wall magazine prepare, etc. after

having the bank account. They realized their lack of competence during these activities and

felt need for skill development training. Few members expressed their expectations for work-

based training to the CLC management committee.

Understanding the Subject: YF members are not very much experienced in social activities

so as CLC. However CLC is not capable to organize capacity building or work based training

for YF. The project also does not have sufficient resource to organize the training. But CLC,

NRC, Union Parishad and Zila NFE resource team may link them to the training providers.

Agreed Decisions: Training needs of CLC based youths will be assessed. A list of training

provider organizations and persons will be developed accordingly. Training programme can

be organized in a convenient place after discussing with enlisted trainers and training

institutes. The cost of the training should be borne by the YF members.

New Initiative: Training programme was organized by local trainers and Directorate of

Youth Development. Majority participants were YF members.

Visible Changes: 84 YF members got residential training on garments works, fisheries,

animal husbandry. 3 YF members received training on various jute item, plastic toy, bag

production by Debi Chowdhurany Palli Unyana Sangstha, Care Bangladesh and Warby

Foundation. 50 YF members got organizational management, good governance and material

development training at local level under capacity development programme of NRC. Every

participants used their skills achieved from the training.

Future Plan: The training programme will be keep going.

Question or problem no -44: Some members fail to attend the meeting during the

examination.

Background analysis: CLC YF has regular monthly meeting. The date of this meeting is

fixed. YF meeting takes place 15 days after the meeting of CLC management committee.

Since the date is fixed, some YF members can’t participate during half-yearly and annual

exam. In this context, they raised the issue.

Understanding the Subject: The meeting date can be changed sometimes. Meeting date can

be shifted if the presence of 2/3 members is not ensured. Every member should know the

information regarding the change beforehand.

Agreed Decisions: Meeting dates can be changed during special agricultural seasons as well

as exam. periods.

New Initiative: Generally decisions re. changing meeting date are taken in the previous

month if emergency occurs.

Visible Changes: 80% YF members present in the meeting regularly.

Future Plan: Directorate of Youth Development, Zilla BNFE will participate in the meeting

via skype to take instant decision.

Chapter-5

Field Specific Discussion: Networking

Responsible

Persons

Problem or Reaction (Question)

Group-2, 3, 4,

6, 9

45) Solar has been established only in 5 CLC. How other CLCs will

receive solar?

46) Insufficient communication of CLC with the enterpranures of

Union Digital Centre (UDCs);

47) Responsible enterprenures of the Digital Centres in NRC remain

busy in most of the time. They are hardly available during different

exigency of CLCs.

48) The single-handed CLC Assistant is failing to communicate all in

right/proper time.

49) Though CMCs or the local people do not listen words, the CLC

Assitants are blamed. How much is possible to do for a single-handed

CLC Assistant?

50) Adjuscent primary school head masters consider us as their

competetor. Complaint against CLC for several times in upazila;

51) Sub-Assistant Agriculture Officers utter delightful remarks while

take our classes. But why does not grant quota or special privillage to

the CLC members during selecting beneficiary for different

programmes?

52) Different NGOs conduct action oriented training. How CLCs can

comunicate with these NGOs?

53) Youth Forums are consisted with male and female members.

Guardians do not accept warmly if boys and girls work together;

54) Will the Youth Forum be registered?

55) Shall we receive any training from the Department of Youth

Development?

56) Department of Youth Development is conducting residential

training for us. Rotational training should be arranged;

Question or problem No. 45: Solar has been established only in 5/five CLCs. How other

CLC will receive solar?

Background Analysis: The adult learners of the Community Learning Centres (CLCs) are

male labourer. They work whole the day either in their own land or others. They participate

in the the night session on basic literacy. But due to lack of sufficient light in the CLCs they

do not want to come or spend time. According to the decision of the district level learning

sharing held in Savar on 2014 it was decided to establish solar from the end of the union

parishad using the LGSP Fund. This question was asked by the learners of other CLCs as only

5/five solars were established till June 2015.

Understanding of the Subject: Union Parishad/Council is directed/governed by own

policies. Though mass education is included by the policy of union parishad but there is no

discussion on implimentation. As a consequence union parishad does not incorporate any

programme related to the mass education in its annual activity plan. Consequently no activity

was incorporated under the different annual development projects of union parishad earlier.

Through the ‘Sustainable Non Formal Education Programme’ CLCs commenced the solar

pannel for the first time to the union parishads due to the involvement of the district

administration, upazila administration and union parishad with the non-formal education

programme. Although union parishad is sincere there is no clear direction on whther it is

possible to establish solar from project according to the project policy or not. Therefore, it

was not possible to establish solar to the CLCs from the development projects. Those 5/five

CLCs where solar pannels have been established, are installed by union parishad with the

support of local Members of Prliament (MPs) from the special fund.

Agreed Decision: The request to establish solar will be placed by expressing the importance

of establishing solar to the UDCC meeting, Upazila Development Coordination Meeting, and

District Development Coordination Meeting.

New Initiative: Apeal for having solar pannel from each of the CLC has been submitted to

the local member of parliament/MP and communication is maintained.

Visible Change: There is no visible change.

Future Plan: Plan has been done to arrange visit for members of perliament to seek support

for solar and other matters.

Question or Problem No. 46: Insufficient communication of CLC with the enterpranures of

Union Digital Centres (UDCs)

Question or Problem No. 47: Responsible enterprenures of the Digital Centres in NRC

remain busy in most of the time. They are hardly available during emegency of CLCs.

Background Analysis: Union Digital Centre is working on entire information and services of

the union. The enterprenures of Digital Centres are contracted under the A-2-I/ a2i Project of

the Bangladesh government that directs to provide door to door internet services to the union

inhabitants. Besides performing the responsibility of the union parishad/council the earning

they earn, a portion from there, they receive as their honorrium. Therefore they are occupied

in most of the time. In spite of administering the e-mobile library of NRC and providing

technical support to different activities of CLC, the communication process in many cases, is

one way. Means after the communication of CLCs, the enterpranures of Digital Centres

reponse positively.

Understanding of the Subject: The time, the enterprenures of digital centres pay out is

insufficient to meet the demand/requirement of NRCs and CLCs. A full time manpower is

required in the NRC who will develop the NRC as resource center beside providing complete

support to three/3 CLCs of a union.

Agreed Decision: A long term plan will be done to increase the capacity of NRC as a

resource hub and to increase the technical support for CLC. UNESCO will be requested to

impliment/enact this plan.

New initiative: A seven/7 years plan has been submitted to the UNNESCO to increase

capacity of the Resource Centre. New initiatives have been appended besides appointing

manpower to develop capacity.

Visible Change: 8/Eight full time Organizers have been employed in 8/Eight NRCs. They are

transforming NRCs as resouce centre, providng technical support beside strangthening the

sustainbilty of the NRCs through increasing the income.

Future Plan: NRC will be transformed as centre of education and cultural practice at union

level and the proportion of external support will be reduced at 70%.

Question or Problem No. 48: The single-handed CLC Assistant is failing to

communicate all in right/proper time.

Question or Problem No. 49: Though CMCs or the local people do not listen words the

CLC Assitants are blamed. How much is possible to do for a single-handed CLC

Assistant?

Background Analysis: Since 2015 every CLC is commencing their activities at 9 am and

closing at 8 pm. Four/4 sessions are conducted here; ‘Pre-primary’, ‘Equivalant Education’,

‘Basic Literacy for women’, ‘Basic Literacy for men’. Beyond these, skill development

training, agriculture, health service, folk culture, Juba/Youth Forum etc. activities are being

conducted regularly. Therefore, it is neerly difficult for the CLC Assistant to perform all the

tasks alone. This issue was raised from the end of CLC Assistants in the CLC staff meeting.

Persuation/Deliberation of the Subject: CLC support for the development of local people.

So if the responsibilty is imposed upon the Assistant solely/exclusively s/he will not be able

to provide quality support. Therefore, it is essential to get support of local people for a CLC in

performing the daily activities.

Agreed Decision: Members of Juba/Youth will perform few activities of CLCs such as

update of records, keeping CLC environment healthy, bringing back the absent learners to the

centre and activity so on.

New Initiative: Youth Forum has been formed in every CLC who are joining with the CLC

to develop the society and themselves, are taking different initiatives like, to conduct survey,

to teach reading door to door, to conduct session on equivalent education etc.

