United Nations Trust Fund for Human SecurityCommunity Learning Centres Project (UNTFHS-CLC Project)

Community Empowerment through

Community Learning Centers in

Mid and Far Western Regions of Nepal

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United Nations

Educational, Scientific and Cultural Organization

The author is responsible for the choice and the presentation of the facts contained in this publication and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion on the part of UNESCO concerning legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Project Team: The UNESCO Office in Kathmandu – Ms Koto Kanno, Ms Aliza Shrestha Dhungana Published in 2006 by the United Nations Educational, Scientific and Cultural Organization, Kathmandu Office KAT-ED-2006/06 Front page photo © UNESCO Kathmandu/ Dhungana S. Aliza Printed by Office Support Service Center Chhapakhana P. Ltd., Teku, Kathmandu, Nepal For more information please contact: UNESCO Kathmandu Jawalakhel, Lalitpur, P.O. Box 14391 Kathmandu NEPAL E-mail:kathmandu@unesco.org Tel: +977-1-5554-396/769 Fax: +977-1-5554-450 http://www.unesco.org/kathmandu

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TABLE OF CONTENTS

Community Learning Centres (CLCs) for Mid and Far Western Regions of Nepal

Abbreviations and acronyms.....................................................................................VII Executive Summary .....................................................................................................IX

Introduction ...................................................................................................................... 1 Major Activities and Achievements ................................................................................. 2 Major Activities Undertaken ............................................................................................ 4 Central Level Activities ................................................................................................... 4 District Level Activities ................................................................................................... 8 Community Level Activities .......................................................................................... 10 Main Implementing Partners .......................................................................................... 14 Conclusion...................................................................................................................... 15

United Nations Trust Fund for Human Security Community Learning Centers Project Evaluation Report

Executive Summary ..................................................................................................... 23

Chapter 1 : Introduction……………………………………………………………. 25 1.1 Aim of the Report………………………………………………………… 25 1.2 Community Learning Centres (CLCs)……………………………………. 25 1.2.1 Definition………………………………………………….…… 25 1.2.2 The Nepal Model of CLC…………………………………….… 26 1.3 United Nations Trust Funds for Human Security.…………………….….. 27 1.4 Nepal Context………………………………………………………….…. 27 1.5 Context of 3 Districts; Doti, Dadeldura, Humla…………………….…… 28 1.6 Project Objectives……………………………………………………...…. 29

Chapter 2 : Evaluation Plan……………………...…………………………………. 33

2.1 Evaluation Objectives……………………………………………………...33 2.2 Evaluation Areas………………………………………………………….. 33 2.3 Evaluation Methodology……………………………………………..….. 34 2.4 Indicators……………………………………………………………….… 34 2.5 Evaluation Tools……………………………………………………….… 34 2.6 Data Collection…………………………………………………….….…. 35

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2.7 Data Analysis……………………………………………………….….… 35 2.8 Reporting…………………………………………………………………. 35

Chapter 3 : Evaluation Areas and Results………………………..………….....… 36

3.1 Macro Level…………………………………………………………..….. 36 3.1.1 Relation to National Policy Plans and Institutionalization…….. 36 3.1.2 National CLC Coordination and the Role of the CLC Executive Committee……………………………..………...…. 38 3.1.3 Linkages to Formal Education System………………………… 41 3.1.4 Networking and Partners……………………………………..... 42 3.1.5 Project Management…………………………………………… 43 3.1.6 External Disruptive Forces………………………………..…… 45 3.1.7 Selection of Communities…………………………………...… 46

3.2 Micro Level…………………………………………………………...…. 48 3.2.1 Needs Assessment in the Communities……………………….. 48 3.2.2 Sub-CLCs……………………………………………………… 49 3.2.3 Mobilizing, Recruiting and Training Human Resources………. 50 3.2.4 Programme Development and Activities……………………… 53 3.2.5 Information, Communication and Resource Materials…….….. 57 3.2.6 Teaching-learning Process and Learners’ Assessment………… 58 3.2.7 Community Participation and Ownership………………….….. 59 3.2.8 Impact on People’s Quality of Life, Coverage, Equity…….….. 62 3.2.9 Gender Perspective…………………………………………..… 64 3.2.10 Monitoring of CLC Activities……………………………….... 66 3.2.11 CLC Physical Infrastructure……………………………….…. 67 3.2.12 Cost Considerations and Financial Management…………..… 68

Chapter 4 : Summary, Analysis and Recommendations……………….………… 71

4.1 Major Achievements of the Project…………………………………...…. 71 4.2 National Context……………………………………………………....…. 71 4.3 Coverage and Equality…………………………………….………....….. 72 4.4 Human Resources and Capacity Building………………….………...….. 76 4.5 CLC Programme Areas, Training and Activities…………..……...…..… 77 4.5.1 Education………………………………………………...…..… 78 4.5.2 Other Programme Areas………………………….……...…..… 80

4.6 Project Management and Coordination …………………………....…..… 81 4.6.1 Coordination and Networking…………………………...….…. 81 4.6.2 Monitoring………………………………………..……...…..… 82 4.6.3 Financial Considerations………………………………...…..… 82

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4.7 Continuation and Sustainability……………………………………...….. 83 4.7.1 Stakeholders’ Participation and Ownership..…….…….…...….. 83 4.7.2 Sustainability………………………………………...…...…..… 85 4.7.3 Comparison Between the Three Districts………………...…..… 86

4.8 Conclusion……………………………………………………..…...…..... 86

References……………………………………………………………………...….… 88

Appendix I: Major Trainings and Workshops………………………….………….…. 89 Appendix II: Coordination Structure at District Level……………………………..… 92 Appendix III: Management Structure of Community Learning Centres……….….…. 93 Appendix IV: Evaluation Team……………………………......................................... 94

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ABBREVIATIONS AND ACRONYMS APPEAL Asia Pacific Program of Education for All

CLC Community Learning Centre

DAO District Agricultural Office

DDC District Development Committee

DOE District Education Office

ECD Early Childhood Development

EFA Education for All

GO Government Organization

HMG His Majesty's Government

INGO International Non Government Organization

MOES Ministry of Education and Sports

NFE Non Formal Education

NFEC Non Formal Education Centre

NFUAJ National Federation of UNESCO Associations in Japan

NGO Non Government Organization

NRC-NFE National Resource Centre for Non Formal Education

PFO Project Field Officer

RUWDUC Rural Women’s Development and Unity Centre

SLC School Leaving Certificate

THIS The Himalayan Innovative Society

UNESCO United Nations Education Science and Culture Organisation

UNTFHS United Nations Trust Fund for Human Security

VDC Village Development Committee

WDO Women’s Development Office

WFP World Food Program

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EXECUTIVE SUMMARY UNESCO has been supporting Nepalese government’s attempts to consolidate and adopt the Community Learning Center (CLC) platform into national educational policy and future strategy. In 1998 the CLC pilot project was launched in Sreekote, Baitadi in collaboration with the Government of Nepal. Conceptual clarity brought-up for further expansion of CLCs by different organizations. However, overall objectives of such centers seem same. Education for All National Plan of Action has also defined and has reflected the CLC movement as one of the major strategy for the holistic development of the country. After the successful experiences of promoting 13 CLCs in different parts of the country, UNESCO further initiated to promote CLCs in mid and far western regions, which are regarded as socially, economically and culturally most deprived areas. In order to help community people, especially women and other disadvantaged groups, to regain human security/dignity and to enhance their capacity for personal and social development, the United Nations Trust Fund for Human Security-Community Learning Centre Project (UNTFHS-CLC Project) was launched in February 2003. The main objective of the project was to achieve integrated development of grass-roots communities, especially women and other disadvantaged groups, by developing personal and social capacity through Community Learning Centers. The ultimate goal throughout the project was Lifelong Education for All for collective and personal development to empower women and disadvantaged groups. The project was implemented in ten Village Development Committees (VDCs) and two Municipalities Dadeldhura, Doti and Humla districts establishing 12 CLCs and 45 sub-CLCs. The project adopted an integrated non-formal education approach for the wellbeing of the community by developing social and intellectual capital in the community through Community Learning Centres. Special attention was given to girls, women, ethnic minorities, lower castes, and other disadvantaged groups, since they were most deprived of their right to education, and their basic learning needs should be met in order to fulfill the EFA objectives. Within the period of February 2003 to December 2005, more than 18,000 community people were directly benefited from CLC activities at community level through four major sub-sectors, i.e. Education and Communication, Women Empowerment, Skills and Vocational Training, and Income Generating Activities. More than half of them were females. Various activities carried out by CLCs and Sub-CLCs have empowered the people, especially girls and women in decision-making, planning for their family and children’s education and improving their quality of life. Community contributions, as well as participation in the CLCs activities, were very encouraging. Furthermore, different programs

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for technical and human resource development, capacity building training, preparation of policy guidelines, material development, and overall programme coordination also have been carried out both at central and district levels. CLCs have made positive impacts in the empowerment of the women and disadvantaged groups, through a process that might be termed as inclusion of the excluded. CLC has helped to increase the access of these groups to skilled careers. Though the direct beneficiaries were girls, women and other disadvantaged groups, the entire communities benefit from the project activities. The workshop on the evaluation of UNESCO CLCs organized in January 2004 was considered as one of the important mile stone for our CLC programme. On the basis of the evaluation of the first 3 CLCs, and taking into account various lessons learnt, and also views and opinions gathered from the concerned stakeholders and experts, useful recommendations came out of the workshop which shaped and guided the subsequent activities of our UN Human security trust fund project on CLCs. Since the beginning of this project and particularly after the CLC evaluation workshop, NFEC and UNESCO together with NRC-NFE have been working very closely to implement various activities under this project and other CLC related programs. NFEC have been involved in policy level activities and NRC-NFE in training components in order to ensure effective operation of the CLCs that UNESCO project team has been engaged in for the last three years. The Policy workshops organized in September and December 2005 pointed out many important policy level recommendations: the workshop recommended the establishment of National level CLC coordination committee under the NFE Council; need of efforts for developing network at the various levels so as to demonstrate the potential of CLCs as community development platform under the overall EFA plans and social development strategies. As a follow up of the recommendations, National level CLC Coordination Committee has been established recently. We can see that there have been a number of significant and concrete results from this CLC project implementation. CLC Coordination Networks formed in central, district and community levels have enhanced the understanding of the importance and effectiveness of Community Learning Centres and knowledge of how to support CLCs among government officials, line agencies and local NGOs in central, district and community levels. A document setting minimum standards for uniformity in the operation of CLCs have been developed together with NFEC and the efforts being made for the amendment of the Education Act to provide a legal status to CLCs. Model CLCs established under the project have been adopted by the district education offices.

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Final evaluation of the project was conducted by an external evaluator, to review the overall execution and implementation of the Community Learning Centres project supported by the United Nations Trust Fund for Human Security (UNTFHS), and to evaluate the performance of various actors involved in the project (Evaluation Report is attached in the Annex). Within the period of February 2003 to December 2005, more than 18,000 community people were directly benefited from CLC activities through various program areas at different levels. Despite the deteriorating security situation in the project areas, the project even in the midst of difficulties has attained most of the objectives as described in the project document. All the Immediate objectives have been more or less fully attained. CLCs have proved to be an efficient as well as effective non-formal education delivery mechanism to improve people’s quality of life. Its participatory and transparent approach has been widely acknowledged. But the task of sustaining CLC activities and providing education to the girls and women as well as ethnic minority groups is not free of challenges at all. There are still a very huge number of girls, women and disadvantaged groups who need CLC programs. Though the CLCs have shown signs of sustainability, they still need some more support in order to be fully sustainable. It will help the CLCs to become autonomous and sustainable by developing its technical resources and linking its programs with those of government.

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Introduction The Far and Mid Western Region are not only the least developed areas, but also the most neglected areas in the country’s development efforts. Hundreds of people have been starving to death every year particularly in hill and mountain areas of the region. Even the recent years have witnessed such phenomena. While the average life expectancy within and near the capital is about 70 years and the national average is around 60 years, people in these areas live less than 40 years on average. These areas are socially and culturally characterized by severe gender and other socio-cultural disparities. Women’s literacy rate (over 15 years old) remains a mere 12% or so in the areas. The adult literacy rate within and near the capital is estimated to be 70-80%, whereas the national average is 53.7%. These figures indicate the magnitude of the issue of education for girls and women. Contextually, absence of an institutional organization at the community level for management delivery and monitoring of non-formal education/literacy is the major problem in Nepal. Despite the five-decade effort put in non-formal education system, Nepal still lacks institutionalization capacity. It has been realized that there is a serious lack of a forum at the community level, a need of a local institution or organization which could really design and work out literacy and non-formal education plans based on the actual needs of the community. In this regard, the CLC has proved to be an effective mechanism to implement need-based non-formal education programs incorporating life skills. After the successful experiences of promoting 13 CLCs in different parts of the country, UNESCO further initiated to promote CLCs in mid-and far-western regions, which are regarded as socially, economically and culturally most deprived areas. Under the United Nations Trust Funds for Human Security– Community Learning Centre Project (UNTFHS-CLC Project) and agreed terms and condition with the Government of Nepal, the Project was launched in February 2003 to help the grass-roots people, especially women and other disadvantaged groups to regain human security and dignity and to enhance their capacity for personal and social development. The ultimate goal throughout the project was Lifelong Education for All for collective and personal development to empower women and disadvantaged groups. The project was implemented in ten Village Development Committees (VDCs) and two Municipalities Dadeldhura, Doti and Humla districts. establishing 12 CLCs and 45 sub-CLCs. The project adopted an integrated non-formal education approach to deliver programmes for the realization of “Life-long Education for All”; the collective and personal development of people at grassroots level. Integrating a life skills approach within non-formal education and literacy programs refers to a process, not only transmitting knowledge but also attitudinal

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and behavioral changes that enhance confidence to use the skills. To achieve the general objective, the project gave its highest priority on raising girls, women, ethnic minorities, lower castes, and other disadvantaged peoples’ position in society through education. Various activities were carried out at community level through four major sub-sectors, i.e. Education and Communication, Women Empowerment, Skills and Vocational Training, and Income Generating Activities. The educational programs together with other skills and vocational and development activities have remained instrumental in reducing gender discrimination and caste-based social discrepancies against girls, women and other disadvantaged groups. Community contributions, as well as participation in the CLCs activities were very encouraging. Final evaluation of the project was conducted by an external evaluator, to review the overall execution and implementation of the Community Learning Centres project supported by the United Nations Trust Fund for Human Security (UNTFHS), and to evaluate the performance of various actors involved in the project. This report seeks to highlight the major activities undertaken during the project period, major achievement, recommendations and Project Evaluation Report. Major Activities and Achievements Despite the deteriorating security situation in the project areas with blockades, bandhs and restrictions on people’s movements, the project even in the midst of difficulties has attained most of the objectives as described in the project document. All the Immediate objectives have been more or less fully attained. CLCs have proved to be an efficient as well as effective non-formal education delivery mechanism to improve people’s quality of life. Transparency, accountability and active community participation are keys to successful CLC operation. Literacy, increase in social and community awareness, active participation of women members in CLC steering committees, meetings have contributed to the enhancement of the status of women in their family and society. Women members feel their status in the family and society has been raised after their involvement in CLC. This institution, in community, is generally recognized as a useful gathering place for community people where they can read newspapers, use library, discuss on social problems,

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develop their awareness about human rights, healthcare, environment, get some training & support on skills required for income generating activities. Formation of central, district and community levels CLC Coordination Networks have enhanced the understanding of the importance and effectiveness of Community Learning Centres and knowledge of how to support CLCs among government officials, line agencies and local NGOs in central, district and community levels. A document setting minimum standards for uniformity in the operation of CLCs have been developed by NFEC and the efforts being made for the amendment of the Education Act to provide a legal status to CLCs. The project was successful in developing a platform at the community level through the CLC for community development through non-formal education. Within the period of February 2003 to December 2005, more than 18,000 community people were directly benefited from CLC activities at community level through four major sub-sectors, i.e. Education and Communication, Women Empowerment, Skills and Vocational Training, and Income Generating Activities. More than half of them were females. More than 60 per cent of the beneficiaries were covered by the education and communication sub-sector through adult literacy, women literacy, early childhood development programs, tuition classes, scholarship programs, and other educational awareness programs. Notably, there were also thousands of other beneficiaries through cultural preservation, library services, and physical infrastructure development activities carried out by the CLCs. Some of the major achievements of the project at national level include; increased sensitivity to community based non-formal education, changes in policy plans of non-formal education, in particular literacy and continuing education, and development of CLC manual and policy guidelines for legalization of CLCs. Major achievements of the project at district and community levels include; improved capacity of human and technical resources, better understanding of gender issues and legal rights, increased number and improved quality of ECDs, improved literacy rates and passed rates for school graduates, improved infrastructure, advocacy campaigns to popularize the concept of CLC, improved relations and coordination between agencies and organizations.

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Major Activities Undertaken Various activities were carried out in central, district and community levels such as technical resources development, trainings and advocacy campaigns to popularize the concept of CLC, ECD Centers, literacy classes, income-generating activities, skill and vocational trainings, and various other programs for culture preservation and the environment. The following activities have been undertaken in close cooperation with the NFEC/MOES at central level, with the District Education Office (DEO) and Village Development Committee (VDC) at district and community levels. The National Resource Centre for Non-Formal Education (NRC-NFE) has been providing technical backstopping to the Project at different levels when required. Central Level Activities

Coordination & Networking A three member National Level CLC Executive Committee of the project was formed, with Director of NFEC, Director of National Resource Center for Non-formation Education (NRC-NFE) and Head of UNESCO Office in Kathmandu, to oversee coordination and implementation of the project as well as address problems that may arise. The technical team has been formed with programme officers from the member organization The technical team, under the direction of the Executive Committee, provides operational advices and guidance to implement the activities at all levels, and carries out central level joint activities such as legalization of CLC status, capacity building and manual development to enhance the Project activities. Different meetings, seminars and consultations were held with different GOs, NGOs and CLC experts to discuss the Project’s progress and its achievements. CLC Unit at Non-Formal Education Centre (NFEC) CLC Unit has been establishment at Non-Formal Education Centre (NFEC)/ Ministry of Education and Sports. One CLC focal person in NFEC has been appointed to coordinate and monitor the project activities. National Workshop on conceptual clarity of CLC With the objective to disseminate the concept of Community Learning Centre (CLC) and discuss suitable modalities for Nepal a two-day National Workshop was organized from 21 to 22 April 2003 in close cooperation with the Non-Formal Education Centre.