Visible Change: CLC based Youth Forum has been formed. The youth are considering the

activitities of CLC as their own.

Future Plan: To accord the Juba/Youth Forum permanently as a strengthening power of CLC

through the registration under the Department of Youth Development.

Question or Problem No. 50: Adjuscent primary school head masters consider us as

their competetor. Complaint against CLC for several times in upazila.

Background Analysis: A new situation emerge after starting the equivalant education at

CLCs. Usually the dropped out children from the formal educational institution are taught

through the CLC conducted session of equivalent education. In this regard the cause of

embarrassing situation for the teachers of an adjuscent primary school, is to consider students

admitted at the begining of the year as continued students although they never attend school.

Because stipend are granted just after having enrollment. To keep this year long stipend

continued, teachers of primary education do not want to keep any credential evidence. So in

the presence of the District Circle Officer in the discussion session on/of the International

Literacy Day, held on 8 September, 2014 in the office of Rangpur District Circle Officer, one

of the teacher of a government primary school complained against CLC. But the complain

was done presenting the partial of an event. It was said, ‘The enrolled students of primary

schools are forcibly enrolled at CLCs’. Based on this complain, the District Circle Officer

ordered verbally to the Upazila Nirbahi Officers, Rangpur Sadar and Kawnia to investigate.

The original feature came out when the Upazila Nirbahi Officer, Rangpur Sadar and Kawnia

illustrated the matter completely in the district coordination meeting.

Understanding of the Subject: Enrollment of a single child in more than one school, is same

as overlap. This type of overlap needs to be eliminated. So, before enrolling such types of

dropped out children in the CLC, the objection or no objection clearence should be accepted

from the teachers of primary school.

Agreed Decision: Teachers of schools located in catchment areas will be communicated to

search the dropped out children from the government/registered primary school. Those

students who were enrolled in January but did not attend the final exam and the attendence is

less than 10%, will be eligible to enroll in CLC as dropped out children. But to enroll that

student a written no objection certificate from the head master must be accepted.

New Initiative: Dropped out children have been identified through the household survey.

Written no objection certificates from the head masters of the local primary schools are being

accepted before enrolling the identified dropped out children.

Visible Change: The equivalent education activities are continued in CLC and the

relationship of CLC with the primary school, located within the catchment area, have been

improved.

Future Plan: Good relationship of CLC will be maintained with government primary school

located in the catchment area.

Question or Problem No. 51 : Sub-Assistant Agriculture Officers utter delightful

remarks while taking our classes. But why does not grant quota or special privillage to

the CLC members during selecting beneficiary for different programmes?

Background Analysis: Sub-Assistant Agricuture Officers are providing training on modern

agricutural education for 2 days in a month, staying physically since 2013. They teach

agricultural technics besides illustrating about different network and information on

opportunities for devloping agriculture. Such as; if the demonstration plots are established

under the Department of Agricultur Extension the production costs are borne by the

government, but the farmer own the produced crop. Such farmers are benefited. But usually it

is seen that these types of demonstration plots are established on the lands who are the owners

of more lands. Small farmers and owners and farmers having less lands do not get this

opportunity. To draw the attention of Sub Assistant Agriculre Officers this question was

asked directly on this particular issue in more than one CLC sessions.

Understanding of the Subject: During building the demonstration plot Sub Assistant

Agricuture Officers select those lands where the road communication is good. Means road

side lands get privileges. Beyond this, more land is required to build demonstration plot, so

that it would be possible to compare demonstrated crops with the adjuscent crops.

Agreed Decision: If CLC user small farmers cultivate in collaboration with famers of

adjuscent filed prior discussing with them than they can build demonstration plot.

New Initiative: To improve the relationship of CLC with the Agriculture Extension the

agricultural information riched the trimonthly ‘Krishi Kotha (Agriculture Discourse)’ is sent

now. These trimonthlies are being used as textbook for those who have completed the basic

education courses. So the attendence of adult students have increased in the session of

continued education.

Visible Change: In 2015-2017 the Department of Agriculture Extension has allocated 24

bags of pady seeds during Aman season.

Future Plan: Sub-Assistant Agriculture Officers will use CLCs as Block Office.

Question or Problem No. 52: Different NGOs conduct action oriented training. How

CLCs can comunicate with these NGOs?

Background Analysis: There is some NGOs who arange skill development training only for

low income earners from different occupations. Such as German-Bangla Sampriti Kendra

conducts training for destitute youth in Rangpur Sadar and Kawnia Upazila. After completion

of the training they also provide a comprehensive support to manage a service. The issue on,

how to attain a relationship with these forign NGOs, have been discussed for more than one

time in CMC (CLC Management Committee) and NMC (NRC Management Committee).

Understanding of the Subject: CLC alone will not be able to fulfil all the demand of the

local people. CLC will play a role of facilitator to fulfil the demand of local people attempting

to establish a cooperative relationship with local resource institutions, individual or

organizations. So besides forign NGOs mutually supportive relationship on training can be

established with local NGOs also.

Agreed Decision: Support will be provided to conduct training on skill development prior

discussing with different local NGOs like-RDRS Bangladesh, ESDO, ASORD, Devi

Chowdhurani Development Organization, WARBI Foundation etc.

New Initiative: Training Plan has been developed prior discussing with different local NGOs

following their skill devlopment training schedule.

Visible Change: NRC based skill training has been conducting on ‘4/four Trade’ with the

support of RDRS. RDRS will provide comprehensive support for employment provision of

the trainee. Debi Chowdhurani Development Organization has provided training to 60 women

of 3/three CLCs on the diversified comodity production of jute. WARBI Foundation has

trained 30 women in 2/two CLCs organizing training on tailoring. After completion of the

training allocation of 2/two sewing machine for 2/two CLCs have been ensured.

Future Plan: CLC will be established as a platform for skill development of local people.

Question or Problem No. 53: Youth Forums are consisted with male and female

members.Guardians do not accept warmly if boys and girls work together.

Background Analysis: Youth has been involved with the CLCs in 2015 as a part of the

continous initiative of the Sustainable Nonformal Education Project. 12 to 35 years old

adolscent boys and girls are performing entire work of CLCs as volunteers. Every CLC is

commencing their activities at 9 am and closing at 8 pm. It is impossible for a CLC Assistant

to perform the responsibilities of 11 hours alone. Juba/Youth Forums are working as helper of

the Assistants. Beyond the CLC oriented activities youths are working combinely on several

local development issues. So they (adolescent girls and boys) have to be jointly involved with

different activities in several times.

The rural guardians are not familier with the concept of working together of girls and boys as

volunteer for social work other than the work in educational institution and services.

Therefore at the beganing they did not accept the participation of their children in CLC

positively.

Understanding of the Subject: Youths are working in association with the CLCs for the

betterment of the local people and society. So no doubt should be there relating to this

activity.

Agreed Decision: Opinion will be exchanged with the guardians to maneuver the issue on

what different types of works the youts are performing.

New Initiative: The members of Juba/Youth Forum have extended their hands to perform

activities on reading cycle, story book, training programmes, elimination of social disorder,

economic activities including other different activities.

Visible Change: Achieved trust through the involvement with activities to teach reading of

books from door to door, stop early marriage, increasing awareness against drug addiction.

Future Plan: Guardians, encoutaged children in development works, will be rewarded.

Question or Problem No. 54: Will the Youth Forum be registered?

Background Analysis: After the formation of Youth Forum CLC has acquired a new

dynamism. Members of Youth Forum have taken different steps to make the CLC activities

successful. So the CMC, Assistant and local people opined that Juba/Youth Forum should

have an oganized structure. So that the youth after being elderly in future new youths can be

engaged with the CLC activities and CLC based Juba/Youth Forum can get a sustainable

structure. Discussion on this issue has been started from the begining of the year 2014. In

April 2015, this question was asked to the Deputy Director, Department of Juba/Youth

Development, Rangpur in an opimion exchange meeting between him/her and 25 Juba/Youth

Forums.

Understanding of the Subject: The youths of the CLCs are performing different activities

for social development which are significantly relevant with the Youth Development Policy.

Therefore, it will be encouraging for the government to enact the youth development plan if

these forums receive training and financial support after having registration under the

Department of Youth Development.

Agreed Decision: Every CLC Juba/Youth Forum that is registered under the Department of

Youth Development will open seperate bank accounts; forum will develop implimentation

policy and future plan to submit to the Department of Youth Development for registration.