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Close-door session A two-day National level close-door session was organized by UNESCO Office in Kathmandu in close cooperation with the Non-Formal Education Centre with the objective to finalize the work plan and to define the working modalities, including the roles and responsibilities of the associated stakeholders from 31 July to 1 August 2003. Project team members and major project partners participated in the programme. National Workshop on CLC Evaluation and Future Direction A national workshop on CLC Evaluation and Future Direction was organized from 27 to 29 January 2004 in Kathmandu, to share the experiences of government and NGOs regarding the CLC and reviewing its status in Nepal from the sustainability point of view. The workshop was an important mile stone for CLC programme. On the basis of the evaluation of the first 3 CLCs, and taking into account various lessons learnt, and also views and opinions gathered from the concerned stakeholders and experts, useful recommendations came out of the workshop which shaped and guided the subsequent

activities of UNTFHS CLC project. The workshop tried to develop an effective modality for CLC. One of the important outcomes from the evaluation workshop was the mainstreaming of CLCs. Resource persons from UNESCO Accra, UNESCO Bangkok, NFUAJ, NRC-NFE and India were invited to the workshop with the participants of 45 persons in total.

Revision of the Work plan Following up the recommendations of the workshop, and taking into account the results of the field monitoring mission in February 2004, and in close consultations with the CLC National Coordination Committee, the detailed programme activity plans at central, district and community levels were revised, and implemented accordingly in April-May 2004. The revised work plan made arrangements for various activities to develop technical and human resources at different levels. Technical Resource Development In view of the limited human and technical resources available in the mid and far western regions, especially in CLC management and organization, different technical resources such as training manuals and guidebooks including learning materials based on local needs and problems have been developed. a. CLC Management Training Manual b. Literacy and Post Literacy Program Training Manuals c. Revision of CLC Manual (Guidebook)

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d. CLC Advocacy materials e. Development of Local Need-Based Curriculum and Materials for Girls, Women

and Other Disadvantaged Groups f. Visual Documentary of Community Learning Centre Human resource Development In order to develop human resources at district and community levels of the Project

implementing districts, a number of training programs were conducted. a. Project orientation to the project stakeholders b. Capacity building & in-service training to the related CLC personals and project

staffs to assess the need of CLC, build the capacity of CLC personals to organize, manage and implement the project activities

c. Training of Master Trainers on CLC Management d. Trainer's Training for Literacy and Post-literacy Facilitators Project review and consultation meeting A two day project review and consultation meeting was organized in Nepalgunj in March 2005 to assess the project activities with participation of the concerned CLCs, DEOs, and related stakeholders. National Conference on Community Learning Centre Capacity Building, Coordination, Partnership and Networking A two-day National Conference on Community Learning Centre Capacity Building, Coordination, Partnership and Networking was organized on 1-2 September 2005 in Kathmandu to share the experiences of different organizations and to develop the areas of capacity building, coordination, partnership and networking of CLCs and its sustainability. Referring to the decentralization policy, the workshop strongly pointed out the needs for capacity building of CLC, clear policy guidelines concerning CLC programme coordination in policy and grassroots levels, need of efforts for developing network at the various levels so as to demonstrate the potential of CLCs as community development platform under the overall EFA plans and social development strategies. Legalization of CLCs Participatory and transparent approach of CLC has gained popularity and has also proved to be an efficient and effective non-formal education delivery mechanism to improve people’s quality of life. Many development agencies have shown their interest to work with CLCs in different aspects of community development, but their lack of legal status has hampered in mobilizing resources from different line agencies and development partners. Therefore, a document setting minimum standards for

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uniformity in the establishment and operation of CLCs has been developed by NFEC and the efforts being made for the amendment of the Education Act to provide a legal status to CLCs. National Workshop on Policy and Strategy Improvement was organized A two-day National Workshop on Policy and Strategy Improvement was organized in Kathmandu from 20 to 21 December 2005 to review the present status of policy and strategy on CLC and recommend appropriate strategies, policies and activities for its further expansion and improvements. The major outcomes of the workshop were recommendations on various issues in different stages of CLC operations, its establishment, implementation, monitoring evaluation and sustainability aspects. Concluding Program of the UNTFHS CLC Project An half day Concluding Program of the UNTFHS CLC Project was organized on 25 March 2006 at the Hotel Shangri-La, Kathmandu. Various activities carried out during the project period and outcomes of the project were shared in the workshop. At the same time, the results of the project evaluation conducted by an external evaluator, Mr Jorn Middleborg was also presented. Participants expressed that there is no doubt that CLCs have assumed a significant responsibility in this sector and have accumulated valuable experience. Participants requested for UNESCO’s active role in the country for the promotion of CLC as CLC modality has become one of the solutions to meet the challenges for achieving Education for All in Nepal and for fulfilling one of the fundamental human, rights to education. In the same occasion UNESCO thanked all the concerned stakeholders for their cooperation and continued support while implementing and monitoring the project activities in national, district and community levels. Monitoring & Evaluation of CLC activities Regular and Periodic Monitoring were carried out in three levels- monitoring by CLC, DEO and by central level. Periodic monitoring was carried out jointly with other stakeholders also. Through the above-mentioned mechanisms, every quarterly report is produced in district and community levels. In central level, periodic progress reports are produced on a half-yearly basis internally, which covers the monitoring aspects and procedures applied during the project period. The annual substantive report concentrates on monitoring and the progressive impacts of the project activities.

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During the project period, evaluators also conducted internal mid-term and external terminal evaluations to provide feedback and suggestions to improve the quality, as well as the impact, of the project for its further development. As stipulated in the project document, an external project evaluation was undertaken at the end of the project period. The objective of the evaluation was to review the overall project execution and implementation and to evaluate the performance of various actors involved in the project.

District Level Activities Coordination & Networking A CLC coordination committee has been formed under the chairmanship of District Education Officer (DEO) with representatives from different government and non-government organizations, CLCs and line agencies as members. These members includes, district agricultural office, district veterinary office, health office, forest office, small and cottage industry, school, etc. The committee meets regularly once in three months and according to the need to discuss and review the Project progress and its achievements, community level planning and the ways of developing partnership, and network of stakeholders. Problems and constraints faced by CLCs figured during the interactions. Project orientation Fifteen (15) Two-day project orientation meetings were organized for the project-associated stakeholders at the district and community levels during the establishment of CLCs the targeted areas. The objective of the meetings was to strengthen network with the project stakeholders for effective coordination. Establishment of Project Field Offices District Project Field Offices were established in the concerned three districts within the premises of District Education Office (DEO). With an objective to clearly state the roles and responsibilities of District Education Offices (DEOs) in relation to the Project, a consultation meeting was organized on 10 September 2004 at UNESCO Kathmandu office in the presence of the representatives/persons of the concerned districts. Considering the need of the shared understanding of DEO’s roles and responsibilities in clear, unambiguous terms, a document based on the discussion was prepared outlining their roles while carrying out district level activities. The document outlines their roles in the project activities to provide technical expertise, conduct training programs, carry out supervision and monitoring of CLC activities, etc.

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Recruitment of Project Personals and CLC Focal Points Two project Field Officers were recruited in Doti & Dadeldhura districts. A local NGO, The Himalayan Innovative Society (THIS) in the Humla district was appointed to monitor and supervise the CLC activities in Humla. Three CLC focal persons/NFE Resource Persons of DEOs were appointed by the concerned project DEOs to closely coordinate and liaison with the project unit in the district and community levels. Three Project field assistants, one each in district Project field office under DEO, were recruited. Basically, they are responsible in assisting the PFOs in carrying out Project activities at district and community levels including monitoring and supervision of CLC activities. Capacity building training A three-day capacity building training was organized for CLC personnel in 3 districts with an objective of assessing the need of CLC and to build the capacity of CLC personnel to organize, manage and implement the project activities. Follow-up Training on Capacity Building of CLC Personnel on CLC Management A four-day follow-up training on Capacity Building of CLC Personnel on CLC Management was organized for CLC and Sub-CLC members of Doti, Dadeldhura and Humla districts. The training was primarily aimed at enhancing their capacity including on CLC management, and to help them design and implement activities focused on girls and women as well as ethnic minority groups. Ten-Days facilitators’ training in literacy A ten-days facilitators’ training in literacy program for girls, women and ethnic minority groups was conducted in Doti & Dadeldhura districts. The training especially focused on teaching methodologies, characteristics of women and disadvantaged groups, learning achievements, etc.

Facilitators training programs Facilitators training programs were organized for literacy, ECD and OSP facilitators were organized at district level focusing gender, women empowerment, leadership development and empowering ethnic minorities.

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Organization of Training in CLC management District Education Offices in Doti, Dadeldhura and Humla districts organized training programs on “Capacity Building of CLC Personals on CLC Management” for CLC and sub-CLC members of the districts in October and November 2004. The main objective of the training was to enhance their capacity in designing and implementing activities focused on girls and women as well as ethnic minority groups through CLCs. The training provided special skills, tools and techniques to the participants to help them identify their problems and needs, and analyze, prioritize and develop and implement different activities. Master trainers who received the training in Kathmandu worked as trainers and resource persons for the programme. Literacy Facilitators training The success of literacy and non-formal education programs largely hinges on the role of facilitators. Besides carrying out educational activities in classrooms, they are also supposed to work as a catalyst for change in the community. With this purpose in mind, the DEOs of Dadeldhura and Doti conducted separate training programs for the facilitators of literacy and post-literacy classes on 12-21 December 2004 and 5-16 December 2004 respectively. The training activities were considered innovative in the sense that in addition to training in teaching methodologies, it also provided skills and techniques useful for the mobilization of community people and resources available, besides enabling them to identify the people’s needs, particularly those of girls, women and ethnic minority groups. They also received training in making use of locally available resources from different agencies like agricultural development center, health center, forest department and NGOs. A total of 48 facilitators, 24 in each district, were trained through this training. Need based curricular materials development Based on the survey outcome, a local need-based curriculum was developed for the target groups integrating literacy with functional skills like health and hygiene, social harmony, income generation, gender mainstreaming, women’s empowerment and preservation of the environment and culture.

Community Level Activities

CLC has been beneficial to community from different aspects and has been instrumental in supporting the disadvantaged community. The central theme of the Project was to introduce the concept of Community Learning Centre, a community-owned center for holistic lifelong learning and empowerment. The CLCs provide non-formal education in a way that enables beneficiaries:

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• To continue learning even after completing specific non-formal education programs and activities, and to promote lifelong learning ‘of, by and for themselves’;

• To apply their knowledge and skills for sustained community development.

The community people, therefore, have established CLCs in their communities for carrying out various activities on non-formal education and life skills especially for girls, women and disadvantaged groups. A total of 12 CLCs were established in three districts, four being in each district. Each CLC, in turn, has three to four sub-CLCs within the VDC to cover whole area of the community. CLC plans and programs were developed with the participation of girls, women and ethnic minority groups. Depending upon the needs and demand from different communities, various activities were carried out through the following six major sub-sector programs.

Education and Awareness In view of the fact that the literacy rate and the level of education in the Project areas are extremely low and as it have direct impact on people’s quality of life, all the CLCs have given priority to the education sub-sector. More than 60% of the CLC activities were focused on the educational activities such as adult literacy, women literacy, early childhood development programs, girls’ education, tuition classes, scholarship programs, and other educational awareness programs.

A total of 12 CLC libraries and 22 sub-CLC libraries have been established catering to the need of all people in the community to enhance their knowledge and information. Thousands of community people have benefited from these library services.

Community people are more aware in general health, hygiene, legal rights social prejudices, etc. Their increased ability in reading, writing and understanding simple documents resulted to increase their self confidence and self esteem. Their exposure to public institutions demonstrates their improved skills and confidence.

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One of the most demanding programme of CLC is the girls tutorial classes to obtain the SLC (minimum qualification for teachers) who will then be encouraged (with additional vocational training) to become facilitators for non-formal education programmes in CLC and/or become teachers of local public schools builds self-sustaining capacity through a cascade effect. T his makes people capable of obtaining necessary resources and information within the community, reducing their dependency on external advice and resources. School Enrollment Campaigns organized during the EFA week raised awareness about the importance of giving education to children resulting significant enrollment in primary schools especially in Dadeldhura and Humla districts. Women’s Empowerment and Development

Different trainings and awareness programs were organized about women’s rights, income-generation, leadership, HIV/AIDS and safe motherhood, legal literacy, etc. Most of the participants mentioned that series of integrated programme of CLC along with literacy has helped to scale down family problems and helped to boost family relation changing in attitude and behaviors.

Linkage of skill training and income generating activities conducted by CLC with literacy component has provided several opportunities for the neo-literates and other women in the community to step out of the house and involve themselves in some enterprises directing towards gainful employment. Literacy campaigns have heightened social awareness among women regarding the importance of education, both for themselves as well as for their children. This has increased their self-confidence and made them capable of making decisions about their future. As women stepped out of their

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confined household chores and started to take part in the campaigns with great enthusiasm, they acquire a heightened sense of self-awareness and desire to gain more knowledge on women’s issues. Most of the literate women generally felt that they have become more educated, regardless of the kind of literacy approach adopted, being able to sign their name, no longer being “thumb print person”.

Vocational and Skill Training and Income Generation Activities

A number of vocational and skill development trainings have been conducted in the CLCs as income generation and poverty alleviation activities. The linkage of literacy with income generating program has been considered as extremely helpful as it provides an answer to what extent the participants would be doing once they graduate from literacy class and

which motivates learners to continue the program. Linkage of skill training and income generating activities conducted by CLC with literacy component directs towards gainful employment. These motivate learners to become financially independent. This kind of exposure to education contributes towards reducing poverty level significantly. Cultural Heritage Preservation Cultural heritage preservation has been one of the priority areas of CLCs. CLC has been playing an important role in building community cohesion. They have conducted various awareness raising activities, initiated towards their historical and cultural heritage preservation so that the future generations will have something left with them to be proud of depending on local needs, culture and situation. Community Infrastructure Development In order to improve the physical infrastructures, the CLCs, under the Project, in cooperation with schools, VDCs, DDCs, local agencies and local people constructed CLC buildings, renovated schools, built toilets in primary schools, constructed ECD Centers, and repaired foot trails. The

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community people enthusiastically participated in all these activities and supported the construction of the buildings through supplying materials and labour. All ECD centers have their own physical infrastructures which were built with the major contribution from the school, VDC, local organizations and community people. Setting up of Model CLCs

Three CLCs, one in each district (Ashigram CLC in Dadeldhura, Ratoli CLC in Doti and Simikote CLC in Humla), were identified as model CLCs during the projet period. The model CLCs demonstrate worth-emulating innovative activities, establish partnership with different agencies and present themselves as models for other CLCs in the districts. Besides, they provide services as information and literacy resource centers and offer trainings to other

CLCs, sub-CLCs and local agencies. These CLCs (in Doti- Khirsain CLC) were adopted by the concerned district education offices as model CLCs in the district.

Main Implementing Partners Non-Formal Education Centre (NFEC)/Ministry of Education & Sports is the main counterpart of the Project at central level in policy formulation, technical resource development and Project implementation through DEOs. The National Resource Centre for Non-Formal Education (NRC-NFE) is NGO partner in central level to provide technical backstopping to the Project at different levels as required. District Education Offices are the direct implementing partners at the district level. A District level CLC coordination committee has been formed under the chairmanship of DEO with representatives from different government and non-government organizations and line agencies as members in district level. DEOs provide technical expertise, conducts advocacy and training programs, carrying out supervision and monitoring of CLC activities, etc. In addition to DEOs, partners include District Development Committee, District Health Office, Veterinary Office, District Agricultural Office, Small and Cottage Industry, UNICEF, Women’s Development Office, WFP, GTZ (German development organization), RUWDUC (Doti & Dadeldhura), THIS (Humla), Village Development Committee (VDC), local NGOs, youth clubs, and mothers’ groups in district and community levels.

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CLCs are the implementing partners in the community level. CLC Steering Committee (SC) serves as the umbrella management committee in the community while there are sub-committees formed assigned to special tasks, such as educational programs, women’s empowerment, skills training, income-generation, cultural activities, community infrastructure development, etc. The project started off with a set number of sub-committees; however the number of sub-committees was adjusted during the course of the project, depending on the actual needs of the community. CONCLUSION Doti, Dadeldhura and Humla districts are regarded as socially and culturally conservative where gender and other socio-cultural disparities are deeply rooted and girls and women are still found suppressed, exploited, neglected and forced to live insecure life because of illiteracy, ill health, poverty, orthodox tradition and discriminatory legal system. The establishment of CLC in such areas has been an effective practice on the idea of education for community development, not only to tackle on the contemporary social economic problems but also to meet the learning needs of local people in achieving sustainable all round development in rural areas. CLCs have undertaken various activities such as literacy, ECD, income generating, skills and vocational trainings, cultural preservation and community development. They also provide a variety of information with regard to health, environment, science and technology and agriculture. Small libraries set up in CLCs have also played an important role in information dissemination and knowledge sharing. CLC has not become only literacy learning and technical training centre but also a source of information and culture for the community. Though direct beneficiaries were girls, women and other disadvantaged groups, the entire communities benefited from the project activities. CLC has helped to increase the access of these groups to skilled careers. The enthusiasm with which the community people took part in CLC activities was clearly visible. They have attempted to institutionalize themselves building relationships, making efforts to meet minimum infrastructural needs and feeling of ownership among the primary stakeholders.

CLC has given people structure for understanding how their home based world links with larger community structures and helped to overcome social prejudices. Adequate human resources have been developed at national, district and community levels for CLC management, designing and implementing need-based literacy and post-literacy programs. Different training manuals and guidebooks including learning materials based on local needs and problems have been also developed.

Continuing education must be understood from a broader perspective than the conventional concept of education. Non-formal education covers diverse process of lifelong learning on the basis of people's different aspirations so that people can continue their learning. CLC is a non-formal educational entity at grassroots level. Thus its field is broader than that of

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education in narrow sense. It requires close cooperation with various sectors such as agriculture, health, culture, industry, forestry, and close coordination with VDC and DDC is essential to fulfill people’s demands. The NFE Centre of MoES should expedite the preparations for legalizing CLCs as early as possible through amendment to the Education Regulations so that they can work together with various other agencies in carrying out different activities.

The task of sustaining CLC activities and empowering the girls and women as well as ethnic minority groups through education is not free of challenges. There are still a very huge number of girls, women and disadvantaged groups who need CLC programs. Though the CLCs have shown signs of sustainability, they still need some technical support in order to be fully sustainable. It will help the CLCs to become autonomous and sustainable by developing its technical resources and linking its programs with those of government. A close look into the project activities reveals that notwithstanding many problems and difficulties in terms of security, the project was successful in developing a platform at the community level through the CLC for community development through non-formal education. It could be said that the project even in the midst of difficulties, has taken a right course, a course that is likely to bear fruits.

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Success stories Poultry in Humla

Twenty seven years ago, Pangjum Lama, of Baragaon VDC Ward No. 2, was born the second daughter of Mr. Tashi Lama and Late Mrs Pama Lama. Mrs. Chhiring Drolma Lama became her father’s second wife when she was a year old. After her mother’s death, Pangjum grew up under her step-mother's strict control. In addition to daily household chores, she also had to help her step-mother to gather food for their family and look after her step-siblings (brothers and sisters). Thus, though the eldest daughter of the family, she did not have any opportunity to go to school or be familiar with a school environment.

Since 2004, she started to live in District Headquarters Simikot as a helper in The Himalayan Innovative Society (THIS) Office. The Himalayan Innovative Society is providing Technical Support to the Community Learning Centres (CLCs) under the financial support of United Nations Trust Fund for Human Security which is jointly launched by UNESCO/ Kathmandu and Non-Formal Education Centre, Ministry of Education and Sports. THIS has successfully established CLCs in 4 VDCs of Humla; Baragaon, Dandafaya, Simkot and Hepka in August 2003.

In 2003-04, Shimikot CLC planned to run a poultry farming programme. The CLC bought 200 chicks from Nepalgunj at Rs.60/- a pair and transported them to Humla. A total amount of Rs.10,240/- was spent including the transportation and food cost. Several days of Nepalgunj-Humla flight delay resulted in the death of 19 chicks in Nepalgunj airport. Out of the 181 chicks, the CLC could distribute only 81 chicks to its members and others interested to raise chickens at their house. The CLC board decided to raise the remaining chicks in a poultry farm in collaboration with THIS. They rented a room and some open area for the chicks to graze and Pangjum Lama was hired as a caretaker. When she started the work, the capital of the chicks worth Rs.5,120/- (excluding the cost of the other half).

A few days later, Pangjum and THIS staff found out that some of the chicks were sick. Instead of helping, the District Veterinary Office harassed them and stated that poultry farming will not be successful in Humla. They were merely informed that chickens need good food and medicines which is not available in Humla. The Veterinary office provided them with a couple of simple medications that they had with them at the time.

Shortly after this incident, Pangjum, on her own collected local grains and prepared local food for the chickens. Four months after, the chickens started to lay eggs. The CLC board sold all except five of them. These five chickens were kept for a trial winter period. The committee was worried about their survival through out the winter. By 9 months, she raised total amount of Rs.38,270. After a payback of all expenses of Rs.33,770/- she deposited Rs.4,500/- in CLC Trust Fund. She still raises 4 chickens (one was stolen) as a trial for winter season and they lay eggs everyday.

She happily says, "If we are committed in our work, we will of course get the prize." She hopes to run a poultry farm herself next year with the salary that she received from the CLC run poultry farm. She has learnt the skills and experience in poultry farming.

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A strong and positive step out of a traditional belief: Mr. Chhiring Tanjin Lama is a 38-year-old man living in Langdu village of Baragaun VDC, Humla. He has proved that nothing is impossible if one works hard and uses the skills that s/he has learnt in life. Langdu is a small village that traditionally raises Yaks, Djos and horses, and follows traditional cropping system. Since Chhiring Tanjin was the only son of a religious priest family, he never had a chance to go to any government schools. He had just learned Tibetan reading and writing with his Guru at his meditation centre for a few years. Due to his household activities, he could neither continue his Tibetan class nor join the government schools. He had to take the burden of his father to run his family business looking after the cattle and going to Tibet for salt and grain barter system business at Taklakot. Later, he sold all his sheep and goats due to the lack of man-power and increasing difficulties for the animals to graze in the community forests. After getting training on green vegetable farming from different NGOs, Chhiring got interested in greenhouse vegetable farming. The location and the climate of Langdu village are very suitable for such farming. It is close to the district headquarters; the market place, to sell his products. He took the green house vegetable farming training with the assistance from Baragaon CLC, Baragaon. He started farming with his own capital and had a very good production. When it was time to sell his products, he started a small vegetable shop in partnership with Langdu sub-CLC at Simikot. At this shop, he started to sell not only his vegetables but also the dairy products like Ghee, yogurt, whey and other things that his sub-CLC members would bring for sale in Simikot. In Simikot, there is a misbelief that we should not sell dairy products to people. However, Chhiring broke the myth behind this traditional misbelief and showed a positive way to the community on how to increase their income sources. At present, Chhiring and his vegetable shop is an example in Simikot for anyone willing to start such business that is very useful for the local people. He has become a leader and more people will follow his business and earn from things that we give for free. In addition, on seasons he used to allow the local butchers to sell their meat at his vegetable shop on Fridays and Saturdays. Now, his vegetable-shop is used by the butchers during off seasons too and the shop is famous for both vegetable and meat in Simikot. His entrepreneurial venture has proved that a religious teacher can also have a different living and tap a good income source at the same time.

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Where there is a will there is a way

Shanti lama, a resident of Tangin Village of Hepka VDC moved to Simikot District Headquarters 5 years ago after marrying Chhichik Lama. Chhichik is the second son of his parents. According to the polyandry system (one wife and many husbands), he is not allowed to have a separate second wife. Abiding this system, he was to remain with his family as one of the husbands of his sister-in-law. However, Chhichik married Shanti and moved to Simikot. Few years and three children later, Chhichik passed away leaving Shanti to take care of their children. Shanti, a widow, had to face the challenge that lay ahead and is solely responsible for her children's education, food and clothes. Shanti joined a training organized by Shimikot Community Learning Centre and The Himalayan Innovative Society. This training trained Shanti to cook continental dishes and at present she runs a small hotel of her own. The guests staying at her hotel are served with her culinary skills at its best. Through this training, she also learnt the importance of hygiene and sanitary aspects in hotels and restaurants. "Now, the number of customers in my hotel has increased after the cook training because we learnt how to better serve and cook different kinds of food, importance of customer health, behaviors of customer, and hospitality management in the hotels and restaurants," She confirms and adds further, "the training was an eye-opener on health and sanitary aspects also." She is happy that she can cater to tourists’ taste too. She says, "It is difficult to get some ingredients in Humla, otherwise, I can bake cakes, fruit pies and meat items too" After the death of her husband, Shanti had a lonely and difficult life ahead, yet, with her rational understanding and approach to lead her life, she has shown that "where there is a will there is a way".

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First Person to pass SLC in the community

Arjun Parki is one of the many members of poor dalit community living in Doti, Silgadi Ward no.13, Ratoli. While studying in Grade 9, he had to leave his studies after failing to come up with educational materials and expenses. Ratoli Community Learning Center has helped Arjun to resume his studies and now he has passed his School Leaving Certificate Exam (SLC). Arjun is the first person from the Ratoli dalit community who has passed the SLC exam. With the help of various other local organizations, he is continuing his studies and at present is a student of regular Intermediate Level. He has also engaged himself to aware his community on the need and importance of children to study.

CLC with blind students Sajindrekhar Secondary High School of Fulaut boards 10 blind students for their education. In addition to their academic qualification, Khirsain Community Learning Center and MS Nepal is jointly conducting skill development training of these students. This program is run with an objective to boost their skills in singing, dancing and music, which will enable them to pursue musical-oriented works to independently support themselves.

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United Nations Trust Fund for Human Security Community Learning Centers Project

(UNTFHS-CLC Project)

Evaluation Report By Jørn Middelborg

Submitted to UNESCO December, 2005

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EXECUTIVE SUMMARY

A Community Learning Centre (CLC) is a local educational institution outside the formal education system, for villages or urban areas, usually set up and managed by local people to provide various learning opportunities for community development and improvement of people’s quality of life. The ultimate goal of the CLC is empowerment of individuals and communities and improving people’s quality of life through education and community development activities. This evaluation and report was commissioned by UNESCO and spells out the results from the evaluation undertaken of the project: Community Learning Centres (CLCs) for Mid and Far Western Regions of Nepal. The aim of the evaluation was to review the overall execution and implementation of the Community Learning Centres project supported by the United Nations Trust Fund for Human Security (UNTFHS), and to evaluate the performance of various stakeholders involved in the project. The CLC project covers 12 Village Development Committees (VDC) in Nepal in three far western districts: Dadeldura, Doti and Humla and a total of around 17,400 persons. Twelve CLCs and 45 sub-CLCs have been established. The twelve CLCs are: Ajayameru, Jogbudha, Ashirgram and Pokhara CLCs in Dadeldura District; Banlekh, Bhumirajmandu, Khirsain and Ratoli CLCs in Doti District; and Shimikote, Dadafaya, Hepka and Baragaon CLCs in Humla District. Common characteristics of the three districts include remoteness, isolation, unemployment, superstition and lack of scientific approaches to health issues, poor sanitation and high disease prevalence rate, political instability, socio-cultural disparities - especially affecting women and groups such as Dalits (untouchables), low literacy rates – especially for women, high drop-out and repetition rates in primary education and a significant number of out-of-school children - especially girls. The project has three partners at national level: UNESCO, the Non-formal Education Centre (NFEC) and the National Resource Centre for Non-formal Education (NRC-NFE), an NGO. At district level, the main partner is the District Education Office (DEO). Generally speaking, the project has attained most of the objectives as described in the project document. Each CLC is unique and a microcosmos in itself. Therefore, individual approaches are needed to address identified needs in the most effective ways. This has to a large extent been done. Major disruptions by anti-government insurgencies (Maoists) have interfered and created problems in many communities, not only in the three districts but all over the country. This disruption could not be foreseen, and is the single major reason for less effective implementation in some areas.

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Some of the major achievements of the project at national level include; changes in policy plans of non-formal education (NFE), in particular literacy and continuing education; an increased sensitivity to community based education and development by the government; and new and approved learning materials for NFE. Some major achievements of the project at district and community levels include; improved infrastructure; improved capacity of trained personnel such as the Social Mobilizer, District Education Officers, etc.; increased number and improved quality of ECDs; a better understanding of gender issues and women’s rights; improved relations and coordination between agencies and organizations; improved literacy rates and passed rates for school graduates. The main target groups of the project are women and marginalized groups such as Dalits. The CLCs have managed to a large extent to support and empower these groups, and other groups in the communities have also benefited at the same time. Women is the group that probably has benefited most from the CLC activities. In addition to active participation in literacy classes, they have also taken part in health and sanitation training, vocational skills training, income-generating activities, saving and credit schemes and training on legal issues that empower them with knowledge and skills. An obvious impact on the women was increased personal confidence and visibility, and also an awareness of the importance of education and human rights, including women’s rights. Participation the CLCs’ programmes and activities at community level were found to range from good to excellent with numbers spanning from 50 % to 100 %. Participation depends to a high degree on the commitment by the community members and the relevancy of programmes. The integrated approach of education – vocational and life skills - income generation has proven beneficial and motivating for the participants in the project, and has contributed to increased participation. Early Childhood Development (ECD) centres have proven to be one of the most successful parts of the project. The project has been ongoing for about two years in the communities. It has taken time for the beneficiaries to come to a clear understanding of all the elements in the CLC, and training has taken time. Thus, effective implementation in many places is in reality less than two years. This is a short time for any education and development project. If the project ends abruptly after this phase, it is likely that some of the CLCs will not be able to continue as intended. Due to strong commitment to the project from the communities, it is therefore recommended that the project be extended with a second phase for a further two years. It is recommended that the same 12 CLCs and 45 sub-CLCs be strengthened rather than establishing new CLCs. In the long term, it is clear that a firm commitment from the government of Nepal is needed to sustain and expand the CLCs. A set of recommendations for future action based on an analysis of the evaluation results is provided in Chapter Four in the report.

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CHAPTER ONE

Introduction

1.1 Aim of the Report This evaluation and report was commissioned by UNESCO and spells out the results from the evaluation undertaken of the project: Community Learning Centres (CLCs) for Mid and Far Western Regions of Nepal. The aim of the evaluation was to review the overall execution and implementation of the Community Learning Centres project supported by the United Nations Trust Fund for Human Security (UNTFHS), and to evaluate the performance of various stakeholders involved in the project. An evaluation is often defined as: The systematic process of collecting and analyzing data in order to determine and to what degree objectives have been or are being achieved. To evaluate is to determine the value of something. Something has value if it is necessary, desirable, useful or important. It is also of value if it can serve a purpose or cause an effect (UNESCO, 1999). The report follows the external evaluation undertaken by an independent evaluation consultant in collaboration with members of the evaluation team (see Appendix IV). The evaluation is summative in the sense that it aims to sum up the work, outcomes and impact of the project as it comes to an end. This evaluation report outlines the background of the project, then lists the evaluation plan before it continues with the evaluation areas and results and finally ends with the summary of results, an analysis, and recommendations. It is written in a transparent way so every reader can draw independent and alternative conclusions based on the collected data and evaluation results.

1.2 Community Learning Centres (CLCs) 1.2.1 Definition The definition of a Community Learning Centre (CLC) is adopted from the APPEAL Training Materials for Continuing Education Personnel, as follows (APPEAL, 1995):

A CLC is a local educational institution outside the formal education system, for villages or urban areas, usually set up and managed by local people to provide various learning opportunities for community development and improvement of people’s quality of life.

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1.2.2 The Nepal Model of CLC The concept of Community Learning Centre has been known and implemented in Nepal since 1999 as Nepal is one of 25 countries in the region taking part in a regional CLC network (www.unescobkk.org). The steps for establishing CLCs in Nepal generally follow a model adopted in most of the countries (APPEAL, 2001) as can be seen in Fig 1.1. Fig. 1.1 Steps for Setting up CLCs in Nepal

The CLC model is further elaborated in a Nepalese context in the project document (UNESCO, 2003): “CLCs should be a place where people’s intellectual desires are fulfilled. At the same time, CLCs should be neutral politically and ideologically, and a comfortable place for every community member to come and discuss things freely and openly. CLCs should be somewhere between a school and an open resource center. CLCs are not strictly structured institutions given a mandate that “learning is compulsory”, nor are they totally open public gathering at which there are neither rules nor conditions for participants. CLCs will stimulate people’s learning initiatives and provide learning opportunities, and people will start

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knowing that “learning is a pleasure.” But learning should never be forced. CLCs are formed in a democratic management structure to sustain their activities and the recognition of local authorities to get the necessary support for sustainable development”. Prior to implementation of the UNTFHS project, UNESCO had started piloting the concept of CLCs in Baitadi District, one in Kathmandu, two in Dadeldura and two in Lalitpur in the period 1999-2001 (UNESCO, 2003). Also, the National Resource Centre for NFE (NRC-NFE) supports 15 CLCs and the government of Nepal supports 150 CLCs through the Non-Formal Education Centre (NFEC). 1.3 United Nations Trust Fund for Human Security (UNTFHS) In March 1999, the Government of Japan and the United Nations Secretariat launched the United Nations Trust Fund for Human Security (UNTFHS). The UNTFHS, open to UN agencies, started its activities under the management of the UN Controller. The UNTFHS finances projects carried out by organizations in the UN system, and when appropriate, in partnership with non-UN entities, to advance the operational impact of the human security concept. The UNTFHS places priority on promoting multi-sectoral and inter-agency integration based on the comparative advantage of the applying organizations and through their collaboration. Projects are distributed globally, with priority given to countries and regions where the insecurities of people are most critical and pervasive, such as the least developed countries (LDC's) and countries in conflict. More information about the UNTFHS can be found at the website: http://ochaonline.un.org/humansecurity.

1.4 Nepal Context Nepal is a Himalayan Kingdom with a population of about 25.2 million inhabitants. The country is one of the world’s most diverse in terms of topography, ranging from lowlands to the world’s highest peaks. It is also diverse in terms of religion, languages and ethnic groups. An estimated 103 ethnic groups live in the country (www.mope.gov.np). The latest World Bank estimates (www.worldbank.org) place the GNI per capita at around $ 260, which makes Nepal one of the poorest countries in the world. The UNDP Human Development Index for 2005 ranks Nepal 140 among 177 countries. The monthly salary of a primary school teacher is 4,000 Rps which equals US$ 55. There are 92 recognized languages in Nepal (www.mope.gov.np). Nepali is the country’s official language, but other indigenous languages are taught orally if resources permit. Lack of resources and lack of written script of some of the indigenous languages makes the teaching in local languages difficult. The official literacy rates in age group 15+ are 62.7 % for males, 34.9 % for females or 41.6 % overall for the country as a whole

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(www.unesco.org). However, there are substantial differences between the districts, and the western parts lag behind.