The Department of Youth Development will register the CLC Juba/Youth Forum according to

the government rules.

New Initiative: Bank account of all CLCs, the implimentation policy according to the

government rules and for the collection of all relevant documents a sub-committee has been

formed.

Visible Change: The bank accounts of 25 Juba Forums have been runned. 25 implimentation

policies have been finalized. 14 application for registration have been submitted to the

Department of Youth Development.

Future Plan: Rotational training courses will be managed in CLC after having the

registration of the Department of Youth Development.

Question or Problem No. 55: Shall we receive any training from the Department of

Youth Development?

Background Analysis: In 2014, one of the important activities was determined in the annual

planning of CLCs to enhence them (CLCs) by building network with the local training

institutions. To turn into cooperative association/samity. Specially the formation of samity

consisting with women learners of adult literacy session and these samities were planned to

register under the Department of Cooperatives of the government so that learners feel interest

to study in CLC. Besides the learners of Community Learning Centres may get the

opportunity to reduce the rate of receiving loan from other NGOs and local money lenders

with high interest. This question was raised by the CLC user/beneficiaries as no opportunity

was created to form samity and receiving loan till January 2015.

Understanding of the Subject: Before forming cooperative samity it should be discussed

with the Department of Cooperatives. Beyond this, gathering expereince through visitation to

the local successful cooperative samities, CLCs can commence their activities.

Agreed Decision: The Box Samity of Char Livelihoods Programme (CLP) has achieved

popularity as visiting samity at grassroots level. the President and the Assistant of every CLC

will be visiting the Box-Samity directly. After completion of the visit, to form samity in every

CLC members will be enrolled using the member enrolment form. Loan will be provided to

the members from the regular savings of the samity. A very small amount of profit will be

received as service cost of the borrowed money.

New Initiative: 11 CLC Box Samity have been formed after visiting the Box Samity of Char

Livelihoods Prgramme (CLP). 7 CLCs have formed cooperative samity.

Visible Change: After formation of samity the number of CLC user/beneficiaries has been

increased. Currently the trend of receiving loan of the CLC based members from other NGOs

and local moneylenders has been reduced.

Future Plan: CLC based cooperative samity will be registered under the Department of

Cooperatives.

Question or Problem No. 56: Department of Youth Development is conducting

residential training for us. Rotational training should be arranged.

Background Analysis: CLC nominated members are participating in different residential

training programmes organized by the Department of Youth Development. But usually these

residential trainings are minimum 15 days long. On the contrary, the Department of Youth

Development has some rotational training that are conducted in the community. If such

rotational training are conducted in the community the local people will be more benefited.

Because it is difficult for poorer families to live outside family/home for 15 days.

Understanding of the Subject: Discussing with the Department of Youth Development it is

known that due to the increased number of residential training the rotational training are

currently postponed. If CLC organize training by their own initiative, support will be given to

direct the training through involving trained and successful self-employed youth who have

received training from the Department of Youth Development.

Agreed Decision: Determining/assesing the local demand/need CLC will communicate with

the Department of Youth Development to collect the list of trained successful self-employed

youth who have received training from them.

New Initiative: many members of the CLC connected people’s organizations, have been

introduced as successful self employed after receiving the training of the Department of

Youth. CLC members have been introduced with these successful self-employed without any

formal training, so that observing the work of those successful self-employed the CLC

members can commence the work by their own.

Visible Change: There is no significant change.

Future Plan: To make the CLC members self-employed after receiving the action oriented

training, network will be built with other government and non-government organizations

besides the Department of Youth Development.

Chapter-6

Field Specific Discussion: Linking Folk Culture with Non-Formal Education

Responsible

Persons

Problem or Reaction (Question)

Group-

2,3,4,6,9

57) Many of our traditional games, songs, used daily materials, word

are disappearing. How these traditional resources can be collected for

the future generation?

58) Many historical persons, materials, institutions are persisting in

the union. What CLC or NRC can do to inform easily about these?

59) A ground may be fabricated to exercise folk culture with the CLC

and NRC

Question or Problem No. 57: Many of our traditional games, songs, daily used materials,

word are disappearing. How these traditional resources can be collected for the future

generation?

Background Analysis: To attract the adult towards the non-formal education since 2013 folk

culture was being practiced in CLCs besides teaching. During exercising the folk culture,

CLCs realized that not only to attract the adult, folk culture can be used as a medium of

teaching. So to use it as a medium of teaching rural traditional games, songs, used materials

in daily life, almost extinct word are incorporated in different plan since the begining of 2014.

According to this, the initiatives were commenced to link the folk culture with CLC. But due

to lack of knowledge on how to link the folk culture with the non-formal education, primarily

traditional games, songs, used materials in daily life, word that are neerly going to extinct,

every CLC prepared different plan on how to collect them.

Understanding of the Subject: Culture is the indicative of the civilization. What was the

condition of a community that can be perceived through observing their culture. But due to

evolution of time, many things of our culture are extingushing constantly. Consequently many

things of the former generation is unknown to the new generation. But in reality, dedication to

know about the past is pertinent for all human being. Usually the knowledge of the previous

generation are found to be popular to the successive generations. For example; children like to

listen stories from elderly people. Elderly people share stories on different subjects of the

past. Listening these stories children fabricate their world of fantasy. If it is possible to present

these utopian themes in reality, it will enrich the knowledge, the result of learning will be

sustainable and will increase the interest to know. So it is necessary to collect the traditional

games, songs, used materials in daily life, word etc. that are almost extincting and manage its

practice in CLC.

Agreed Decision: To protect the almost extinct words every CLC will maintain a register

locally. Words collected in register will be used to develop the learning materials. Besides

every CLC will organize fair on local traditional art and culture. In this fair a competetive

exhibition on folk games, old materials will be held so that the new generation can know

about the past.

New Initiative: Initiative has been taken to establish a collection centre in every NRC.

Visible Change: More than one thousand words have been collected in very CLC. These are

being used in developing learning materials. Interest of adult people have increased to learn.

Future Plan: Web portal will be developed using the every CLC and NRC collected local

folk art and crafts. An initiative has been taken to establish a museum locally.

Question or Problem No. 58: Many historical persons, materials, institutions are

persisting in the union. What CLC or NRC can do to inform easily about these?

Background Analysis: Many old Jaminder’s/landlord’s houses, mosques, temples, big ponds

are found in rural areas. Each of these have their own historical background. These traditional

materials are wasted day by day due to negligence and carelessness. Beside this some special

personality and institution that can be imitated for many. If the basic information of these

important persons, material, institute are collected with photographs/images, future generation

will enjoy the opportunity to know these special subjects.

Understanding of the Subject: In case of exposing the speciality of the area or to attract any

tourist or some one who is new comer in this locality, these old and traditional materials can

be used. Over all, these can be used as learning materials. Therefore, beside implimenting the

non-formal education, resource centre (NRC) determined activity plan, historical places,

materials, institutes, person/individual, goods/things etc. that are going to be extinct day by

day, that is about which the new generation are lack of knowledge, taking snaps of them

including information can be preserved.

Agreed Decision: Every NRC will be converted as museum aiming to develop them as local

museum, the traditional things that are possible to collect will be kept in the NRC to

demonestrate to all. If it is not possible to collect in reality, if not possible to expose as a

model, its photo will be kept in the NRC for demonstration. Traditional games, fair, folk

songs are presented in different event so that people may know again about traditionaI things

again.

New Initiative: Traditional things have been collected, demonestrated and preserved in NRC.

CLC learners, CMC Committees, Youth Forum including people from all segments are

voluntarily working.

Visible Change: Currently the collection of 100 types of materials have been ensured in

every NRC.

Future Plan: An initiative will be taken to establish museum locally in every CLC.

Question or Problem No. 59: A ground may be fabricated to exercise folk culture with

the CLC and NRC.

In practicing the local culture CLCs are working actively. In exercising the neerly extinct

word, custom, programme etc. CLCs encourage the villagers. As part of this, every CLC has

organized the competetive exhibition of folk games and folk art and crafts. The aim of this

competition was to conserve the tradition through awaring the new generation about the

extinct and neerly extinct folk culture. On the day of competition CLC registered persons

have participated in traditional dance, songs and games. Other than this who ever was

interested got the opportunity to perform. Prize were distributed among the winners of the

competition.

Background Analysis: The rural games and fair which is the part of thousands years old rural

tradition and folk culture and are fading away with the evolution of time and disappearing into

the the awful morsel of the foreign culture. To eliminate this, CLCs and NRCs are working.