Nepal is influenced by the caste system where people are born into a certain group or caste. Changes and improvements to the caste system have been made over the years, but people know where they belong in the system, and it is difficult to break out of one’s caste’s roles. The Dalits (untouchables) are lowest on the ladder, though it should be noted that there is also a sub-hierarchy within the Dalit community, and some of them are better off than others. Thus, it is wrong to assume that all Dalits are of the same socio- and economic status as the level of social discrimination and income levels differ within the sub-castes. 1.5 Context of Three Districts: Dadeldura, Doti, and Humla The CLC project covers 12 Village Development Committees (VDC) in Nepal in three far western districts: Humla, Dadeldura and Doti and a total of around 17,400 persons (UNESCO, 2003). Fig. 1.2 Map of Nepal with the location of the 3 Districts where the HSF CLCs are located

The twelve CLCs are: Shimikote, Dadafaya, Hepka and Baragaon CLCs in Humla District; Ajayameru, Jogbudha, Ashirgram and Pokhara CLCs in Dadeldura District; and Banlekh, Bhumirajmandu, Khirsain and Ratoli CLCs in Doti District.

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Baseline surveys have been performed in Humla and Dadeldura (CTEVT, 1999a,b), and common characteristics of the three districts (NRC-NFE, 2004) include remoteness, isolation, unemployment, superstition and lack of scientific approaches to health issues, poor sanitation and high disease prevalence rate, political instability, socio-cultural disparities - especially affecting women and groups such as Dalits (untouchables), low literacy rates – especially for women (18.6 % in Dadeldura, 11 % in Humla, 25.2 % in Doti), high drop-out and repetition rates in primary education and a significant number of out-of-school children - especially girls. Doti and Dandeldura share similar topography and ethnic composition being situated in a hilly area at around 1 – 2,000 meters altitude, while Humla covers mostly mountainous areas at ca 2,000 - 6,000 meters above sea level leading to severely low temperatures in the winter. There are no roads in Humla district, and some communities are so remote and isolated that when they observed a helicopter for the first time, they thought it was God descending from the sky. 1.6 Project Objectives The development objective according to the project document (UNESCO, 2003) is: To achieve integrated development of grass-roots communities by developing the personal and social capacity of community people through Community Learning Centres (CLCs). The ultimate goal throughout the project is life-long education for all for collective and personal development.

The development objective is followed by three immediate objectives and fourteen output areas.

Immediate Objective 1

Establishment of Community Ownership of CLC and Development of Social and Intellectual Capital at the Community Level At the end of the project, (1) 12 CLCs and 48 sub-CLCs will be established and managed by community people; (2) community people, especially women and other disadvantaged groups will have

developed an interest in learning and the social and intellectual capital of the community will be increased; and

(3) community people, with their own initiatives, will conduct various programmes and events according to their needs.

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Immediate Objective 2 Advocacy and Enhancement of CLC Network at the District Level

At the end of the project, (1) about 150 District/VDC/Ward level government officials in 3 districts will have

increased their understanding of the importance and effectiveness of Community Learning Centres and knowledge of how to support CLCs;

(2) 3 districts will have formed CLC Co-ordination Committees; and (3) 3 districts will have disseminated the concept of CLC by advocacy.

Immediate Objective 3 Policy Development at the Central Level

At the end of the project, (1) National CLC co-ordination body will have been formed; (2) the CLC manual and policy guidelines will have been finalized; and (3) CLC, a model platform for community development, will be replicated in Government

programmes as well as other development projects. Table 1.1 Immediate Objectives, Outputs and Activities of the Project

1. Immediate Objective 1: Establishment of CLC and Capacity Building at the Community Level At the end of the project, (1) 12 CLCs and 48 sub-CLCs will be established and managed by community people; (2) community people especially women and other disadvantaged groups will have developed an interest on learning, and the social and intellectual capital of the community will be increased; and (3) community people, with their own initiatives, will conduct various programmes and events according to their needs.

Output Activity Responsibility* Beneficiary (Person)

Budget from HSF

(US$)

Resource from

VDCs and others ($)

1.1.1 Conducting 21 short-term training programmes per CLC;

various kinds which develop vocational, management and life-related skills, Steering committees make work plan in cooperation with sectoral and sub-CLC committees. Each CLC has its own unique plan.

SC, FO, PC

315 x 12 CLC

= 3780

1055 x 12 CLC

=12660

2,194 x 12 CLC

=26,328

1.1.2 Conducting 9 long-term training programmes per CLC;

various vocational training programmes such as oversea, medical related skills, new technology and small cottage industry, provides 18 people one-year courses in 3 years,

SC, FO, PC

18 x 12 CLC

= 216

2213.97 x 12 CLC

=26567.64

2,919 x 12 CLC

=35,028

1.1 Community people trained in vocational skills, management skills, and life-related skills

1.1.3 Conducting study tour; 20 people each year will be exposed to innovative activities in other areas in 7-day tour.

SC, FO 60 x12CLC=

720

1713.69 x 12 CLC

=20564.28

276 x 12 CLC

=3312 1.2 Community

children, girls/women and disadvantaged groups

1.2.1 Conducting non-formal education programmes including literacy classes for illiterate adults, out-of-school children programme, and 12-day training course for facilitators and supervisor, 6-month/5 courses per year on average

SC,FO, SM

375 x 12 CLC

= 4500

749.23 x12 CLC

= 8990.76

6,218 x 12 CLC

=74,616

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1.2.2 Conducting early childhood education programmes including parent education, teachers and supervisors training, 2 yearlong classes per year

SC,FO, SM, PC 240

x 12 CLC = 2880

374.38 x 12 CLC = 4492.56

3,836 x 12CLC

=46032

educated and primary school enrolment rates increased

1.2.3 Conducting adolescent girls support programmes; tuition classes for secondary school girls to pass SLC exam

SC,FO, SM, PC

60 x 12 CLC

= 720

664.19 x 12 CLC = 7970.28

1,440 x 12 CLC

=17280 1.3.1 Establishing saving & credit groups formation of 6 S&C groups per CLC, provision of seed money and revolving their resources

SC,FO, SM, PC 150

x 12 CLC = 1800

936.45 x 12 CLC =11237.4

1,971 x 12 CLC

=23652

1.3 Socio-economic status improved

1.3.2 Conducting various income generation programmes; provision of starting incentives like seeds and seedlings, fertilizer, agriculture tools, livestock and raw materials for cottage industry

SC,FO, SM, PC 90

x 12 CLC = 1080

624.28 x 12 CLC = 7491.36

0

1.4.1 Sub-contracting for providing services to the library; sub-contracting with NGO for provision of teaching/learning materials, expertise and services

NGO, FO, PC Entire

community

1.4 Resource Center / Library established and functioned

1.4.2 Setting up the library and making it functioning; preparing a space for library and making its servicing system

SC, Sub-C, FO, PC Entire

community

187.19 x 12 CLC = 2246.29

6,505 x 12CLC

=78060

1.5.1 Conducting workshops; 3-day advocacy workshop per year, Theme would be chosen by SC and FO according to the needs of each community.

SC, FO 90 x 12 CLC

= 1080

56.06 x 12 CLC = 672.72

501 x 12 CLC

=6012

1.5 Community people gained more awareness

1.5.2 Organizing public awareness programmes in sub-CLCs and publishing newsletters/pamphlets/posters Four sub-CLCs under each CLC hold 3-day awareness programme twice a year. News letters/pamphlets/posters will be also developed and distributed for awareness raising.

SC, FO, Sub-C

Entire community

187.66 x 12 CLC = 2251.92

884 x 12 CLC

=10608

1.6 CLC Trust Fund raised

1.6.1 Motivating community members to manage CLC trust fund

SC, SM Entire community 0

5,090 x 12 CLC

=61080 1.7 Community

infrastructure and environment developed

1.7.1 Constructing road/trail and drinking water provision, renovating temples, improving public sanitation and conducting plantation; provision of subsidiary fund, Project's role will be supervisory and monitoring

SC, FO, SM

Entire community

1311.28 x 12 CLC

=15735.36

17,805 x 12 CLC =213,660

1.8 Six CLCs opened

1.8.1 Constructing, renovating and furnishing CLC and sub-CLC buildings; setting up physical structure, mobilizing local resources and manpower

SC, FO Entire

community

12173.96 x 12 CLC =146076

14,455 x 12 CLC =173460

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2. Immediate Objective 2: Advocacy and Enhancement of CLC Network at the District Level At the end of the project, (1) about 100 District/VDC/Ward level government officials in 2 districts will have increased their understanding of the importance and effectiveness of Community Learning Centres and knowledge of how to support CLCs; (2) 2 districts will have formed CLC Co-ordination Committees; and (3) 2 districts will have disseminated the concept of CLC by advocacy.

Output Activity Responsibility Beneficiary (Person)

Budget from HSF

Resource from VDCs and others ($)

2.1 100 local authorities with increased knowledge on importance and effectiveness of CLCs and management skills

2.1.1 Conducting awareness orientation training based on the existing CLC guideline and management training manual training local authorities on CLC concept, methodology and activities by inviting to orientation, training, and ceremony occasionally

FO, PC

50 people X3

districts =150

788 x3districts

=2364

0

2.2 CLC Co-ordination Committee set up in 2 districts

2.2.1 Supporting local workshop and meetings selecting appropriate people for CLC CO-ordination Committee and strengthening its committee’s knowledge as well as coordinating ability by organizing workshop and meetings 2.2.2 Monitoring & Supervision

FO, PC 10 members

x 3 districts

= 30

197 x 3

districts = 591 =1000

0

2.3 Concept of CLC disseminated

2.3.1 Publishing and distributing brochures and flyers on CLC activities; FOs in coordination with CLC Co-ordination Committee and CLCs, develop and disseminate brochures and flyers about CLC activities to locals.

FO, PC

Local people

63 x

3districts = 2049

0

3. Immediate Objective 3: Policy Development at the Central Level At the end of the project, (1) A National co-ordination body will have been formed; (2) the CLC manual and policy guidelines will have been finalized; and (3) CLC, a model platform for community development, will be replicated in Government programmes as well as other development projects.

Output Activity Responsibility Beneficiary (Person)

Budget from HSF

Resource from VDCs and others ($)

3.1 National Co-ordination body formed

3.1.1 Conducting central level workshop establishing National Co-ordination Body as a firm supporting mechanism for CLC, holding workshop once a year to share experiences and discuss problems

PC, FC

270 4,465 532

3.2 CLC manual and policy guidelines formulated

3.2.1 Supporting meetings to finalize manual and guidelines and publishing

PC

10 3,942 0

3.3.1 Disseminating brochures and flyers FO, PC various 1,183 0 3.3 CLC scheme replicated as a model for community development

3.3.2 Conducting evaluation / monitoring FO, PC SM, SC

various included in operationa

l budget

included in

operational budget

SM = Social Mobilizer PC = Project Coordinator Sub-C = Sub-committee * SC = Steering Committee FO = Field Officer = PFO

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CHAPTER TWO

Evaluation Plan

2.1 Evaluation Objectives General Objective The objective of the evaluation is to review the overall execution and implementation of the Community Learning Centres project in Nepal and to evaluate the performance of various stakeholders involved in the project. Specific Objectives The specific objectives of the evaluation are listed in Chapter 3 under each evaluation area.

2.2 Evaluation Areas Areas to be evaluated may be classified as context, input, process or output areas. A majority is listed in Table 2.1 below. Table 2.1 Evaluation Areas

Context areas Relation to national policy plans National coordination and linkages with other institutions Linkages to formal education system Networking and partners Anti-government insurgencies/Maoists CLC physical infrastructure Cost considerations and financial management

Input areas Mobilizing, recruiting and training of human resources Selection of communities Needs assessment in the communities Information, communication and resource materials

Process areas Project management and implementation CLC programme development Teaching-learning process and learners’ assessment Community participation and mobilization Project staff support and stakeholders’ relations

Output areas Monitoring of CLC activities Gender perspective Impact on people’s quality of life Continuation and sustainability

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2.3 Evaluation Methodology The evaluation was conducted from August – November 2005. Time was spent in Kathmandu, Nepal for document studies, interviews and discussions with personnel directly involved in the project as well as with other relevant personnel, both from UNESCO, and the government and NGO sectors. The evaluation team visited CLCs in three locations, Dadeldura, Doti and Humla to observe and record context, input, process and output areas related to the implementation of the CLCs. The mission also functioned as a monitoring mission for UNESCO staff and a way for UNESCO to provide advice on various technical matters relating to the project. The team visited two CLCs in Humla (Shimikote and Baragaon), three in Dadeldura (Jogbudha, Ashirgram and Pokhara) and all four in Doti. For the three centres we could not visit, meetings with the community members were arranged and interviews done. One sub-CLC was visited, Bhatkanda/Ashirgram in Dadeldura. The evaluator would like to express his sincere thanks to members of the evaluation team (Appendix IV), and in particular to Aliza Shesthra and Sohae Lee from UNESCO Kathmandu for expertly assistance and advice. 2.4 Indicators Based on the general objective of the evaluation (2.1), specific objectives were developed for the evaluation areas (Chapter 3). The specific evaluation objectives served as basis for the development of indicators, and data were gathered according to these indicators. Indicators are, as far as it is possible, concrete, specific and measurable. It should be noted however, that each CLC is unique and a microcosmos in itself. Therefore, it is hard to find universal indicators that can be applied uniformly to all CLCs. The approach in this report has therefore been, due to a rather small number of CLCs, a qualitative approach supplemented by quantitative data from monitoring reports. 2.5 Evaluation Tools The indicators determine what kind of tools were needed in order to gather the data and information necessary to attain the specific objectives of the evaluation areas. The evaluation tools include interviews and discussions with relevant officers in charge of the project; observation of CLC activities; interview and community meetings in the villages; and in-depth studies of various reports and documents produced for and about the project.

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2.6 Data Collection Substantial amounts of data have already been collected and reported. These data are available in baseline studies, progress reports, annual reports, monitoring reports and from previous evaluation studies and served as a basis for some of the evaluation areas. More data were collected during field visits to the communities where CLCs are located and activities implemented. The scale of the project is rather small so that random sampling was not performed, but the evaluation aimed at collecting as much quantitative and qualitative data as possible within the time frame. 2.7 Data Analysis Data collected and viewed were analysed in the context of the evaluation objectives. An evaluation is performed in order to determine whether and to what extent objectives have been or are being achieved as well as to determine the strengths and weaknesses of the project’s procedural design and implementation. Data were cross-checked as much as possible to validate correctness, and data were also viewed together and in a context to draw conclusions hereof. 2.8 Reporting Upon the completion of analyzing the evaluation results, a summary and synthesis was done in order to extract key issues and provide recommendations for future action.

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CHAPTER THREE

Evaluation Areas and Results 3.1 Macro Level In this section, the evaluation focuses mainly on the context areas of the Community Learning Centres (CLCs) such as national policy plans, framework for non-formal education, coordination among various agencies and stakeholders, linkages to the formal education system, networking and partners, political instability issues, and selection of communities. 3.1.1 Relation to National Policy Plans and Institutionalization Objective: To what extent the concept and model of Community Learning Centres is

integrated in national policy plans for non-formal education and institutionalized as a means for education, community development, poverty eradication and life-long learning.

Indicator: 1. How the CLC model is outlined and integrated in the National Policy Plans

for Education 2. The legal status of CLCs in Nepal based on government documents 3. Whether CLCs are, or are in the process of being, institutionalized in Nepal Results: At present, CLCs have no legal status in Nepal, although the concept is

mentioned both in the Tenth National Plan for 2002 – 2007 and in the National Plan of Action on Education for All.

The Tenth National Plan for 2002 – 2007 (HMG, 2002) mentions CLCs explicitly, and development objectives in the plan clearly converge with what the CLCs are doing. Quotes from the Plan: Chapter 7.2 Human Resource Development (p. 122) • Policy will be adopted to associate literacy and informal education

program with skill development and labor market. Chapter 23.4 The Tenth Plan (p.454)

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• Help raise the living standards, especially of the backward communities and women by carrying out programmes of literacy, post-literacy, income-generating and valuable non-formal education.

o ..Towards non-formal education, provide basic primary education to 200,000 children and establish 205 community study centres [i.e. CLCs] under local elected body’s responsibility for piloting continuous education.

• In the context of the principle of ‘Education for All’, make special provisions to increase the access of women and people with disability to the opportunities of education.

The National Plan of Action on Education for All (EFA) (MOES, 2003) clearly outlines the use of CLCs to achieve the EFA Goals of Nepal (quotes):

Goal no. 3 Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes • Developing the system of life-long continuous learning through

Community Learning Centres (page 9) • Community based facilities such as Community Learning/Resource

Centre should be strengthened and enriched. Similar new centres should be established on the basis of social mapping. The focus of such provision is to address the diverse needs of youths and adults by providing group facilitation, space for learning for everybody, and opportunity for mutual interaction. Such provision should become the physical base for forum or the life skill education in a continuous way (page 37)

Goal no. 4 Achieving a 50 % improvement in the level of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults • Developing Community Learning Centres (CLCs) as the community

based physical provisions for learning resources and activities – venue and support system for literacy activities, continuous/life-long learning, community-based educational forums and income-generating activities (page 10)

• A Community Learning Centre (CLC) is a very effective and locally sustained institutional provision for conducting continuing education. In view of the need for opening a large number of CLCs to provide literacy

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classes and continuous education, the physical structures of the local primary schools should be utilized after and before the school hours so as not to hamper the teaching schedule of the schools. CLCs should be provided with initial physical and technical support from the local bodies, i.e. the Village Development Committees (VDC) and the ward offices of the municipalities (page 59)

The Plan also lists roles and functions of CLCs (page 74): • To implement NFE programme • To provide life skills to the out-of-school youths and adults using

NFE materials as well as new materials and activities • To facilitate community based forum for EFA activities • To provide material and institutional support to community education Some CLCs run by other agencies and organizations in Nepal have been registered as NGOs. In some instances, NGO registration may have benefits, though it will likely not be owned by the community in the same way as the project CLCs are. A positive development is that three model CLCs (one from each district) will be included in the government’s quota for receiving regular support from the District Education Office (DEO). The CLC accepted in the government quota must first register as Community Based Organisation at district level.Then, they will receive financial and technical support from the government. Other CLCs will receive technical support from DEO upon demand, needs and thesituation in the communities.

Advocacy by UNESCO and the Non-formal Education Centre (NFEC) is

ongoing, and legal documents have been prepared and submitted to the Ministry of Education and Sports (MOES) for the Ministry to amend the education act and legalize and institutionalize CLCs.

3.1.2 National CLC Coordination and the Role of the CLC Executive Committee Objective: To determine the extent of coordination at national and district levels between

the Ministry of Education and Sports/Non-formal Education Centre (NFEC), the National Resource Centre for Non-formal Education (NRC- NFE) and UNESCO

Indicators: 1. Roles and responsibilities of the executive members of the CLC

Coordinating Committee (CLC-CE)

39

2. Coordination between UNESCO, NFEC and NRC-NFE at national level 3. Role and responsibilities of district education offices in supporting the

CLCs Results: The CLC Coordinating Committee has three members at national level, one

from the NFEC, one from NRC-NFE and one from UNESCO. Its role is to oversee coordination and implementation of the project as well as address problems that may arise. The Committee met 3-4 times in 2004, and has not formally conveyed any meetings in 2005. This CLC Executive Committee is a supervisory, advisory/guiding body for the project and carries out the following: 1. Approval of the project workplan and budget distribution 2. Provide inputs to policy guidelines and policy direction 3. Review and comment on the tertiary progress report as well as evaluation

and monitoring report, and provide suitable suggestion. 4. Provide necessary advice/suggestion on the project implementation 5. Discuss emerging problems, issues and constraints and suggest solutions

and measures to be taken 6. Coordinate community based education programme and network with

other stakeholders including Ministries, bilateral and multilateral donors, development partners etc.

7. Ensure that the government linked the project in line with Education for All National Plan of Action (EFA-NPA), Millennium Development Goal (MDG), Poverty Reduction Strategic Paper (PRSP) and 10th five-year development plan.

8. The Committee will invite the Nepal National Commission for UNESCO (NatCom) for the advisory purpose.

The NFEC roles and responsibilities are: 1. Entrusted with UNESCO to implement model CLCs of the project. 2. Sending necessary instruction to the concerned District Education Officer

to implement the programme. Before doing it, policy framework of the project will be revised. Review policy guideline and framework within which the project to be implemented with concerted instruction to district level authorities.

3. Coordinate through network and linkages with the line ministries concerned, departments, development partners and the stakeholders in connection with the project implementation.

40

4. Monitor and supervise NFE/CLC Unit both in the district and central level in the project progress, its implementation and ensure proper use of the funds provided.

5. Define clear-cut roles and responsibilities of DEO, CLC Focal Point and CLC Unit-in-Charge to carryout the project activities.

6. Provide regular progress and financial reports/statements to the UNESCO in accordance with the project agreement.

7. Design and develop the Teaching Learning Materials and to organize and manage various training, seminar, workshop etc as per provided workplan in collaboration with UNESCO and NRC-NFE.

8. Organize national project executive committee meeting in accordance with the workplan and in close consultation with UNESCO whenever required/necessary.

9. Assist concerned organization in the action research studies as carried out during the project period.

10. Strengthen the CLC Unit with and the NFEC Director as CLC Focal Point assisted by the NFEC Staff and JICA Volunteer

11. Participate in the mid and terminal evaluation of the project 12. Ensure continuation and sustainability of CLC activities after the

termination of the project

The NRC-NFE carries out the following activities in collaboration with NFEC and UNESCO: 1. Organize capacity building training for CLC/Project personnel 2. Carryout action research and studies on the CLC as decided by the CLC

Executive Committee. 3. Organize various training (Master Trainer Training, Saving Credit Group,

Facilitator, Social Mobilizer, Gender, Teachers etc) workshops, seminars and interaction programmes.

4. Working together with NFEC and UNESCO to revise and update the CLC manuals, curriculum etc in close consultation with UNESCO and NFEC.

5. Develop and revise the training materials and other teaching learning materials as per need.

6. Designing and develop various programme to link with vocational and income generation programme in consultation with NFEC.

7. Play advocacy role by dialoging with government and non-government organizations on CLC

8. Assist UNESCO and NFEC in coordination, network and in linkage development.

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9. Participate in monitoring, supervision and evaluation of project activities. 10. Participate in CLC Executive Committee meeting The District Education Offices (DEO) are responsible for backstopping, coordination, monitoring and supervision of the CLCs in the district. They also disburse the payments from UNESCO to the VDCs. The DEO ensures that the CLCs are linked and coordinated with existing government programmes, and the DEO should be in a position to take over responsibility for overseeing the CLCs when UNESCO’s support recedes. There is regular coordination and meetings between the DEO and the Project Field Officer (PFO) so as to discuss workplans and follow up on various issues relating to project implementation. Meetings by the CLC technical and coordinating committees at district level have been held almost monthly both in 2004 and 2005. At district level, the committees are chaired by the District Education Officer (DEO) and members include the Project Field Officer (PFO), the CLC focal person at the District Education Office, a representative of local line agencies and of the District Development Committee (DDC), and also the CLC chairpersons. The task of the district committees is to make sure efficient use of resources and how different agencies and organizations can contribute to support the CLCs.

3.1.3 Linkages to Formal Education System Objective: To determine if Non-formal Education (NFE) and the implementation of

CLCs are linked to and coordinated with the formal education system in Nepal.

Indicators: 1. What are the formal and informal linkages between formal and non-formal

education in Nepal. 2. What are the linkages between formal education and CLCs in Nepal. Results: There is an opportunity for those who complete the OSP 1 (out-of-school

programme) course to enter into grade 4 in formal schools. CLCs have supported OSP 1 classes and thus assisted learners who want to continue with further education in the formal education system. The pass rates for OSP 1 have improved greatly after tuition classes were organized in the CLCs. Enrollment of out-of-school children have thus increased. In Dadeldura, 45 students last year completed NFE programmes and proceeded to enroll in grade 4 in primary schools via OSP 1.

42

Also, the CLCs have provided tuition for students who sit for the grade 10 School Leaving Certificate (SLC) exams. The pass rate for the SLC exams have improved significantly after CLC tuition took place. (see also 3.2.4).

Another linkage between non-formal and formal education is the fact that the

Early Childhood Development (ECD) centres prepare young children for education. This makes it more likely that children who have participated in ECDs will enroll in schools, and it will likely also reduce drop-out rates.

3.1.4 Networking and Partners Objective: To determine if other partners at national, district and community levels

contribute to supporting the CLCs. Indicators: 1. What other partners at national, district and community levels have

provided support, and what kind of support. 2. What other partners may be able to provide additional support. Results: UNESCO works with the NFEC and the NRC-NFE at national level. At

district level, there is collaboration with line agencies, DEO, UNICEF, and the Women’s Development Office (WDO) who manages funds, monitors and technically supports ECDs. Also, the World Food Program (WFP) provides food to some ECDs in Doti and Dadeldura. The scheme is coordinated with the DEO. Better nutrition should improve learning, and in theory the scheme is well justified. There is a risk however, that communities will to some extent become dependent on hand-outs, and that food given will be traded rather than used by the targeted groups. Also, an attitude may develop in the communities that everything should be rewarded, including going to school. In Doti and Dadeldura, partners include, in addition to the District Education Office, the District Development Committee, District Agricultural Office, District Health Office – who provides sanitation training, Veterinary Office, GTZ (German development organization), local NGOs youth clubs, and mothers’ groups. In Dadeldura, the district health office supports the CLCs by providing reproductive health training, sanitation, and HIV/AIDS. Small Cottage Industry provides training on vocational skills development. Training on gender issues is offered in Doti and Dadeldura by an NGO called RUDWUC that supports empowerment of rural women. In addition to gender issues, the NGO also trains the villagers on human rights and women’s rights. Members of Pokhara CLC stated that they are searching for additional partners, both government partners and NGOs to assist them.

43

At community level, there are often a number of NGOs and local elected bodies that can provide some kind of technical, though not financial, support. Khirsain CLC, Doti mentioned that the community has around ten partners they work with on various education, health and community development related issues. There are other villages who have few or none other organizations to seek assistance from.

3.1.5 Project Management Objective: To what extent the CLC project is managed efficiently at national and district

levels by UNESCO. Indicators: 1. Whether reporting is performed according to schedule. 2. Whether work plans are followed.

3. Coordination between national and district levels. 4. PFOs’ performance in technical backstopping 5. UNESCO’s roles and responsibilities in the project

Results: Project management and coordination charts are found in Appendices II-III (Coordination structure at District Level and Management Structure of the CLCs),

The Project had a somewhat slow start. It took one year from submitting the

project proposal to the project was approved. Originally, the project was designed for three years from May 2002 to April 2005. However, the agreement was signed by the government after a delay due to government procedures of several months which subsequently led to a delay in project implementation (UNESCO, 2005). The project document is well developed and elaborated with a number of details and quantitative data.

National level work plans are extensive and are generally followed, though are to some extent adjusted at district level during project implementation since the situation in the districts frequently has been rather volatile due to anti-government insurgencies (Maoist activities). Also, when the dollar-rupees exchange rate suddenly changed, the workplan had to be adjusted accordingly. A major revision of the work plan took place in May 2004 in consultation with the NRC-NFE, NFEC and DEOs so as to coordinate better and delegate more responsibility to them and thus ensure better sustainability.

44

Reporting at national level takes place every six months and at district level every four months. The national level annual reports to the donor are detailed and substantive. At district level the reporting has been somewhat irregular due to external factors such as political disturbances. Financial statements from the Project Field Officers (PFOs) sometimes arrive late which delays the reporting process. The PFOs are key staff of the project in the sense that they forge links between UNESCO, the DEO and the local communities, as well as other stakeholders. The PFOs work in the District Education Office and this is a symbol of coordination and cooperation. The officers have received continued capacity building training, both at district level and in Kathmandu. The total number of training days for PFOs has been around fifty days, including master training for ECD facilitators; for literacy facilitators; for CLC management; in book keeping; in coordination/networking/capacity building; and in library management. They hail from the local communities and understand the local context, culture and traditions and communicate well with the villagers. In Dadeldura, the original PFO was replaced during the middle of the 2nd year of the project. All the PFOs function well, including the new field coordinator in Dadeldura, but a change of officer caused some disruption to the implementation. UNESCO has organized study visits for members of the CLC personnel, NGOs and DEOs in Humla, Doti and Dadeldura to Kathmandu. Also, reciprocal visits have been made between Doti and Dadeldura communities. Humla has not been a part of the reciprocal visit scheme due to high costs of flying the participants in and out. UNESCO is responsible for overall implementation of the project and jointly executes the project in collaboration with NFEC and NRC-NFE, and further to: 1. Prepare contracts with concerned entities as per the workplan and the

project documents 2. Provide technical assistance to planning, management and implementation

of the project. 3. Closely monitor all the activities undertaken by the various partners for

the project.

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4. Provide technical input to the concerned partners on materials development and training programmes, and technical assistance by the national/international experts as per necessary.

5. Prepare and present to the donor the project progress report as required by the UNTFHS

6. Participate in Executive Committees and assist NFEC to organize the committee meeting

7. Undertake necessary administrative action for the smooth execution of the project

8. Assist NRC-NFE and NFEC and the other concerned entities to undertake activities under the project

9. Documentation, information and dissemination of the project. 10. Implement model CLCs and through them help to improve all CLCs

3.1.6 External Disruptive Forces Objective: To determine to what extent political instability (Maoists) and internal

displacement of people have had on education and community development activities as provided by the CLCs.

Indicators: 1. If Maoists are involved in some or all villages where CLCs are being

implemented. 2. Record number of internally displaced persons in the villages, who they

are and possible effects. 3. If Maoists have wide and/or long-term education and community

development objectives. 4. If there is a conflict of interests between the Maoists’ objectives and CLC

activities as promoted by UNESCO. 5. If any conflicts of interests hinder learning and development. Results: There are many instances of disruption to education, and even to life in

general, in some areas of Nepal. A major disruptive force is the Maoists insurgency. This is a movement whereby certain individuals have mobilized and forced mostly unemployed youths from rural areas to take part. Thus, Maoists soak up resources from the community. The Maoists are more active in some areas than others, but generally have a lot of influence in the western parts of the country where the CLCs are located and exercise control through persuasion and force. Bandhs or ‘strikes’ are often called upon by the Maoists, and this halts all activities in a village, hence causing a disruption.

46

In Humla, about 15 % of the population is displaced temporarily due to Maoist activities. Roughly 60 % are boys/men and 40 % girls/women. Some return after a short period of time, but others have not returned. In fact, in many villages the age group 12-30+ years are missing. The Maoists have demanded that every household provide one person to their organization. Hence, people in the relevant age group have either been taken by the Maoists, or they have fled the villages to safer places such as Simikot, Nepalganj or Kathmandu. The Maoists raided one ECD and took all the equipment and materials present so the ECD was forced to close down. Serious consequences follow the displacement of young people since they represent the future, and they are the physically strongest and often the most educated people. Their displacement may lead to decreased farm production and increased poverty in certain areas. The disruption also has serious consequences for inter-personal and family relationships, naturally. The construction of a CLC building in Ajayameru VDC in Dadeldura has not been completed due to political instability. Materials are ready, but conflicting forces has required that the construction be halted until further notice. The Maoists have also directly interfered in CLC activities and put hurdles in the way for smooth implementation. In other areas of Dadeldura, activities were halted by the Maoists and even though programmes continued after a few months, the disruption made it rather difficult to start again with the same enthusiasm as before. Doti is also affected by the Maoist insurgency, though at a lesser extent than Dadeldura. Banlekh CLC however, was burnt out by the Maoists and the mental scars left the community bewildered for some time, and it has made it harder for them to continue with their activities.

Another disruptive force is labour migration, often to India. Young men often travel to India part of the year due to poverty to earn cash. Unfortunately, most of the cash earned is often spent before he returns to his village. Trafficking of young women, also often to India, is another problem.

3.1.7 Selection of Communities

Objective: To determine how the communities where CLCs are implemented were selected.

47

Indicators: 1. Was a shortlist of potential villages worked out. 2. Were potential villages encouraged to submit proposals, and were they

submitted 3. Were the best suited communities selected based on a list of selection

criteria. 4. Have satellite/cluster CLCs been established.

Results: The guidelines for the UNTFHS were reviewed by UNESCO and a focus on women and disadvantaged groups was noted. Based on the guidelines, a shortlist of five potential districts were chosen: Dadeldura, Humla, Bajhang, Achham and Baitadi, and the first two districts were selected based on socio-economic data from baseline studies, literacy rates, socio-economic situation and field visits where district authorities were involved.

After the selection of the two districts, four out of nine potential villages were chosen jointly by UNESCO, DEO and the villagers themselves in community meetings. No formal proposals were submitted from the communities, but a consensus was made among the parties mentioned above. The community meeting was also responsible for selecting the four sub-CLCs affiliated with every CLC.

Doti was added later as the third district for project implementation. The

criteria for selecting Doti as the third district were (Rohit Pradhan, former UNESCO Kathmandu CLC officer, email): Lower than country average development indicators including literacy rates even though interventions by the government had been made in these areas. The site was selected also due to other criteria, such as that it is quite accessible in terms of infrastructure and has less political disturbances then other places nearby. The final selection of communities was made jointly with the DDC, DEO, UN agencies and the communities in Doti. Criteria used by UNESCO, DEO and local authorities to finalize the

selection of communities include:

1) Maximum importance for locally felt needs and demands 2) Optimal use of local resources 3) Optimal use of local human resources 4) Encouragement and improvement for local skills and techniques

48

5) Realization of ownership for CLC project 6) At least 40% community participation (including resources from other

organizations and partners) 7) Least affected areas by Maoist insurgency 8) Representation from major castes and ethnic groups (Bhote, Chhetri,

Thakuri and Dalit) 9) Representation of major religions (Buddhist and Hindu) 10) Closer to the district headquarter for easier communication and

transportation reasons 11) Fairly easy access for monitoring, supervision and evaluation 12) Possibility of maximum community participation

Three model CLCs were established chosen by the coordination committee, Shimikote in Humla, Khirsain in Doti and Ashirgram in Dadeldura. The model CLCs are chosen due to their level of commitment, as well as for accessibility in terms of regular and continuous support and attention from the DEO. The model CLCs serve as examples for other organizations.

3.2 Micro Level In this section the evaluation focuses on the Community Learning Centres; such as how they operate and function, relevance of programmes, capacity of human resources, management issues, costs, monitoring, infrastructure, community participation, impact on learners, and equality and coverage. 3.2.1 Needs Assessment in the Communities Objective: To determine procedures of assessing learning and development needs in the

communities Indicators: 1. If the needs assessment was done in a participatory manner.

2. If the needs of all members of the community were addressed, in particular with relation to girls/women and disadvantaged groups. 3. If motivation techniques were used.

Results: The project started with motivation campaigns to draw the attention of the

communities to certain issues and what needs to be done. In Humla, a song/dance festival was held so the villagers came together and education and

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community development issues were raised. In Humla, a school enrollment campaign to encourage parents to send children to school was organised with DEO and UNICEF and facilitated by the CLCs. In Doti and Dadeldura there was a campaign facilitated by the CLCs to collect letters and send them to the Prime Minister’s Office so as to map out children who do not go to school.

The needs assessment was done in a participatory manner in most

communities. A household survey was performed and subsequently a plenary community meeting was held to discuss the results and what learning and development needs should be given priority. The PFO spent time on briefing and motivating the community. Much effort was made to include all members of the communities, and in particular women and often marginalized groups, such as Dalits (the ‘untouchable’ caste). The outcome of the community meeting was discussed with the PFO and needs were prioritized in collaboration with the Steering Committee (SC). In a minority of CLCs, the needs assessment was not completely transparent and participatory. In Benlekh, Doti the CLC Coordination Committee and Steering Committee members met to determine the CLC programme activities without substantial involvement of other members of the community. In Jogbudha, Dadeldura, the assessment was not performed in a systematic and participatory manner. Members of the CLC SC did interviews at random and in small numbers.