Understanding of the Subject: Folk cultures are always been practiced in rural culture, but

now even than practicing native culture it is failing to escape from the awful morsel of foreign

and western cultures. But the CLCs and NRCs are organizing the activity on folk games, fair

and culture.

Agreed Decision: To practice the folk culture CLCs and NRCs are open for local performers.

Organizing these local performers the appropriate environment of practicing culture are

created which us creating a suitable space for performing.

New Initiative: For practicing the folk culture local performers have been found out and

organizing them a plan has been done that includes what cultural activities are practised in the

locality and who are performing them, what problems do they have and what actions to be

taken to solve those problem.

Visible Change: Every week with the participation of the local performers old and folk songs

are presented in the CLC compound. They meeting according to their convenient time and

practicing songs

Future Plan: Formation of an organization consisting the local performers so that they can

introduce the local culture to the entire world besides practicing the folk culture.

New Initiative: Initiative has been taken to establish a folk collection centre in every NRC.

Visual Change: More than one thousand words have been collected in very CLC. These are

being used in developing learning materials. Interest of adult people have increased to learn.

Future Plan: Web portal will be developed using the every CLC and NRC collected local

folk art and crafts. An initiative has been taken to establish a museum locally.

Question or Problem No. 58: Many historical persons, materials, institutions are

persisting in the union. What CLC or NRC can do to inform easily about these?

Background Analysis: Many old Jaminder’s/landlord’s houses, mosques, temples, big ponds

are found in rural areas. Each of these have their own historical background. These traditional

materials are wasted day by day due to negligence and carelessness. Beside this some special

personality and institution that can be imitated for many. If the basic information of these

important persons, material, institute are collected with photographs/images, future generation

will enjoy the opportunity to know these special subjects.

Understanding of the Subject: In case of exposing the speciality of the area or to attract any

tourist or some one who is new comer in this locality, these old and traditional materials can

be used. Over all, these can be used as learning materials. Therefore, beside implimenting the

non-formal education, resource centre (NRC) determined activity plan, historical places,

materials, institutes, person/individual, goods/things etc. that are going to be extinct day by

day, that is about which the new generation are lack of knowledge, taking snaps of them

including information can be preserved.

Agreed Decision: Every NRC will be converted as museum aiming to develop them as local

museum, the traditional things that are possible to collect will be kept in the NRC to

demonestrate to all. If it is not possible to collect in reality, if not possible to expose as a

model, its photo will be kept in the NRC for demonstration. Traditional games, fair, folk

songs are presented in different event so that people may know again about traditionaI things

again.

New Initiative: Traditional things have been collected, demonestrated and preserved in NRC.

CLC learners, CMC Committees, Youth Forum including people from all segments are

voluntarily working.

Visible Change: Currently the collection of 100 types of materials have been ensured in

every NRC.

Future Plan: An initiative will be taken to establish museum locally in every CLC.

Question or Problem No. 59: A ground may be fabricated to exercise folk culture with

the CLC and NRC.

In practicing the local culture CLCs are working actively. In exercising the neerly extinct

word, custom, programme etc. CLCs encourage the villagers. As part of this, every CLC has

organized the competetive exhibition of folk games and folk art and crafts. The aim of this

competition was to conserve the tradition through awaring the new generation about the

extinct and neerly extinct folk culture. On the day of competition CLC registered persons

have participated in traditional dance, songs and games. Other than this who ever was

interested got the opportunity to perform. Prize were distributed among the winners of the

competition.

Background Analysis: The rural games and fair which is the part of thousands years old rural

tradition and folk culture and are fading away with the evolution of time and disappearing into

the the awful morsel of the foreign culture. To eliminate this, CLCs and NRCs are working.

Understanding of the Subject: Folk cultures are always been practiced in rural culture, but

now even than practicing native culture it is failing to escape from the awful morsel of foreign

and western cultures. But the CLCs and NRCs are organizing the activity on folk games, fair

and culture.

Agreed Decision: To practice the folk culture CLCs and NRCs are open for local performers.

Organizing these local performers the appropriate environment of practicing culture are

created which us creating a suitable space for performing.

New Initiative: For practicing the folk culture local performers have been found out and

organizing them a plan has been done that includes what cultural activities are practised in the

locality and who are performing them, what problems do they have and what actions to be

taken to solve those problem.

Visible Change: Every week with the participation of the local performers old and folk songs

are presented in the CLC compound. They meeting according to their convenient time and

practicing songs

Future Plan: Formation of an organization consisting the local performers so that they can

introduce the local culture to the entire world besides practicing the folk culture.

Chapter -7

Field based discussion: Sustainability

Problem No. 60: Assistant Director, for the overall participation of the District Non-

Formal Education Bureau, a letter from the Non-formal Education Bureau needs.

Background Analysis: Permanent Non-Formal Education Project in Rangpur district has

been approved by the Ministry of Primary and Mass Education, with the overall assistance

from the Non-formal Education Bureau, in the District Administration, local government and

public participation. The district non-formal Education Bureau, Rangpur, is protecting all the

stakeholders. But there is no directional letter or letter from the Non-Formal Education

Bureau to meet this program or to engage with this project. So, for very pragmatic reasons,

Assistant Director, District Non-formal Education Bureau, Rangpur is hesitant and skeptical

of taking new steps. As a result of the action taken for a good purpose, the Director General of

the Non-formal Action Bureau visited the project work in June. He assured us that he will

arrange to issue a circular from the local government department so that the Union Council is

not faced with any obstacles in implementing non-formal education.

Understanding the subject: As per the decision of the District Non-Formal Teachers

Resource Team, Assistant Directors of the District Non-Formal Teachers Bureau are fully

supported in the sustainable non-formal education scheme. But if there was any direction

from his Ministry, he could have worked more fluently and could have given directions and

advice. He needs an instructional letter from the non-formal education bureau.

Related Teams Problem or per recovery (Questions)

Team-2, 3, 4, 6, 9

60) Need a letter from the Non-formal Education Bureau for the overall

participation of the Assistant Director, District Non-Formal Education Bureau.

61) The Ministry of Local Government and the Ministry of Primary and Mass

Education have to compromise on how different allocation of Union Parishad can

be used in the informal education sector. Union Parishad cannot allocate money

to non-formal education even if it is not interested in the circular.

62) It is necessary to take precautions in the participation of political persons on

the basis of CLC and NRC work;

63) Begum Rokeya University: There is an administrative record of the informal

education, research and extension cell of the school. It is also important to have

participants involved in sustainable non-formal education programs in that cell.

64) CLC needs to have its own land;

65) The benefits of CLC are mainly the poor people. And land is rich people.

Will rich people give land for the poor?

66) If the land is donated or not. But many of the cost to register the land.

67) CLC is permanent because of the land itself. But how will they work in the

center if the helpers are not paid? How will their family run?

Agreed decisions: From the non-formal nature resource team of the district, inspection has

been requested by the Non-formal Education Bureau. In addition to the inspection of the non-

formal education project in Rangpur, the director general of the NFE, has requested to send a

letter directing to the Assistant Director.

New initiative: 'Non-formal Education, Research and Expansion Cell' has been formed at

Begum Rokeya University Rangpur in the continuous efforts of sustainable Non-formal

education project. This cell is accompanied by a local non-formal education in order to work

with the project; instructions have been given to provide the overall support to the District

Non-formal Education Bureau, Rangpur.

Visible Changes: Assistant director of the District Bureau of Non-Formal Education was kept

up to date about the overall situation of the Rangpur project and provided advice and time and

is currently giving similar support.

Future plan: The overall work of the sustainable non-formal training program under the

leadership of the District Non-Formal Teachers Bureau will be ongoing and new ideas and

work will be added.

Problem No. -61: There should be a compromise between the Ministry of Local Government and the Ministry

of Primary and Mass Education on how different allotment of the Union Parishad can be used

in the informal education sector. Union Parishad cannot allocate funds to non-formal

education even if they are interested without having a circular.

Background Analysis: Intensive communication with the Union Parishad (local council) and

the local government is very important for the sustainable Non-Formal Action Project. As the

population of the village is very strong and since the projects under the leadership of the

Union Parishad are being managed, they are helping CLC and NRC in many ways. For the

NRC, the Union Council is supporting the KCL with a total allocation in the building.