3.2.2 Sub-CLCs Objective: To assess activities in the sub-CLCs and to what extent the sub-CLCs are

coordinated with and supported by the CLC. Indicators: 1. What activities are implemented in the sub-CLC? 2. What is the physical infrastructure of the sub-CLC? 3. How is the coordination between the sub-CLC and the (main) CLC? Results: The evaluation team only visited one sub-CLCs (in Dadeldura), hence the

information below is based on information gathered from the Steering Committees, Social Mobilizers and sub-committees on sub-CLCs.

There are normally four sub-CLCs affiliated with the (main) CLC, though in Humla there are only ten sub-CLCs altogether since one possible sub-CLC would be located too close to the main CLC and another would be located too

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far away (several days to walk). Ratoli CLC in Doti has only established three sub-CLCs in order to save funds for other purposes. In Doti and Dadeldura, about half the sub-CLCs have buildings constructed for their activities and the other half of sub-CLCs run programmes in other venues such as school buildings. The sub-CLCs in Humla are located in a room in community members’ houses as the venue rather than having a separate building.

The programmes in the sub-CLC are developed according to the needs assessment originally done for the CLC catchment area, and they are coordinated by the Social Mobilzer (SM) together with members of the Steering Committee (SC). The SM monitors sub-CLCs weekly or according to needs and provide technical support jointly with the sub-committee on sub-CLCs of the SC. Literacy classes are the main activities that have taken place in the sub-CLCs, and some function as ECD centres. Coordination meetings between main CLC and sub-CLCs take place about every two weeks to once per month, depending on the Village Development Committee (VDC). Some sub-CLCs are also used as small libraries.

Some sub-CLCs have not functioned properly due to Maoist insurgencies in the area. The sub-CLCs allowed for the project to have a wider outreach. However, through the evaluation, it was clear that the sub-CLCs created a sense of demand and need from the communities. The communities expressed clearly that they would like to upgrade their sub-CLC to become a (main) CLC with programmes, activities and personnel accordingly.

3.2.3 Mobilizing, Recruiting and Training Human Resources Note: Appendix I contains a list of major trainings and workshops organized at

central and district levels for project staff and other stakeholders Objective 1: To determine the composition, tasks and capacity of the Coordinating

Committee (CC) at district level. Indicators: 1. What the tasks of the coordinating committee are. 2. How the coordinating committee was formed. 3. What capacity building training the coordinating committee has

participated in. Results: The coordinating committee is made up of influential leaders of the

community in areas of education and socio-culture. It has the DEO, the PFO, the CLC chairperson and a representative from the VDC and DDC as

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members. Other members include representatives from the SC, local NGOs, health offices, and other local organizations such as women’s groups, Dalits, headmasters - and in Humla - Lamas (Buddhist religious leaders), etc. The CC normally meets once in every 2-3 months to advice the SC and CLC sub-committees. Its main task is to coordinate CLC programmes and activities with stakeholders and parties involved so as to ensure smooth implementation and avoid duplication and redundancies. The CC members have received three days orientation and training at district level.

Objective 2: To determine the composition, tasks and capacity of the Steering

(management) Committee (SC) and its training needs. Indicators: 1. How the steering committee was formed. 2. What the tasks of the steering committee are. 3. What capacity building training the SC has participated in. Results: The SC functions as a management committee and normally has eleven

members. The project has emphasized the need to include women and Dalits in the SC, so each committee has at least one female member and often Dalits though the composition varies from community to community. The SC serves as the umbrella management committee in the village while there are sub-committees are dedicated to special tasks, such as women’s empowerment, skills training, income-generation, cultural activities, community infrastructure development, etc. The project started off with a set number of sub-commitees as per the project document. However during the course of the project, the number of sub-committees was adjusted depending on the actual needs of the community. The SC normally meets once a month or according to needs. The SC members have received six days of training at district level.

Objective 3: To determine the background, qualifications, tasks and training needs of the

Social Mobilizer (SM). Indicator: 1. What is the background and qualifications of the Social Mobilizer 2. What are the tasks and training needs of the SM. Results: In order to promote gender equality and social transformation, the project

document outlined criteria for choosing the Social Mobilizer (SM) as follows: The person should preferably be female, married (i.e. will be stationary), possess a School Leaving Certificate (SLC) and belong to the local

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community. Due to the low education level in the communities, it sometimes occurs though, that not all criteria can be fulfilled. In Hepka CLC in Humla, the SC selected a male candidate because there was no female candidate who had passed grade eight. The SM is chosen by the SC and PFO based on the criteria mentioned.

Table 3.1 Example: Qualifications of Social Mobilizers in Humla District

SMs in Humla Qualifications Baragaon CLC Female, Passed 10th grade Dandafaya CLC Female, Passed 8th grade Hepka CLC Male, Passed SLC Shimikote CLC Female, Passed 10th grade

In Ashigram CLC (Dadeldura) the female SLC candidate was chosen in recruiting process involving first advertisement of the position and short listed candidates took a test and the SM was subsequently chosen based on her qualifications and test results. The SMs received from 8-19 days of training at the district level. The main task of the SM is, jointly with the SC, to be responsible for the daily administration of the CLC and its activities. Other responsibilities include conducting training sessions, motivating the learners, and orienting all the stakeholders about activities in plenary meetings. The SM is the only person affiliated with the CLC who receives regular payment for her/his work. A monthly salary of 2,500 Rps is provided, and in addition some SMs can work as literacy facilitators and earn extra income. In Doti, one SM has expertise in tailoring and thus became a resource person and earns extra income from a small cottage industry.

Objective 4: To determine who the trainers of trainers/facilitators are, their background, and to what extent she/he have been trained.

Indicators: 1. What is the background of the trainers of trainers

2. How long and in what areas were the trainers trained Results: The trainers normally are SLC graduates from the local area and received ten

days of capacity building training by NRC-NFE in Kathmandu in areas of literacy and post-literacy.

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Objective 5: To determine who the literacy facilitators are, their background, and to what extent she/he and resource persons have been trained.

Indicators: 1. What is the background of the literacy facilitator.

2. How long and in what areas were the trainers trained, pre-service and in-service.

3. What resource persons, other than literacy facilitators, are utilized in the CLCs.

Results: The trainers employed in CLC programmes and activities are all local. This

is important since local teachers have an essential knowledge of the context in which the training takes place. Most literacy trainers have passed grade 8 and/or work as Social Mobilizers and are approved by the government. There are 10-12 days of pre-service training for the literacy facilitators at district level and no in-service training, though the facilitators are monitored by the PFO and receive backstopping support as needed.

Other resource persons have also been utilized for CLC programmes, in particular related to cultural activities such as elders teaching traditional songs and dances that are in danger of being forgotten. In agriculture, resource persons from the local government agencies contributed with training in use of fertilizers, pesticides and new seed varieties. Health and sanitation training is provided by the District Health Office and NGOs, etc (see also 3.2.4 below). There is now a more systematic and extensive use of resource persons than was common earlier in the communities. The ECD facilitators are responsible for running the ECDs, and they receive about three days of training, which is somewhat low compared to the national basic ECD facilitator training regulation of 16 days.

3.2.4 Programme Development and Activities Objective: To determine what kind of programmes have been developed for the CLCs

based on identified needs. Indicators: 1. What programmes have been developed and implemented in the areas of

non-formal education (literacy, post-literacy, non-formal primary education, etc.), early childhood care and development (ECD), life skills training, and others.

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2. Are content areas covered, such as preventive education and environmental education which are vital not only to the development, but to the very survival of the communities.

3. Is education linked to skills training and income generating activities including micro credit schemes, i.e. degree of linkages and integration of the programmes

Results: Based on the participatory needs assessment in the communities, programmes

and activities were developed. The women in particular, emphasized the need for functional education that gives immediate and long-term benefits. Therefore, the project has a continuous focus on linking functional literacy, life skills and income generating activities. Humla is a very cold place in the winter. Schools are normally closed for a period of about five months. During this time, the CLC stays open and many activities related to education and otherwise take place. Formal teaching is often interrupted by teachers’ absence, ‘strikes’ called for by the Maoists and the closure in winter. During the periods of absence of official educational services, the CLC was the sole education provider in the community.

Literacy training was organized in all communities. It has included mostly basic literacy and some post-literacy training. Most oparticipants are young to middle-aged women and Dalites. In Jogbudha, Dadeldura 275 women have participated in literacy classes. 80 % of them passed the literacy test, and 4 persons proceeded to join the local primary school in grade 3. According to the DEO in Dadeldura, literacy programmes are the most effective programme areas of the CLCs. In Ashigram, 19 women out of 25 passed the local test after completing the literacy training. In Khirsai, Doti, the literacy rate in the community increased from 38 % to 57 % after CLC training. However, there are still 43 % illiterates, and the last percentage points are often the most difficult to reach. In Bhumirajmandu CLC, Doti, women organized a campaign, demanding signatures from people to support them in their demand for literacy classes.

Tuition classes have been organized in several communities relating to out-of-

school programme (OSP 1) which follows a government curriculumn and is produced specifically for out-of-school children. Since schools in Humla are normally closed for the winter, regular tuition has lead to improved marks for the students. Thus, graduation rates from Grade 10 have subsequently improved. In Shimikote CLC in Humla, out of 20 participants in OSP 1, 13

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graduated successfully and 10 enrolled in grade 4 in the school. In Baragon, ten girls passed the SLC last year which is much improvement as compared to the year before the CLC was established when only one girl passed. In Banlekh, Doti before the introduction of tuition classes, only 1 % of the students passed the SLC exam, while after participating in tuition classes the rate increased to 33 %. In Humla, in the past about 10 % passed the SLC exams while during last year’s exams, 92 % of the 52 candidates passed.

Some financial support from the project has been utilized for scholarships to support students with regards to school fees and materials. Scholarships were provided to 16 Dalit girls in Ashigram CLC (Dadeldura) to cover some of their expenses for enrolling in school. Tuition classes have taken place in all three districts. During the time of operation, Maoists insurgencies have affected all areas and many children have not been able to go to school. In Dadeldura, most schools are in fact closed. Hence, tuition classes give students a second chance to study and possibly enter the school again or higher institutions of learning.

Preventive education (HIV/AIDS) is included in the CLC programmes, and training in Humla is provided by Nepal Trust (an NGO) and UNICEF. Preventive education is particularly important in the area due to its location along major trekking routes and to its proximity to Tibet where prostitution is more widespread according to THIS. Similar preventive education training in Dadeldura and Doti is provided by the NGO RUWDUC. In those areas many male workers migrate to India for temporary work and may be exposed to HIV which they bring back to their communities. Extensive training has been given in most communities in areas of hygiene, sanitation and health issues particularly related to women’s health. There are traditional beliefs (see box below) which are counter-productive to good health, and proper health education helps the inhabitants to better care for their own and others health.

ECD activities have been implemented in CLC and sub-CLC areas and have proven to be one of the most liked and useful elements of the CLCs. Children aged 3-5 years received appropriate support and training while their parents were occupied with other activities. Some ECDs have received materials from other organizations while some has scarcely any materials for the children to work and play with and the ECD management has not been uniform.

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All CLCs have some income-generation activities running. It could be devised in a more systematic manner as part of small-scale entrepreneurship training. As an example, Simikot in Humla is a centre where tourists often pass through, and tourists sometimes want to buy handicrafts. A villager interviewed by the evaluation team said that she did not how to determine the price of her craft so she ended up giving it away. Thus, knowledge of price setting, marketing, simple accounting, etc could improve the outcome of their income-generating activities.

Saving groups for women were set up in the project VDCs, and savings up to50,000 Rps, or even 150,000 Rps was accumulated. In Humla, half of this was used to purchase land for an ECD centre, while the other half was lent out with 10 % interest. The problem faced though, was that it proved hard or almost impossible to retrieve the loans. Additional savings were used to support sick people; to lend out funds for the purchasing of food at an interest of 1 %/year; and to lend out funds to business ventures at an interest of 3 %/month for areas such as handicraft production and trade. Women’s saving groups have also proved successful in Dadeldura and Doti.

Agriculture training and introduction of new methods, improved technology

and new or improved crops has been an important part of the CLCs activities. One participant from Dandafaya CLC in Humla participated in a CLC study visit to Kathmandu and visited the National Agricultural Research Centre. He took the opportunity to acquire new seed varieties that proved valuable for the area. Most CLCs have provided training on legal issues. This is an important area, in particular with relation to human rights, women’s rights land ownership rights. Women have stated that they were more inclined to send their daughters to school when they were aware of their rights. Cultural programmes and activities have been implemented to preserve and record traditional knowledge in areas of songs, dances, and costumes. Temples have also been renovated and religious festivals being supported.

Other areas of training have included the use of a local micro hydro electrical power plant, carpenter training, animal husbandry, sewing, haircutting, fish farming, cotton industry training, electrical wiring, radio repair, and a number

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of other skills training activities. The communities decide what needs to be done locally, such as the construction of irrigation canals in Banlekh, Doti. Environmental awareness, issues and degradation are currently not included in the CLC programmes. One of the subjects interviewed said she wanted to trade firewood for income-generation in Humla. This is not a good idea considering the extreme topographical features and the very fragile ecosystems of Humla paired with already extensive deforestation.

3.2.5 Information, Communication and Resource Materials Objective: To determine the availability and use of information, communication and

resource materials in CLC programmes and activities. Indicators: 1. What materials are used in education and training. 2. Is life skills talks or cultural events used. 3. What agencies and organizations supply materials Results: UNESCO, the NFEC and the NRC-NFE have jointly developed materials and

provided literacy primers and literacy training packages for three groups of personnel; master trainers, literacy trainers and learners. The development of materials is based on a learning needs assessment performed by the NRC-NFE in the three districts (NRC-NFE, 2004). The same three organizations have also produced manuals on management and operational guidelines for the CLCs as well as a CLC brochure in English and Nepali. In addition, the ECD centres have received some materials from the local Women’s Development Office and also materials/kits from UNICEF. The newly developed literacy materials adapted to local conditions have arrived late so implementation has been somewhat delayed.

Note: Programme development should be based on identified needs. However, cultural practices exist in some areas that may be detrimental to human development, and these practices should be discouraged. One example given by the NRC-NFE is that in certain areas a girl who starts menstruating will be placed in an isolated den and left to herself, often under extreme climatic conditions. Other practices that should be discouraged include beliefs that say that a woman should give birth completely on her own without any assistance, even for her first born child.

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Seven sets of materials in CLC management from the Asia-Pacific Programme of Education for All (APPEAL) in Bangkok have been translated into Nepali and disseminated to stakeholders. They are written in a simple language and are richly illustrated. All CLC buildings have a library as part of its function. Materials are either purchased or donated by NGOs or government agencies. It is common for the CLCs to have around 2-300 books. The most frequent users are students, especially those taking tuition classes, but also women who study for literacy and post-literacy and others. Materials to libraries in Doti and Dadeldura have been provided and donated by DEO, District Agricultural Office, District Health Office, WFP, UNESCO, UNICEF, RUWDUC, and other NGOs. There is an extensive use of cultural events in the communities and in the CLCs, in particular traditional songs and dances as these are considered to be important motivating activities.

3.2.6 Teaching-learning Process and Learners’ Assessment Objective: To determine methods of the teaching-learning process and ways of learners’

assessment in CLCs. Indicators: 1. What teaching-learning methods are utilized in the CLCs. 2. How is the learners’ assessment done and the results utilized. Results: Literacy training and other education activities have taken place through the

use of a variety of methods including demonstrations, discussions, key- words, and rich use of illustrations. There is an emphasis on a participatory teaching-learning process.

Literacy tests devised by the government have been utilized to test performance in some CLCs. The DEO Office is responsible for testing after completion of literacy training. The official literacy test results in Baragaon CLC in Humla district showed that 36 learners passed out of 60 originally enrolled in the programme. Nine failed and fifteen dropped out prior to completion. Those who pass the first level of literacy training have a very high transition rate to second level.

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In the majority of the CLCs, the literacy learners have not gone through government testing after completing the course. In Khirsain and Bhumirajmandu, Doti, the CLC-SC granted ‘pass’ after monitoring the literacy learners. There is currently no official or unofficial certificate given to learners who participate in or complete literacy training if they are not tested officially by DEO. It should be noted that the ‘test’ is not sufficient and certainly not officially valid if the learners want to proceed to enter the formal education system. Also, the assessment will be too subjective. Many younger persons have passed the local assessment, though in the age group > 30 years, in particular among women, most have only learnt how to write their name. In this age group reading is also a problem due to inadequate light and increased far-sightedness that normally develops when people reach middle-age.

3.2.7 Community Participation and Ownership Objective: To determine the extent of community participation in the CLCs and the

perception of ownership Indicators: 1. What percentage of the community uses the CLC in an active way 2. Who are the most active users of the CLC. 3. Do villagers feel it is their CLC. 4. Has the community contributed with materials and/or labour.

5. Does the community believe CLC activities will continue after external support recedes.

Results: Participation in most CLCs is high, often cited as 80-100 % in the sense that

almost everybody takes part in some of the activities provided by the CLC. A minority of the CLCs have recorded participation as medium, i.e. around 50-60 %, while no CLC has recorded a participation less than 50 %. It means coverage is excellent in more than half of the CLCs. ECD was said to be the element of the CLC most frequently used. In Ajayameru CLC in Dadeldura, participation is estimated at 50 – 60 %. Some reasons for lower participation here are cited as being disruption by insurgents and also a lack of a fully constructed CLC building. Youth and women were mentioned as the most frequent users, though Dalits also participated actively. In Jogbudha, Dadeldura, active participation was cited as only about 50 %, though higher if people who rarely participate are also

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counted. The members did not feel a high sense of ownership as in many other CLCs. The community, or at least part of it, showed some indifference and lack of commitment.

Dalits participation is likely higher than before the intervention of the CLCs

since all CLCs have programmes targeting the Dalits. In some communities, the situation for Dalits has improved in the sense that they have become more accepted by other members of the communities. However, the active participation could still be higher in many places. In Ratoli, Doti, around one third of the population are Dalits, though only one Dalit is represented in the Steering Committee and only one Dalit participated in a tuition class of 18. Dalits mostly take part in vocational skills training since this is normally their function in the communities. Literacy rate for Dalits is often lower than the community as a whole. In Ratoli the average literacy rate is 34 %, but for Dalits only around 12 %.

Time is often a limiting factor for community members, and in particular

women, who want to take part in CLC activities. Most are subsistence farmers and work from dawn to dusk both at home and in the fields. Therefore, there is often little time to participate in the CLC programmes. Fortunately, the CLCs emphasize flexible programmes and schedules that can accommodate many of the learners. The communities themselves contributed materials and labour to construct the CLC building. Thus, the community itself invested labour and efforts to construct the building which indicates a commitment to the CLC. In Humla, a local NGO donated corrugated iron sheets as roofing for one of the CLCs. All CLCs have some sense of ownership of their respective communities. The level of commitment varies, though a large majority said they feel it is their centre and not a UNESCO centre. A majority also said it may be difficult to continue on their own if financial and technical support from UNESCO stops. The reason mainly being that full scale activities in the CLCs have only taken place for less than two years in most places, which is a short time for an education and development project such as this. Some CLCs are more active than others in seeking additional support. Members of Pokhara CLC (Dadeldura) mentioned that they will actively seek further support from the municipality, DEO and NGOs if UNESCO’s support can no longer be sustained. Also, the community of Khirsain, Doti was committed to continue CLC activities by mobilizing local resources and resources from

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other partners and organizations that the village works with, both NGOs, local elected bodies and government agencies. The main concern expressed, was financial constrains since most activities will require some form of financial input. A remedy is to use credit/saving funds and revolving funds as well as income from renting out the CLC building to other organizations.

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3.2.8 Impact on People’s Quality of Life, Coverage, Equity Objective: To assess to what extent the CLC has had an impact on people’s quality of

life, both on the individuals and on the community as a whole. Indicators: 1. What percentage of the community has benefited from the CLC, i.e.

coverage. 2. Has the CLC benefited the community members equally 3. Stories and quotes from impact studies in individual communities. 4. Community participation and collaboration. 5. Any change in confidence and degree of isolation Results: The impact was most pronounced for women (see also 3.2.9) who is the

group that has benefited most. In Humla, several women with children have participated in literacy classes and thus become motivated to send their own children to school. Also a representative from the Dalits mentioned that he had become more aware of the importance of sending his children to school after taking part in CLC activities. Thus, nowadays almost every child from the villages in Humla where CLCs are located, are sent to school which is a significant impact. In Khirsain, Doti, an impact for women learners was that they want to continue their studies and take part in additional education classes. They have realized the value of education, both for themselves and for their children, whom they are more likely to send to school.

Some students have successfully completed their secondary education in

Humla with the assistance of tuition classes provided by the CLC. They have proceeded to Kathmandu for further studies. This is rare for students from such isolated areas as Humla. The provision of ECDs and their activities has both given the children better learning opportunities and also provided the mothers with more time to pursue their own educational goals.

Many villagers, and in particular women, have learnt about calculation,

measurements and costs for the first time. This has had a significant impact on their lives since it empowers them to take more control over their own and household expenses.

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Another significant impact of the CLC is that it has proven to be inclusive, and that people who have earlier lived on the fringe of the community such as Dalits, now assemble and share the space with other members of the community whereas traditional beliefs do not allow them to be in the same space. Hence, they often stay together with and take part in programme activities with the rest of the village in the CLC. However, in the Dandafaya CLC, a Dalite requested separate literacy classes to be set up, so there are still problems with integration of every group in some communities. Such requests should not be granted since programmes must aim at being inclusive. The project coordinators and other responsible officers such as the Social Mobilizers, PFOs and UNESCO officers should explain to the community the concept of social inclusion and encourage the community to participate in common activities. It can be noted that the caste system stems from Hinduism, and it is thus easier to break the social barriers of the caste system in communities which are to a large degree Buddhist such as in Humla.

A positive, and perhaps rather surprising impact mentioned by the villagers in

Baragaon, Humla is that the CLC has aided them in conflict and problem resolution and the community has thus become more cohesive. The CLC and its programmes have brought the villagers closer together and encouraged them to discuss, share experiences and solve problems to a larger extent than what happened before. In Dadeldura, most CLCs emphasized that the CLCs had raised awareness about central issues, such as need for education, women’s empowerment, improved hygiene and sanitation, and integrated approach to education - skills training - income generation. The increased level of awareness of important areas has contributed to lead the communities in a more positive direction, in particular with respect to providing better education Vocational skills training has given the communities, and perhaps in particular Dalits, new employment opportunities. Many used to go to India to look for short term work. One example is from Ashigram CLC (Dadeldura) where a Dalit took part in bamboo weaving and carpentry and later establish his own small-scale business. He now resides in his village and earns his money here instead of migrating to India to look for casual work. In indigenous and often isolated communities, traditional beliefs to a large extent govern the way people behave. Some beliefs are sound and based on a

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wide range of experiences. Other beliefs however, may be less rational and indeed quite harmful to the individual. An observed impact has been changed behaviour in areas where traditional beliefs have given way to more scientific approaches. An example given by the villagers in Humla is that sick people used to be isolated and did not receive proper treatment while after CLC training, a sick person will more likely be cared for and treated appropriately. In Humla, people do not normally go unannounced and visit the households of other villagers according to traditional customs. Hence, the CLC is often used as a venue where villagers can meet members from other communities.

3.2.9 Gender Perspective Objective: To determine to what extent girls and women have been given priority and

benefited from the CLC. Indicators: 1. Whether gender empowerment has taken place 2. If gender and development issues are integrated in the project 3. Whether gender equality is promoted 4. If gender mainstreaming has been a focus Results: Participation of women in the Steering Committees, in CLC activities, in

decision making, as teachers, and as Social Mobilizers have been strongly encouraged and promoted under the project. However, concepts and systematic methods such as gender analysis, gender audit and gender mainstreaming have not been applied explicitly.

Nepal has many ethnic groups and a variety of casts and religious beliefs. Therefore, individual approaches must be tailored to individual communities. Even within small geographic areas, one village may have quite different context and member composition than the neighbouring village and thus different education and development needs as well. Based on interviews and community meetings held by the evaluation team, it became obvious that gender issues vary from community to community. In some villages, women play a more prominent role in decision making processes while in others, they remain much more in the background. Roles are changing, though, and mostly for the better in the sense that both men and women gain better understanding of each other in the societal context. While women is the group often cited as shy and with lack of confidence, Banlekh CLC in Doti

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mentioned that male participants in literacy classes, outnumbered by women, felt embarrassed to take part and therefore left the classes. It shows that men and women in the communities need to gain better understanding of each other. Women’s participation has increased in most areas in the communities where CLCs are found. There are clearly more women taking part in literacy and other forms of education, such as tuition classes. ECDs have benefited women and given them more time to pursue their own personal goals. Women have also increased participation in skills training, savings groups, and management and administrative functions in the community. When interviewed, most women said they had become more confident and less shy. This empowerment also led to women taking more active roles in small scale production, trade and saving schemes. They particularly expressed a sense of increased independence and that they had new ideas they wanted to try out. The women also expressed (Ajayameru, Dadeldura) that they had become more visible in the community and that other community members paid more attention to them and their needs. It was mentioned at Bhumirajmandu, Doti that earlier it was considered ‘bad character’ if a woman spoke in public meetings. This has fortunately changed, to a large extent as an effect of CLC training.

In Humla, one impact of education and training activities has been that

parents now give the same food to girls and boys while in the past boys received the food perceived as best and most nutritious as well as larger potions. The ECDs have clearly contributed to this change in behaviour. Three days training in gender awareness issues was provided for the CLCs, and in Doti and Dadeldura, gender sensitivity training is provided by RUWDUC to married couples.

Women’s saving groups have in many cases managed to save substantial amounts, such as up to 150,000 Rps at Ajayameru CLC in Dadeldura. The women support each other in the endeavour to contribute to the saving scheme. Also, the women are themselves in control of the savings and their use. After CLC training, women in Baragaon CLC made it clear that they all want to be addressed as Ms (equivalent in Nepali) and not as Mrs or Miss anymore.

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Letters addressed to the women using the traditional forms (Mrs or Miss) are returned to sender.

There is some truth in the saying that if you educate a man you educate an individual, but if you educate a woman you educate a whole family. In communities surveyed, most women were married and clearly expressed the sense that the CLCs had not only impacted their lives, but also the lives of their families in areas of education, nutrition, health, income, etc.

3.2.10 Monitoring of CLC Activities Objective: To assess the scope and efficiency of the monitoring system of the CLCs. Indicators: 1. Recordings of status and progress in the villages. 2. Frequency of monitoring.

3. Whether adjustments and changes to the project were made based on monitoring records.

4. Who does monitoring at community and district levels. Results: The sub-committee on monitoring and evaluation of the Steering Committee

and the Social Mobilizer (SM) are jointly responsible for the day to day monitoring. The SM reports to the District Education Office (DEO) and the Project Field Officer (PFO) every four months. Then, monitoring reports are sent to UNESCO Kathmandu where they are processed, and feedback is sent back the same way, i.e. UNESCO → PFO → DEO → SM. This process takes some time and adjustments to project implementation based on monitoring reports have therefore been rather sporadic and slow. The SM probably needs further training in order to understand what are the essential facts and figures required by DEO, PFO and UNESCO.

Monitoring at district level takes place through the DEO, though it is clear

that this office often lacks the personnel to perform the task in an adequate manner.

Ad hoc monitoring by PFO and UNESCO staff has been done in certain areas

when missions to those areas were undertaken. Minor adjustments to programme and activities have often happened based on monitoring reports and major adjustments based on mission results. However, missions from

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Kathmandu are sporadic and they cannot serve as sources for regular information about the CLCs.

In Doti and Dadeldura, participatory monitoring and evaluation training is

provided by RUWDUC. This is a commendable initiative and will likely strengthen participation and ownership as well as improve overall monitoring.

3.2.11 CLC Physical Infrastructure Objective: To assess the venues for CLC activities and the quality of the physical

infrastructure (buildings). Indicators: 1. Are separate buildings available for CLC activities. 2. Who is responsible for financing and maintenance; ownership. 3. Other possible venues for CLC activities. 4. Multiple uses of CLC buildings. Results: The communities themselves have supported the construction of the buildings

through supplying materials and labour. Most CLCs have constructed a free-standing building. The CLC building in Jogbudha consists of one room attached to the local school. The construction of a CLC building in Ajayameru, Dadeldura was halted due to insurgencies, and activities have instead taken place in the library of the school building. Community members have materials ready for construction, but permission has not been granted by insurgents who exercise great influence in the area. The villagers stated that they have a sense of ownership of the CLC, but would feel an even greater sense of ownership if a physical building waspresent. Also, the CLC building in Banlekh, Doti was burned out by the insurgencies, and it has taken time to re-start activities. In the mean time, the school is used as a venue. It may be that the Maoists want more information and explanation before they will accept the building in areas they (partly) control. The other two CLCs in Dadeldura are free standing buildings, so the physical structure varies from place to place. In Shimikote CLC an accident caused the formation of a hole in the roof, and the villagers decided to pay for materials and repair it themselves. It shows the sense of ownership they feel. The CLC buildings have multiple uses. Although, primarily a venue for learning, it also serves as a place for village parties, celebrations, meetings, and cultural festivals. It is sometimes rented out to private parties or to certain

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organizations for a fee of around 150 Rps per day which provides a source of income and contributes to keeping the building well maintained.

In other countries, it is often the case that CLC activities take place in a school building when not in use, or in a renovated old building, or even outdoors without any firm physical structure. In Humla however, it became clear that the physical structure i.e. the CLC building is important to the communities and an incentive to draw learners to its activities. The villages are often without any communal building, and the CLC serves as an inclusive venue where all members can congregate. It also gives protection from the long, cold, harsh winter.

3.2.12 Cost Considerations and Financial Management

Objective: To determine the costs for establishing and running CLCs, including capacity building and maintenance.

Indicators: 1. Capacity building and training costs. 2. Equipment and materials costs. 3. Physical infrastructure costs 4. Costs per year for establishing and running one CLC Results: The total budget of the project as supported by UNTFHS amounts to US$

476,406, including 7% programme support costs to UNESCO. As per September 2005, the costs were divided as follows: 12.7% for personnel costs and travel/missions, 5.1 % for consultants, 1.6% for administrative support, 66.0% for sub-contracts, 2.2% for training, 6.7% for equipment, and 5.7 % for miscellaneous. The largest amount was spent on sub-contracts, and this includes payment to NGOs (THIS and NRC-NFE), NFEC, DEOs and the community level programmes in the CLCs.

Funds were generally allocated and allotted from UNESCO HQ on time and

funds obligated without delay at UNESCO Kathmandu. Payments were then disbursed mostly without delay, though some payments reached the CLCs late due to late disbursement from the DEO due to incomplete submissions to UNESCO or due to the fact that the DEO was absent for some time. Disbursement of funds requires the signature of the District Education Officer (DEO) as well as of the representative of UNESCO. If the DEO is not present at the district office, which sometimes occur, disbursement is delayed and

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hence implementation as well. It rarely happens also, that the local banks do not have sufficient funds available in remote areas.

Based on the final workplan (UNESCO, 2004), an estimate of costs for the

establishment and running of a CLC is provided below. An attempt is made to calculate the real costs for one CLC unit per year. National and district level expenses are excluded from the calculation. In the case of this project, the CLCs have been supported by UNESCO, NFEC and NRC-NFE at national level and DEO, other district agencies and NGOs at district level. However, if the model is to be replicated at a later stage by the government of Nepal, it is assumed that national and district levels support mechanisms are in place.

The estimated cost for construction of a simple CLC building is around US$

3,500 (252,000 Rps). The communities received an average of about $ 1,500 for the construction, thus the community’s own contribution in form of materials (especially timber) and labour, amounts to $ 2,000. Construction of a building is not a necessary condition in order to implement CLC programmes and activities, though in cold areas of Nepal, a CLC building surely aids the activities.

Payment to the Social Mobilizer constitutes the personnel costs. She is the

only person in the CLC that receives a regular salary (US$ 420 per year). The initial investment for a CLC consists of endowment in equipment,

teaching materials for literacy and post-literacy, books for the library as well as some stationary. The project spent an average of US$ 155 for the library per year. In addition, some funds were spent on purchasing stationeries, books and other learning materials, around $ 45 so the total initial endowment expense was around US$ 200 per CLC/year.

The main focus of the CLCs is programmes and activities, in particular

related to education, vocational skills training and income generation. Table 3.2 shows the main programmes and their budgets.

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Table 3.2 Main Programmes and Budgets

Programmes and Activities Budget per CLC per year, US$

Awareness, vocational and skill development conducting 14 short term training per CLC; various kinds which develop vocational, management and life related skills. Each CLC has its own unique plan., including training on CLC Trust Fund Conducting 6 long term training programmes per CLC; various vocational training programmes such as overseer, medical related skills, new technology and small cottage industry, provides 18 people one year courses in 3 years. Conducting study tour; 20 people each year will be exposed to innovative activities in other areas in 7-day tour.

1,100

Conducting non-formal education programmes; including literacy classes for illiterate adults, out of school children programmes, and 12-day training course for facilitators and supervisor.

273

Conducting early childhood education programmes; including parental education, teachers and supervisors training, 2 year long classes per year.

273

Conducting adolescent girls support programmes; tuition classes for secondary school girls to pass SLC exam

273

Establishing saving and credit groups; formation of 6 S&C groups per CLC provision of seed money and revolving their resources

303

Conducting various income generation programmes; provision of starting incentives like seeds and seedlings, fertilizer, agriculture tools livestock and raw materials for cottage industry

243

TOTAL 2,429 Thus, we can summarize the expenses for establishing and running one CLC for one year under the project as being $ 3,500 for construction, $ 200 for library/endowment, $ 420 for salary (SM), and $ 2,429 for programme activities which adds up to a grand total of $ 6,549, or ~ $ 6,550. It should be noted that the above calculation is an estimate since the numbers are based on the final workplan and not the exact incurred expenses since details of actual expenses were not available at the time of writing this report.

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CHAPTER FOUR

Summary, Analysis and Recommendations

In this section, findings from the evaluation results in Chapter 3 are summarized, systematized and analyzed. Based on the evaluation results and the analysis, recommendations for further actions are provided. 4.1 Major Achievements of the Project Generally speaking, the project has attained most of the objectives as described in the project document and Chapter 1.6. Immediate objectives 1 and 2 have been more or less fully attained, while Immediate objective 3 has also been attained with the exception of replication in government programmes. Although the government support some CLCs, replication in government programmes require CLCs to attain legal status and be institutionalized, and it may take some more time and advocacy before it is fully attained. Some of the major achievements of the project at national level include; changes in policy plans of non-formal education (NFE), in particular literacy and continuing education; an increased sensitivity to community based education and development by the government; and new and approved learning materials for NFE. Some major achievements of the project at district and community levels include; improved infrastructure; improved capacity of trained personnel such as the Social Mobilizer, District Education Officers, etc.; increased number and improved quality of ECDs; a better understanding of gender issues and women’s rights; improved relations and coordination between agencies and organizations; improved literacy rates and passed rates for school graduates. 4.2 National Context

As is evident from 3.1.1, the National Plan of Action on Education for All clearly outlines the use of Community Learning Centres as a means to achieve the EFA Goals for Nepal, both to increase equitable access to life-long learning and also as a means to increase and improve literacy training, in particular for women and marginalized groups. However, CLCs are not yet institutionalized, and a legal status is important in order for the government to utilize CLCs as a tool to reach its EFA goals, and to secure funds from external donors.

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There are political disturbances in many part of Nepal which clearly affects implementation of education programmes. The CLCs are accepted by the government as well as by the insurgents in many areas so most of the CLCs have stayed open and been in operation in areas where schools, for example, have closed. However, the insurgencies have caused severe problems for implementation in some areas, and at least a few sub-CLCs have been forced to close down. The displacement of people due to conflict is also a serious problem, and may lead to decreased farm production and increased poverty in certain areas. Subsequent physical and mental scars may plague communities and individuals in time to come if the situation is not resolved. This problem lies beyond the scope of the CLCs. Recommendations

UNESCO should continue to work in partnership with the NFEC and through advocacy strive to induce the MOES to amend the education act in the next five-year plan in order to legalize and institutionalize CLCs in Nepal

4.3 Coverage and Equality Nepal is a heterogeneous country with many ethnic groups, religions and caste systems. Therefore, diverse approaches must be tailored to individual communities. Even within small geographic areas, one village may have a quite different context and member composition than the neighbouring village and thus different education and development needs as well. This diversity must be kept in mind for all levels and areas of CLC development and activities.