Understanding the subject: In the CLC and NRC, various components of the Union

Parishad have various material support. But the money allocated for the non-formal education

cannot help financial assistance or cash assistance for special needs without material

assistance.

Agreed decisions: If there was a compromise between the Bureau of Non-Formal Education

and the local government ministry, many problems could be solved at the local level and the

Union Council could have allocated financially for non-formal education. So the NFE and the

local government ministry will be requested to sign a Memorandum of Understanding (MoU).

New initiative: During the inspection of the Non-Formal Resource Team and Director

General of Non-Formal Cerebral Disease, during the inspection of the non-formal education

project in Rangpur, he was requested to have a Memorandum of Understanding(MoU)

between his ministry and the local government ministry.

Visible Changes: The Director General of the National Education Bureau Rangpur assures

that he will raise and discuss the matter in Dhaka and work hard on this matter.

Future plan: All the people associated with the Non-formal Education Bureau will be

working for a non-formal education program.

Question or Problem No. 62: Attention should be given during managing the

participation of political leaders in activities of CLC and NRC;

Background Analysis: An unexpected situation was created during the construction of the

Mohespur CLC Annual Action Plan of Mominpur Union of Rangpur Sadar Upazila. Vice

Chairman of Upazila Parishad Mohammad Shahinur Islam Shawon was present as the guest

of the meeting while preparing the CLC Action Plan. The chairman of the Upazila Parishad

was going to the car next to that CLC. At the time, the Chairman of the Upazila council went

to the CLS to see the public meeting. As he dropped down, he became furious at the Vice

Chairman on stage. He wanted to know why he was not invited. The CLC Management

Committee said that they did not feel it was logical to invite such people of high-power to

such a general ceremony. He then became furious and called up the police station saying that

the Vice Chairman of the Upazila Council made a public rally against the opposition.

Immediately police went to CLS and seized the sound system of the program and brought it to

the police station. As a result people in the CLC area were scared. For about 10 days, no

beneficiaries were available at CLC. At one stage, CLC assistants stopped going to CLS.

Later, the CLC Management Committee went to the Upazila Parishad Chairman with local

people and explained the details of the activities of CLC. Upazila Chairman informed the

police station and after 12 days the sound system was recovered. Since then, the CLC work

has been restarted.

Understanding the subject: Community Learning Center and NRC are not a political

institution. These are just for the people of different classes and people who are managed for

the welfare of everyone. Therefore, it is important to not give special importance to a person

who is specially known in the political arena.

Agreed decision: From now on, the political person will not be invited to CLC and NRC

events.

New initiatives: In the CLCs and NRCs, no political activities are directed, and the CMC

members have been asked to stay alert. In addition, if the CMC members follow any political

ideology, they are requested not to practice in the field of non-formal education.

Visible Changes: Since this incident, such unexpected events have not been repeated.

Future plan: From now on, the political person will not be invited to CLC and NRC events.

Problem No.- 63:

Begum Rokeya University: There is an administrative record of the non-formal education,

research and extension cell of the school. It is also important to have participants involved in

sustainable non-formal education programs in that cell.

Background Analysis: Begum Rokeya with a strenuous non-formal education program, a group of school teachers

have been working since the beginning of 2014. Begum Rokeya University has organized a

workshop in 2014 to achieve experience in what is the role of school in the non-formal

education system. On August 30, the Head of 'Adult Education and Extension Division' 2014,

Kalyani University, Prof. Dr. Dr. Niladri and former Professor of the Department, Ratnesh

Bhattacharya attended the event. At that workshop, Prof. Dr. AKM Nurun Nab, Vice-

Chancellor of Begum Rokeya University was the Chief Guest. In this workshop, a discussion

was held on the importance of using the research and knowledge of higher educational

institutions in the country's human resources and the socio-economic development of non-

formal education. At the end of the discussion, a one-year program was prepared in light of

the opinion of the participants, which was set up to implement 'Non-formal Education

Research and Extension Cell' at Begum Rokeya University, Rangpur. This issue was

discussed in the meeting of the District Non-Formal Education Resource Team, due to lack of

school administration activities for some days.

Understanding the subject: It is difficult for the teachers and students of the university to

take part in the sustainable non-formal education program. For working with non-formal

education, there is also a need for university-based administrative activities. If the cell is

formed then the ongoing non-formal education will play an effective role in achieving a more

dynamic and sustainable form.

Agreed decisions: Honorable Vice-Chancellor Begum Rokeya will be directly discussing

about the formation of a cell with the University, Rangpur, Assistant Director, District Non-

formal Education Bureau, Rangpur and Project Coordinator.

New initiative: A policy has been finalized for conducting 'Non-formal Education, Research

and Extension' cell with Direct Dialogue with Honorable Vice Chancellor Begum Rokeya

University, University of Rangpur. Accounts were introduced in Janata Bank, Lalbagh branch

in the name of 'Non-formal Education, Research and Extension' cell. A five-member

Management Committee has been formed for cell management. In that committee, Begum

Rokeya has been included as non-voting member of the Additional District Commissioner

(Education and ICT), Assistant Director, Jaileshubu, Rangpur and Project coordinator

(Stability Provincial Education Project), in addition to five teachers of the school.

Visible Changes: Begum Rokeya University of West Bengal formally forms a 'Non-formal

Education, Research and Development Cell' on November 3, 2015. On December 26, 2015,

the cell was approved at the 47th meeting of the University of Bidya Syndicate. On April 23,

2017, this cell was institutionalized by issuing an office order.

Rokeya University. The Honorable Teachers' Council is working at the field level,

participating in the meeting and keeping the interest in running the ongoing work quality in

the field of continuous non-formal education program. Every year, students of different

departments are also giving basic literacy to the adult in the hands of CLS through internship.

The CLC and the NRC are directly involved in the implementation of various activities.

Future plan: To initiate higher courses in education science, to set up community radio for

continuous education and to become an institute for creating lifelong education infrastructure.

Question or Problem No. 63: An administrative recognition is required for the Non-

Formal Education, Research and Extension cell of Begum Rokeya University. The

involvement of the Sustainable Non-Formal Education Project affiliats with this cell, is

also important.

Background Analysis: In collaboration with the Sustainable Non-Formal Education

Programme, a group of teachers of the Begum Rokeya University have been working since

2014. The university organized an workshop in 2014 to gather experiences on what is the role

of the university in non-formal education. In September 30, 2014 Professor Niladri Bishwas

and Ex-Professor of the same university Dr. Ratanesswar Bhattacharya of ‘the Adult

Education and Extension Department’, the Kallyania University, India participated in the

workshop. Professor Dr. AKM Nurun Nabi, the Vice Chancellor, Begum Rokeya University

ornamented the position of the Chief Guest of the said workshop. A detail discussion was

held in this workshop on the importance of using the research and its knowledge conducted

by higher educational institution can be used to give a permanent shape to non-formal

education and to develop human resource and socio-economic condition of the country. At

the end of the discussion in light of the opinion of the participants a-year-long action plan was

done, through the implimentation of which the objective of the ‘Non-Formal Education

Research and Extension Cell’ was determined.

Understanding the Subject: It is difficult to help the non-formal education programme

reaching to a determined destination only through the participation of the university teachers

and students alone. Besides teaching on non-formal education university based administrative

initiative is also required to work. If the cell is formed, it will effectively contribute to the

continued non-formal education for making it more dynamic and giving a permanent shape.

Agreed Decision:To establish an administrative cell, the Assistant Director, District Non-

Formal Education Bureau, Rangpur and the Project Coordinator will discuss face to face with

the honourable Vice Chancellor, Begum Rokeya University.

New Initiative: An implimentation policy for directing the ‘Non-Formal Education, Research

and Extension’ has been finalized prior discussing with the honourable Vice Chancellor,

Begum Rokeya University. In favour of ‘Non-Formal Education, Research and Extension

Cell’ bank account has been opend in the Lalbag branch of Janata Bank. To direct the cell an

implimentation committee has been formed consisting 5/five members. In the mentioned

committee Additional District Circle Officer (Education and ICT), Assistant Director, District

Non-Formal Education Bureau (DNFEB), Rangpur, Project Coordinator, Sustainable Non-

Formal Education Bureau have been included as non-voting member other than the 5/five

teachers.

Visible Change: Begum Rokeya University established the ‘Non-Formal Education,

Research and Extension Cell’ formally on November 3, 2015. In December 26, 2015 the cell

was approved in the 47th Meeting of the University Syndicate. On April 23, 2017 it got the

institutional shape through and office order.

Respectable teachers have kept their contious contribution in improving the quality of the on

going project interventions through visiting the continued field level project activities and

participating in views sharing meeting for several times. Every year students from different

departments are also particpating to teach the basic literacy of non-formal education to adult

learners practically for their internship. They are directly participating in CLC and NRC

activities implimentation.

Future Plan: To establish an institution for commencing/launching higher education on

learning science, commence comminuty radio for Continuing Education/Learning and build

the sub-structure for lifelong learning

Question or Problem No. 64: CLC should have own land;

Question or Problem No. 65: Poor people mainly get services/benefits of CLC. But land

is owned rich. Will the rich donate land for poor?

Question or Problem No. 66: Land may be donated. But the land registration cost is

high.

Question or Problem No. 67: CLC is now sustainable owning a land. But without salary

for the Assistant how will they work for the centre?

Background Analysis: Since the inception of the Sustainable Non-Formal Education Project

i.e. from 2013 land issue for CLC received a special attention (selected problems 37, 38 and

39 of the previous action research were about land for CLC). Analyzing the problems that

emerged earlier, local people realized that CLC should have their own land. Above questions

were emerged freshly again in the mind of the community people centreing the questions on

how CLC will own the land, subsequently how CLC will be directed after owning the land

without donor support.

Understanding of the Subject: CLC is a service oriented organization. CLCs are providing

tremendous support on agriculture, health, skill training, increase of rights awareness

etc.other than the creation of the environment for lifelong diversified learning. But due to the

absence of land CLC has to be shifted from one place to another in different times. As a

result, in one hand the expenditure is being increasing and on the other hand, the fearness of

shifting is remaining always.

Agreed Decision: (1) Discussion on land issue will be held with locally reputed rich and

charitible persons; (2) To meet the registration of land CLC will create a fund; (3) After

having a land for CLC a fund will be created for the honorarium of CLC Assistants.

New Initiative: To organize the discussion on land issue with locally reputed rich and

charitible persons, their participation in the CLC monthly and annual meeting have been

ensured. CLCs have created fund to bear/meet the land registration cost. To establish a

permanent salary provision for CLC Assistants the support of local government,

administration and local people are trying to be ensured and trying to meet the expences of

CLCs and NRCs from the ADP Fund.

Visible Change: (1) Local people have donated land for 20 CLCs through a written

document addressing the Non-Formal Education Bureau. (2) As an initiative to bear the

expences of CLC and NRC a persuation letter has been sumitted to the Ministry of Local

Government through Upazila Nirbahi Officer, Deputy Director, Local Government and

Divisional Commissioner.

Future Plan:The permanent infrastructure will be established on the CLC owned lands. If

UNESCO stop the fund the the CLC and NRC activities will be continued even in small

scale.

Chapter-8

Research results and overall analysis

In the 'Summary' discussion at the beginning of the report, significant findings of the method

of investigation, research team, research findings are included. Apart from this, detailed

discussion of the 'unexplained pedagogy or problems and issues pertaining to the research and

analysis of problems and information-data analysis' is discussed in the chapter'. Background

review, causation analysis, understanding of the subject, decisions taken, visible changes and

future plans have also been discussed. In this chapter, the focus of the research-work at a

glance, the decisions taken in decisions taken in those areas and the implementation of the

decisions were made, which would be able to give a simple and open idea about the overall

outcome of the study.

Total

support to

run CLC

Skill

developme

nt training

Sustainable Non-Formal E

ducation

K

g©m~wP

Cultural practice

Agriculture

education

Networking

Priority of CLC

issues in UDCC

Zila & Upzila Administration

Zila NFE Resource

Team

BNFE

Running E-

library

Skill Development

Training

Health

education

Basic Literacy

for Adult

CE for Neo-

literate

Flexible

Schooling

CLC

Conducting

Complimentary

activities (Sports,

Debate, etc.)

Coordination

between Govt.

Office & CLC at

local level

Good

governance

in local govt.

Leadership

development

of Youth

Budget allocation

for NFE

Union

NFE

Resource

Centre

Local education & other

organization

Govt. Offices

Union Parishd

NFE, Research & Extension Cell, BRU

Active CMC

People’s Organisation

CLC Land

Youth

Forum

Langu

age

Folk game

Folkart

Historical place, event & person

Local Museum

Local people

It has been mentioned earlier that, based on the results of previous action-related research on

'Sustainable Non-formal Education Projects' (paragraph 1), in order to easily understand the

previous activities in the context, the work-study that was presented in the form of the

flowering tree waiting for the fruit, the results of the current experiments were added to that

form.

As a result, the tree represented in the name of 'Stable Non-Formal Education Program' stands

on 7 strong roots. These roots were the main field of study. In other words, these seven fields

have emerged from various fields, and many steps have been taken to solve it. And the result

of those steps has led to the progress of the non-formal education program. These are better

organized and stronger than before, because their names have changed. Changes in the

following table are shown:

No. Name used in

previous study

Changed Name Reason for change

1 CLC’s

reconstruction

Permanent CLC There is 18 CLC’s who own land. They have

arranged the house itself. The name of the village

was named CLC.

2 The role of mass

organization

Mass

organization

Continued support for CLC and NRC in various

activities of mass organizations. Public organization

representative is included in the CLC management

committee.

3 Participation of

people of

different classes

of society

Community People of special category workers participated in

'sustainable non-formal education programs'. All

the people of the community have been involved in

some form of 'non-formal education programs'.

4 Union Parishad's

involvement

Union Parishad The Union Parishad used to help in different ways.

UP budget included non-formal education

5 Connection to the

local group

Local shops and

other

development

programs

Formerly NGOs, CLC and NRC relations have

been established with local schools as well as

primary schools.

6 Management of

Non-formal

Education

Resource Center

Department of

Public Sector

Office

Earlier, the work of CLC was done in conjunction

with the Department of State Differential Office

through the Regional Education Resource Center.

Now the various government departments are

working directly with CLC.

7 School affiliation NFE, Research

and

Development

Cell,

Begum Rokeya was educated by the teachers and

students of the University of West Bengal and was

playing the role of the Chancellor for the non-

formal education. During this work Begum Rokeya

'School of Non-formal Education, Research and

Extension Cell has been formed' in the university.

The Non-Formal Education Bureau, Administration, local government, public organization

and local public are playing this role to save the tree called 'Sustainable Non-formal

Education Program', keeping the trees alive by planting resources such as carbon-dioxide and

indigenous organisms are the Education Resource Team and Youth Forum. In the previous

year, two new pages were added in the name of the district non-formal education resource

team and Youth Forum. It has been possible to take effective steps to implement problem

solving and curriculum solutions due to their participation and necessary support for this year.

In the previous research, the CLC and NFE Education Resource Centers (NRCs) were found

in the picture moving towards the fruit grown from the flourished flower. A new bud in the

field of study this time can be seen in bloom. 5 types of content in the bloomed new local

museum are noticeable. These are languages, folk arts, people's history, historical issues and

historical objects, events and people. NRCs preserve, collect, document, photograph, sample

and collect information of the union. These are used in learning, as well as learning about

history, heritage. Apart from the previous activities, [CLC: Neo-classics Continuing

education, fundamental education of illiterate adults, independent schooling, skill

development training, health education, agricultural education, culture practices and e-library

management. NFERC: Budget allocation for non-formal education, at the local level, with the

Government Department, the government's good governance, the local government's good

governance, the priority of the CLC issue in the UCDC, the support of educational support

activities (udder, debate), the leadership of youth society, skill development training, overall

support for the operation of CLC ] Etc. The workmanship has increased in quality.

Networking continues to be prevalent with different organizations for the purpose of

stabilizing non-formal education. It is at a molecular level. Now let us see whether the

decision was taken in the light of the main areas, or whether it was progressed, and what was

their progress?

8.1: Education

4 fields in CLC's education work are particularly notable. These are: (A) Basic education; (B)

Equivalent Education; (C) Pre-primary education; (D) Life-long learning. In these four areas

of education, a total of 27 students were summarized. Equally divided was the division -

SL No. Field

1 Basic education 07

2 Equal learning 09

3 Pre-primary education 05

4 Lifelong learning 06

Total Questions 27

A total of 11 decisions were taken in response to various issues related to CLC

reconstruction. 5 decisions have been implemented in a fair and complete manner. Six

decisions are in the implementation phase, most of which are ongoing projections. Below is

the table below of the CLC reconstruction decision

Figure 1: Basic Literac

y

Figure 2: Equivalent Education

01. What would be the

benefit of education at

this age? Should there

be job?

02. We are working

people, there is loss if we are here to study. How this loss

will be compensated?

03. There are more illiterate people in this area, can you

ensure education for

all of us?

04. Reading book everyday

is not a joy. How to learn

other than by a book?

05. Do we need an exam? What would people say if we fail?

06. Once we finish the basic literacy course,

what is the option to continue?

07. Husband gets angry if I

come for study at CLC.

The consequences of questions or problems arising from Adult Basic Literacy

Fully Solved

Partially Solved

Not Solved

08. Doing work all day, when is the

time to study?

09. We work for other, how come they would allow us to

come to school? – it is

loss for them.

10.Do not enjoy study, so will not go

to school

11.Teachers hurt – if you

can’t say your study. That's why I

enjoy roaming

around, do not like to go

to school.

12. Can’t do class during

the day.

13. If money is given in

exchange of study, then, will consider about going

to CLC.

14. Should we get any

benefit from CLC for

studying?

15. Who would work in the field if all going for studying?

16. Should CLC manage

Job if one studied

here? Should CLC give credit to

start business

after training?

The consequences of questions or problems arising from equivalent education

Fully Solved

Partially Solved

Not Solved

Figure -3: Pre-primary education

Figure 4: Life-long Education

17.Children will study, but can’t give donation

18. Parents go out to work early in the

morning. Children do not understand timing of the school. So most of the days facilitator to collect kids from

heir houses

19. Expect notebook, pencil, toys, bag, dress

free of charge.

20.Can’t you arrange multimedia? – it easier

to teach kids.

21. Other school running classes

without donation, why should we do so?

22.Number of learners are more than the space in the room.

The consequences of questions or problems arising from Pre-Primary Education

Fully Solved Partially Solved Not Solved

0 20 40 60 80

100 120

23. Doctor from Community Clinic should be coming here. But why

they are not here till now?

24. Our CLC supposed to get registration from

Women Directorate; But it has not happened yet.

25. We should be getting credit from cooperative, but nothing happened

till now.

26. Teachers from Rokeya university once

offered for Disaster Preparedness training ;

why that has not happened yet?

27. To stop early marriage , a hotline number was given ( 10921). We called it

many time but no help came through.

The consequences of questions or problems arising from Life Long Education


8.2: Technical and vocational training

The number of technical courses in technical and vocational training is the number 5. The

results of these five examinations are shown below.

8.4: Capacity building

With the help of CLC and NRC, the community will be able to develop the capacity of the

community. The picture of the decisions and progress of the decisions taken on the subject is

very rare.

Agreed Decisions Totally

Solved

Partially

Solved

Not

Solved

33. Centre does not have any land, any space. If the club or

samity does not allow CLC to run the programme, where

would we go?

34. Local people are poor. They have to donate for different


35. Most of the resolutions are similar. Specific responsibility

and follow-up process are not very clear in the resolutions.

36. Who will develop the learners’ evaluation questionnaire?

37. Adult learners are irregular. Progress of their learning is not

same. How would they be evaluated in the same

questionnaire?

38. Learners of equivalent education session are from different


39. Learnt cash book entry but voucher collection and


40. What would I get being a member of Youth Forum? Why


41. Why does the Facilitator of the Centre work for Youth

Forum? When?

42. Why the savings by Youth Forum will be kept in CLC

account?

43. Is there any training programme for YF?

44. Some members fail to attend the meeting during the

examination.

8.5: Networking

The main strength of the overall achievement of sustainable non-formal education program is

networking. Due to networking with different people and organizations, today's structure has

been created. During the search, 12 problems or problems were created. The progress of

solving these problems is very basic:

Agreed Decisions Totally

Solved

Partially

Solved

Not

Solved

45) Solar has been established only in 5 CLC. How other CLCs will

receive solar?

46) Insufficient communication of CLC with the enterpranures of

Union Digital Centre (UDCs);

47) Responsible enterprenures of the Digital Centres in NRC

remain busy in most of the time. They are hardly available during

different exigency of CLCs.

48) The single-handed CLC Assistant is failing to communicate all

in right/proper time.

49) Though CMCs or the local people do not listen words, the CLC

Assitants are blamed. How much is possible to do for a single-

handed CLC Assistant?

50) Adjuscent primary school head masters consider us as their

competetor. Complaint against CLC for several times in upazila;

51) Sub-Assistant Agriculture Officers utter delightful remarks

while take our classes. But why does not grant quota or special

privillage to the CLC members during selecting beneficiary for

different programmes?

52) Different NGOs conduct action oriented training. How CLCs

can comunicate with these NGOs?

53) Youth Forums are consisted with male and female members.

Guardians do not accept warmly if boys and girls work together;

54) Will the Youth Forum be registered?

55) Shall we receive any training from the Department of Youth

Development?

56) Department of Youth Development is conducting residential

training for us. Rotational training should be arrange

8.6: Linkage to Non-Formal Education with Folk Culture

How, in some cases, the fusion of folk culture with non-formal education has been

highlighted in this activity, which has emerged during a subject-based discussion. The result

of various problems arising in this regard is the consequence of the 4th

standard.

8.7: Sustainability

One of the main aspects of this work-study was the sustainability. This form of suction was

seen in almost all cases. However, for the convenience of research, four major issues or issues

related to stability or problems related to the problem have been identified as equivalent. The

progress of the solution to the question paper has been given below:

57) Many of our traditional games, songs,

used daily materials, word are disappearing. How

these traditional resources can be collected for the

future generation?

58) Many historical persons, materials,

institutions are persisting in the union. What CLC or

NRC can do to inform easily about these?

59) A ground may be fabricated to exercise folk culture with the CLC and

NRC

Linking Folk Culture with Non-Formal Education


8.8: Overall implementation progress

Finally, we can see the overall progress of solving problems or problems in this program.

The series of projections that have been implemented and the continuation of all those that

have continued has been shown. However, the time needed to solve those that could not be

solved is necessary. Below are the unsettled problems that are rewritten:

There are more illiterate people in our area. How can education be arranged for

everyone?

Community clinic doctor's visit to the CLCs, but no one was present that day?

Our loan from cooperative societies, no loan arrangements have so far been done;

A hotline number was given to us to stop child marriage (10921). We've called many

times but no help was found from that number.

Only 5 CLCs have been installed in Solar. How to find solar in other CLCs?

Assistant Director of Non-formal Education Bureau requires a letter from the Non-

formal Education Bureau.

The Ministry of Local Government and the Ministry of Primary and Mass Education

has to compromise on how different allocation of Union Parishad can be used in the

non-formal education sector. Union Parishad cannot allocate funds to non-formal

education even if interested without having a circular.

In order to solve all problems in a comprehensive way, it is necessary to continuously provide

technical assistance after complete technical support and implementation are completed until

the implementation of each decision to stabilize the non-formal education.

Not Solved

Partially solved

Totally Solved

13%

38%

49%

15: Recommendations

The local public faced difficulties or problems while implementing various activities of this

program. In solving these problems, new problems that were created for the researcher or the

concerned people have also been resolved by the collective decision. The lessons learned

through this are discussed at the Upazila level, District level in the Union level.

Participants have taken the following decisions in all stages of discussions to make the non-

formal education sustainable with local support.

The use of ICT should be ensured on the education work of CLC center;

All CLCs need to ensure electricity or alternate lighting;

Steps should be taken to run multiple sessions in order to ensure the basic literacy of

all illiterates surveyed in CLC areas;

Youth Forum needs to provide training for their ability to use more.

To promote the experience of the Union Council leaders and to enhance the

experience of the NRC and CLC management committee, there should be a wide

range of training and inspection of good examples at home and abroad;

The overall performance of the documentation should be further enhanced. It is

necessary to increase the capacity of the concerned stakeholders;

Without proper technical support, the pace of a lot of good work goes down.

Therefore, technical assistance should be continued.

16: Conclusion

There is a difference between the non-formal education and conventional education. The

main goal of the non-formal education system is literacy. Literacy is not limited to the

identity and names of characters only. Many people say, to write, read, and count, means

literacy. But in reality, literacy is not limited to these three capacities. Literacy is more broad

and broad-based. Literacy is the ability to develop usable sensibilities and adapt to changing

environments. At the same time, knowing the community properly, participating in

understanding and necessary changes is also a significant part. Properly recognized non-

formal education is an alternative education system for traditional education.

And since the target groups of non-formal education are those, who are in some way deprived

of education opportunities, so non-formal education and acceptance are both relatively

difficult than general education. It is difficult to use multi-dimensional medium for non-

formal education. In view of this, the 'Non-Formal Education Permanent Promotion Project

for Local Assistance' was different from all the previous formalities of non-formal education

in Bangladesh. The project included participation of public and private organizations,

including local public, as well as the excellent education and technical education.

There has to be many problems faced by the implementation of this new type of work. Most

of the problems have also been resolved through discussion and consultation. This project has

created a new experience. It is not possible to take permanent benefits in the behavior or

practice of human beings, if they do not practice, the experience cannot be gained. Therefore,

it is necessary to continue the activities of sustainable non-formal education projects with

local support.

Gratefulness for all who have shared some responsibilities in implementing the Stable Non-

Formal Education Program's experimental project and resolved problems through ongoing

problems and continuous efforts to fulfill those responsibilities.

17. Appendix:

(A) Action Research Framework

1. Headline: Local support for sustainable non-formal education, involvement of women and

youth, and linkages of folk culture.

2. Duration: December 2014 - November 2015

3. Research area: Tepampurpur, Balapara, Shahidbagh and Haragach union of Kaunia upazila

of Rangpur district and Haridpur, Chandanpatt, Pushpusharini and Mominpur union of

Rangpur sadar upazila;

4. Implementation: Stability Non-Formal Education Program, Rangpur;

5. Total Assistance: District Non-formal Education Bureau, Rangpur; District Administration,

Rangpur, District Non-formal Education Resource Team, Rangpur; Begum Rokeya

University, Non-formal Education and Research Cell, Rangpur; Upazila administration,

Rangpur Sadar and Kaunia, Rangpur and all the CLC and NRC Rangpur;

6. Technical Support Team: RDRS Bangladesh;

7. Bhumika: A test project called 'Stable Non-Formal Education Project with Local Support'

was implemented from Jan 2013 to November 2014, which was a joint work and research.

This work-study was conducted in systemic efforts to determine the way to implement the

non-formal education system in the participation of the local population and to develop non-

formal education methods. A project report related to the project and to the local community,

which has been investigated by the members of the scheduled community learning center

(CLC), Management Committee or the CMC, the Organizing Committee, the members of the

Standing Committee of the Union Council, has been published. According to the study report,

due to the changing environment and the conditions of the study, the social norms are being

conducted through meditation-oriented exercises, and continuous non-formal work is being

conducted.

At the end of the first activity, partners participated in the second attempt to review, practice

and preserve the traditional, extinct and extinct folk culture in the non-formal education

system. Although the plan is to reorganize the folk culture in the non-formal education

program, in December 2014, with the revised plan of women and youth issues, it is also

considered as the subject of this work-study. That means, folk culture will be involved with

non-formal education in the field of education. At the same time, on the basis of the CLC's

work, the participation of youth and women in the issue of development and rights, and the

participation of them (women and youth) in CLS will be ensured.

8. Purpose

The purpose of this action is to explain:

(1) The involvement of local people and organizations to sustain the non-formal education;

(2) Recovering, preserving and using traditional or extinct culture with non-formal education;

(3) To provide local youth with the CLC activities and to get CLC as a supportive power in

their rights and development issues;

(4) To provide women with co-operation with CLC and to provide CLC as a supportive

power in their rights and development issues; and

(5) In the future, so that anyone else can make similar efforts, to change the project or achieve

the results.

9. Applied Definition: The continuous implementation of the project's work and its effect or response will be the

heart of this action-research. For this, necessary information will be collected, analyzed, used

and reviewed.

10. Action Research Cycle:

11. Reasonably locate the problem:

Community Learning Center (CLC) has created an interest in the public towards non-formal

education, creating opportunities for equal participation of all men and women, social

development work by ensuring participation of youth society, creating good citizens for the

future, and creating a path to preserving and practicing local heritage and culture. The study

has been accepted and the problem identification, analysis, and will try to find ways to solve

it. CLC, Organizing Organizations, Union Parishads, local music and culture persons,

relevant organizations and Tarnas will play an effective role in the music.

12. Research Methodology:

Reflect on Plan in Action

Action Research

on Integrating

Gender, Youth

and

Folk culture

in NFE

Enact Action Plan

Create an Action Plan

Identify problem & why it is

Occurring

Continue Cycle with Revised

Problem

Modify Plan if Needed (Problem)

Report findings, Surprises and opinion

12.1 Rationalization of research or problem-solving: CLC to identify whether or not this

problem is in the study. Besides, CLC students, internships students of Begum Rokeya

University, local people, especially those related to industry and culture, CLC helpers or

assistants, CMC members, representatives of the mass organizations, union councils, and the

extinct culture will start collecting information and conducting the exercises. Whenever they

experience a problem, they will save it in writing and keep it going. They will discuss their

issues at the monthly meetings and plan action based on their opinions. This process will be

continued accordingly.

12.2 series actions:

12.2 (a). Knowledge about culture: The concerned people (students, CLC assistants or

helpers, CMC members, public organizing representatives, union councils) will collect

information about traditional customs, beliefs, creations, festivals, songs, folklore etc in their

respective areas and at the CLC level and realizing themselves as real users the acquired

knowledge and experience will be used;

12.2 (b). Information gathering: information gathering will be organized at the monthly

meeting of CLC and Union Non-Formal Education Resource Center;

12.2 (c). Information Compression: The contents of data will be determined by discussing

intensive participation of all members;

12.2 (d). Action Plan: All action plans will be jointly organized to solve the existing problems

of preserving the extinct culture in the CLC and the Union Non-Formal Education Resource

Center;

12.2 (e). Checklist for the Action Plan: There will be some indexes in the Action Plan, such

as the extinction of the culture name, the type, how it has been extinct, its usefulness in real

life, how to start their practice, how to practice, who will do the duties, when and how to do it

and when will it be implemented.

12.3 Implementation of the Action Plan

Databank and good data: We will collect data using different types of tools, such as

the search for Mulle interview, the Action Plan table, the Feedback checklist, etc.;

Data collection collectors: Local people, CLC students, Begum Rokeya University

students, CLC subsidiaries or helpers, CMC members, Non-formal education resource

center Management committee, Assistant or Auxiliary Council, Union Council,

Permanent committee members and Tarana Classical Music Council;

Authenticity and reliability of information: Reliability will be checked by checking

the authenticity of data and checking with members of the participating teams;

12.4: Therapeutic System (All-Inclusive)

Interview: will be accepted as per requirement;

Verification through party discussion: The existing situation and changes will be taken

by discussing and analyzing the information stored in participatory public information

format.

Documentation: Audio visual documentation will be required.

12.5: Reflection of Action

Explanation and analysis of information: Explanation and analysis of necessary

information in a scheduled or regular report will be done.

Practice: After the problem is identified, form of extinct culture will be practiced by

the local people. As a result, it will become a local public habit;

Overview: The local media, Upazila, District non-formal education committees and

District Non-Formal Resource Committee have observed the activities of the project

in view and provided necessary assistance.

Applied knowledge will be applied in real life.

12.6: Reporting information or data, significant events and opinions

Report with opinion will be published:

- August 2015

- November 2015

12.7: Revision of the plan if necessary: In the case of local situation and local public

interest, this framework can be amended, revised, or redefined in relation to local public

interest.

13. Specific areas of action:

- Strengthening Community Learning Center (CLC);

- Role of CLC in women empowerment;

- Role of youth in social development and role of CLC;

- The practice of folk culture with non-formal education.

14. Main Tools:

- Workbook framework;

- Specific Field Information Collection Table;

- The minutes of the meeting of the CLC or the NRC;

- Experience exchange tour;

- Participation Opinion

15. Conclusion:

This framework will continue to form sustainable non-formal education as well as gender

equality in society, youth participation in the development program and effective role in

preservation and practice of extinct and extinct cultures. As a technical support team, RDRS

Bangladesh is hopeful that this action research will be considered as a tool in the field of

gender, youth and folk culture in the non-formal education of any region.

(2nd Edition draft) Action Research Report 2017civicfoundationbd.org/images/download/AR_Report_eng_final_draft.pdf · Upazila Administration, Sadar & Kownia, Rangpur District Administration,

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