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Table 4.1 Comparison Between Estimated and Real Number of Beneficiaries

1. Immediate Objective 1: Establishment of CLC and Capacity Building at the Community Level At the end of the project, (1) 12 CLCs and 48 sub-CLCs will be established and managed by community people; (2) community people especially women and other disadvantaged groups will have developed an interest on learning, and the social and intellectual capital of the community will be increased; and (3) community people, with their own initiatives, will conduct various programmes and events according to their needs.

Output Activity

Estimated no of beneficiaries from Project Document

Real no of bene-

ficiaries1

,

Dadeldura

Real no of bene-ficiaries,

Doti

Real no of bene-ficiaries,

Humla

Real no of bene-ficiaries,

Total

1.1.4 Conducting 21 short-term training programmes per CLC;

various kinds which develop vocational, management and life-related skills, Steering committees make work plan in cooperation with sectoral and sub-CLC committees. Each CLC has its own unique plan.

315

x 12 CLC

= 3780 1865

(938 f) 1380

(776 f) 530

+445 4220

1.1.5 Conducting 9 long-term training programmes per CLC;

various vocational training programmes such as oversea, medical related skills, new technology and small cottage industry, provides 18 people one-year courses in 3 years,

18

x 12 CLC

= 216

1.1 Community people trained in vocational skills, management skills, and life-related skills

1.1.6 Conducting study tour; 20 people each year will be exposed to innovative activities in other areas in 7-day tour.

60 x12CLC

=720

76 (25 f)

36 (12 f) 112

1.2.1 Conducting non-formal education programmes including literacy classes for illiterate adults, out-of-school children programme, and 12-day training course for facilitators and supervisor, 6-month/5 courses per year on average

375

x 12 CLC

= 4500

596 (591 f)

+54 (13 f)

992 (992 f)

+117 (34 f)

465 (465 f)

+38 2262

1.2.2 Conducting early childhood education programmes including parent education, teachers and supervisors training, 2 yearlong classes per year

240 x 12 CLC

= 2880

702 (380 f)

391 (249 f) 244 1337

1.2 Community children, girls/women and disadvantaged groups educated and primary school enrolment rates increased

1.2.3 Conducting adolescent girls support programmes; tuition classes for secondary school girls to pass SLC exam

60

x 12 CLC

= 720

257 (121 f) +3896

(1566 f)

212 (63 f) +598

(207 f)

84 +58 5105

1.3 Socio-economic status improved

1.3.1 Establishing saving & credit groups formation of 6 S&C groups per CLC, provision of seed money and revolving their resources

150

x 12 CLC

= 1800

204 (204 f)

393 (280 f) 300 897

1

Number of female beneficiaries in parenthesis

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1.3.2 Conducting various income generation programmes; provision of starting incentives like seeds and seedlings, fertilizer, agriculture tools, livestock and raw materials for cottage industry

90 x 12 CLC

= 1080

509 (270 f)

908 (800 f) 477 1894

1.5 Community people gained more awareness

1.5.1 Conducting workshops; 3-day advocacy workshop per year, Theme would be chosen by SC and FO according to the needs of each community.

90 x 12 CLC

= 1080

2. Immediate Objective 2: Advocacy and Enhancement of CLC Network at the District Level At the end of the project, (1) about 100 District/VDC/Ward level government officials in 2 districts will have increased their understanding of the importance and effectiveness of Community Learning Centres and knowledge of how to support CLCs; (2) 2 districts will have formed CLC Co-ordination Committees; and (3) 2 districts will have disseminated the concept of CLC by advocacy.

2.1 100 local authorities with increased knowledge on importance and effectiveness of CLCs and management skills

2.1.1 Conducting awareness orientation training based on the existing CLC guideline and management training manual training local authorities on CLC concept, methodology and activities by inviting to orientation, training, and ceremony occasionally

50 people X 3

districts =150

440

(176 f)

471 (283 f) 282 1193

2.2 CLC Co-ordination Committee set up in 2 districts

2.2.1 Supporting local workshop and meetings selecting appropriate people for CLC CO-ordination Committee and strengthening its committee’s knowledge as well as coordinating ability by organizing workshop and meetings

10 members

x 3 districts

= 30

199 (54 f)

80 +74 51 404

2.2.2 Monitoring & Supervision

n/a 217 (42 f)

170 (38 f) 387

3. Immediate Objective 3: Policy Development at the Central Level At the end of the project, (1) A National co-ordination body will have been formed; (2) the CLC manual and policy guidelines will have been finalized; and (3) CLC, a model platform for community development, will be replicated in Government programmes as well as other development projects. 3.1 National

Co-ordination body formed

3.1.1 Conducting central level workshop establishing National Co-ordination Body as a firm supporting mechanism for CLC, holding workshop once a year to share experiences and discuss problems

270 115 115 115 345

3.2 CLC manual and policy guidelines formulated

3.2.1 Supporting meetings to finalize manual and guidelines and publishing

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Table 4.1 displays the number of real beneficiaries of the project in the three districts, the total number of beneficiaries, and is based on Table 1.1 which estimated the number of beneficiaries of the project for a number of activities. Data is lacking for some of the activity areas, and some data may be incomplete. However, it is clear from the Table that some activity areas have had a higher number of beneficiaries than estimated, some a lower

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number of beneficiaries and some about the same as projected. Areas with a higher number of beneficiaries than estimated include the support programme for adolescent girls and tuition classes for secondary school girls; income generation programmes; management training at district level; and CLC coordination training. Some areas with fewer beneficiaries than estimated are the study tour programme; NFE and ECD programmes; and saving groups. An area with about the same number of estimated and real number of beneficiaries is the vocational and life skills training. The Table shows that the number of girls/women beneficiaries is often more than half of the total where data is provided. Generally speaking, CLC activities do not need to take place inside a building or physical structure, and in many countries existing buildings may be renovated or activities even taking place in the open. However, in a place such as Humla where winters are long and very cold, a physical structure as the CLC building has clearly contributed to the success of the CLC programmes and activities. Schools are closed for up to five months while the CLC, being in the village itself, stay open all year round and encourage all-year use as well as inclusion of all groups. A result the evaluation has noted is that many communities were found to be more inclusive and cohesive than before. The main target groups of the project are women and marginalized groups such as Dalits (untouchable cast). The CLCs have managed to a large extent to support and empower these groups, and other groups in the communities have also benefited at the same time. It is a slow process though, to change roles and inequality patterns in the communities. Women is the group that probably has benefited most from the CLC activities. In addition to active participation in literacy classes, they have also taken part in health and sanitation training, vocational skills training, income-generating activities, saving and credit schemes and training on legal issues that empower them with knowledge and skills. An obvious impact on the women was increased personal confidence and visibility, and also an awareness of the importance of education and human rights, including women’s rights. Participation of women in the Steering Committees, in CLC activities, in decision making, as teachers, and as Social Mobilizers have been strongly encouraged and promoted by the project. There is a minimum requirement for the Steering Committee (SC) that it should have at least one female member. Although some SCs include more than one female member, the minimum number should be higher. Concepts such as gender analysis, gender audit and gender mainstreaming have not been applied explicitly. Dalits is one group that often is marginalized and live on the fringe of the communities. The CLCs have frequently made the communities more inclusive (3.2.8) and given new opportunities to this group. It is important to note though, that Dalits do not constitute a

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homogenous group and that there are Dalits who performed well even before the project started. In interviews, Dalits expressed a wish to receive more training, especially skills training, in areas where they normally have their vocation such as carpentry and sewing. However, a more integrative approach where Dalits take part in every activity will be more beneficial to them and allow them to break out of their predetermined roles. The evaluation has found that discrimination against marginalized groups have decreased in many communities due to project intervention. One lesson learnt, is that a very detailed socio-economic and cultural analysis of communities is needed both to identify real needs and later to measure the effects of project intervention in highly diverse communities such as these. Recommendations

There should be more systematic use of gender concepts and methodologies to measure interventions and effects on gender

The minimum number of women in the Steering Committees should be at least one third of total

An integrative approach to providing education and skills for Dalits should be promoted where they are encouraged to venture into new educational and vocational areas

Dalits should be encouraged to more actively participate in all aspects of CLCs, especially management and decision making

4.4 Human Resources and Capacity Building Extensive training and human capacity building has rightfully been an important part of the project. The project has produced three training manuals: A Training Manual for CLC Management, a Training Manual on Literacy and Post-literacy Programme, and the revision of a Guidebook (CLC Manual). A number of workshops have been conducted to train personnel utilizing the Manuals developed (see Appendix I). The main groups that have been trained are Trainers of Trainers (10 days) by NRC-NFE at national level. At district level training include Coordinating Committees (3 days), Steering Committees, (6 days), Social Mobilizers (8-19 days), and Literacy Facilitators (10-12 days). There has also been study visits to Kathmandu which was likely very useful in order to exchange experiences and learn what other CLCs, communities and districts are doing. ECD facilitators have received 3 days of training which they said was too short. Capacity building is a continuous process and further training will strengthen the ability of the trainers and facilitators to better perform their duties.

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The Social Mobilizer (SM) is a key person with responsibilities ranging from managing CLC activities in the community to being a resource person and facilitate between the community and the project at district and national level. Most of the SMs are female and with a School Leaving Certificate, except in few cases where a qualified woman was not to be found locally. The SM is the only person in the CLC who is paid a salary by the project. Payment of 2,500 Rps seems right and this practice should continue. The SM is responsible for the day to day monitoring in the CLC. She/he reports to the DEO Office and the PFO every four months. Being a key person in the project, the SM probably needs further training, in particular related to monitoring duties and management issues. Motivation is a crucial factor for the CLC to succeed. Many villagers are not used to taking an active part in community activities, but rather stick to their role which may be more or less fixed in traditional communities. Therefore, the task of the SM to motivate the community is important and takes up a substantial part of her/his time in the beginning. A problem in traditional communities is often that beliefs are not in accordance with current scientific knowledge, and it takes time to change.

The Social Mobilizer (SM) probably needs further training in order to perform her/his monitoring tasks better and understand clearly what are the essential facts and figures required by DEO, PFO and UNESCO

The SM has a crucial role to play in motivating the communities to learn and bring about changes based on scientific knowledge, which require further training of the SM in these areas

4.5 CLC Programme Areas, Training and Activities Local surveys and needs assessment have been done. Thus, CLC programmes and activities are to a large extent based on local needs, which is essential for the success of this kind of project. The integrated approach of education – vocational and life skills - income generation has proven beneficial and motivating for the participants in the project, and has contributed to increased participation as compared to ‘regular’ literacy programmes. The sub-CLCs function as CLCs in a limited way. The main activities that have taken place in the sub-CLCs are literacy classes and ECD centres. Many sub-CLCs could expand their functions, if an in-depth assessment finds that the community is seriously committed, and possibly serve as full fledged CLCs in the future.

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4.5.1 Education Literacy rates in the project districts are generally low, and literacy training has been one of the most extensive programmes in the CLCs. New training materials developed jointly by UNESCO, NFEC and NRC-NFE will likely improve the quality and relevance of literacy training. Unfortunately, the materials were produced and arrived somewhat late in the project. A number of participants in the literacy training programmes have passed tests, official or unofficial, though the level of literacy attained was not very high in some cases which the evaluation team surveyed. Many learners had only mastered how to write their names. It is a beginning, but more extensive literacy and post-literacy training (including numeracy) is needed. The CLCs have contributed to improving school attendance and graduation among students. Parents, in particular women, have experienced the benefits of education and thus encouraged their children to enroll. Second, tuition classes have ensured that the student receive regular education through the cold winter months when the schools are closed in Humla, or when schools are closed for other reasons such as anti-government insurgencies. Tuition classes have been organized in several communities relating to out-of-school programme (OSP 1). More focus could be given to OSP since it serves as a bridge and enable students to continue education in the formal schools. Also, the CLCs have provided tuition for students who sit for the grade 10 School Leaving Certificate (SLC) exams, and the pass rate for the SLC exams have improved significantly after CLC tuition took place. Another linkage between non-formal and formal education is the fact that the Early Childhood Care and Development (ECD) centres prepare young children for education. This makes it more likely that children who have participated in ECDs will enroll in schools, and it will likely also reduce drop-out rates. All literacy classes are taught in Nepali. However, in some areas where other languages are spoken, oral communication also takes place in the local languages. Learning Nepali in those areas requires longer time than normal since it is in fact their second language of communication. Many local languages do not have a written script and may be in danger of extinction. Since there is no legislation against the use of indigenous languages in Nepal, it may prove wise to develop materials in some of the languages. This can be done even if the language does not have a written script by applying Nepali characters, as have been done in other countries such as Cambodia (Middelborg, 2005). Thus, the ideal situation in these areas will be bi-lingual teaching-learning where the learners study both Nepali and their indigenous language. Currently, learners who participate in literacy training do not receive a certificate or proof that they have completed the training programme. Many of the learners, and in particular

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women and Dalits, may never have been in the possession of any document that shows what they can do or what they have completed. A certificate that shows they have completed the literacy training will surely be highly appreciated even though it will not be an official document accepted by the government. It is a token given for the learners’ efforts, and many may be proud to have such a paper. However, in the long term, tests and certification by the government is necessary, especially if the person wants to continue studies in the formal education system, or apply for vacant posts in public service, organizations or companies. At present, some of the learners participating in the literacy training have gone through, and passed the government’s test and received an official certificate – this should be encouraged for all learners. Many of the participants in literacy programmes are persons > 30 years. Due to inadequate light when reading and increased tendency of far-sightedness in this age group, the project should consider purchasing reading glasses in various strengths that can be used by the learners. It is a rather simple intervention that will not cost much. Preventive education (HIV/AIDS) has been given priority in all three districts. Temporary migration from Humla to/from Tibet and from Doti and Dadeldura to/from India is common. Awareness training is provided by the NGOs THIS and RUWDUC, and most members of CLCs are now understand the HIV/AIDS threat to their communities. Early Childhood Development (ECD) centres have proven to be one of the most successful parts of the project. Every CLC has mentioned satisfaction with the activities, and how the centres on one hand relieve mothers from some of their duties and provide free time for them to study, and on the other hand motivate the children to go to school and thus increase enrollment and reduce drop-outs. Two areas that need to be strengthened are insufficient amounts of materials for the children and the often low capacity of the ECD facilitators (see 4.4). DEO should encourage the ECD centers to produce and make learning materials out of locally available materials. For more sophisticated learning materials such as colour pencils, requests can be made to various organizations for support. Recommendations

Expanding and strengthening the functions of sub-CLCs so they can serve as full fledged CLCs

Continued and strengthened functional literacy and post-literacy training is needed Continued and strengthened tuition and training in OSP 1 (out-of-school programme)

should be promoted since it enables students to continue studies in the schools and thus provide a link between non-formal and formal education

Linkages between formal and non-formal education should be strengthened

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Bi-lingual teaching-learning should be encouraged in areas where Nepali is not the

learners’ mother tongue All learners participating in literacy training, upon completion should be encouraged

to take official government approved tests and thus receive officially approved certificates if they pass

Simple reading glasses in various strengths could be purchased for the communities More capacity building training of ECD facilitators is needed

4.5.2 Other Programme Areas All CLCs implement some kinds of income-generating activities. The specific activities depend on the local context with respect to what can be done or produced, and what kind of services and products that will be in demand. Revolving funds have been established and credit/saving groups for women have been successful. Income generation is essential for the long term sustainability of the project. In most cases the income-generating activities have been rather ad hoc and it is recommended that small-scale entrepreneurship training should be a part of the CLC activities since people often lack knowledge of how to set prices, how to market the goods, how to do simple accounting, etc. in a systematic manner. Vocational skills training in various areas have been carried out according to needs in the particular community, and many participants have improved their livelihood and income from taking part. Improved agriculture and new seeds and techniques have contributed to better yield in some areas. Life skills and in particular sanitation and health issues, have improved the health status for the communities. New latrines, better nutrition, and a scientific approach to treating diseases have improved the quality of life for many. NGOs, local health authorities and other organizations have been instrumental in this training Three days training was provided to the communities on legal issues. People, and in particular women, have become more aware of human rights, their own rights and their families’ rights. As a consequence, women in particular are being empowered, they take more control of their own lives, and they tend to send their daughters to school more often. The libraries seem to function well and were cited as being most frequented by students and women. A further supply of books relevant to the needs of the communities will be advantageous.

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Environmental awareness is not mentioned specifically in the project document, but is important to the very survival of the communities and should therefore receive attention. Deforestation is a problem in many areas of Nepal, and due to the extreme topography of the country, soil erosion and other problems related to a fragile ecosystem may follow. Humla is of particular concern. Thus, environmental awareness and ecologically sustainable utilization of resources should be promoted. Recommendations

Additional materials for the ECD is needed Libraries should be strengthened and encouraged to purchase books, and donations of

books relevant to the communities’ needs should be sought Small-scale entrepreneurship training should take place in order to systematize and

optimize income-generating activities Environmental awareness and ecologically sustainable management of resources

should be promoted

4.6 Project Management and Coordination In general, the project is well managed at various levels: national, district and local. One important reason for this is that the dedication and capacity of the personnel responsible for management at various levels is good. At district level, the Project Field Officers (PFOs) have done fine work, not least because they hail from the local communities themselves and thus know and understand the opportunities and constraints. Work plans are well developed and mostly followed, though some flexibility is needed due to the sometimes volatile situations in the districts. Reporting is done on a regular basis, at national level every six months and at district level every four months. 4.6.1 Coordination and Networking There is good coordination at national level between UNESCO, the Non-formal Education Centre (NFEC) and the National Resource Centre for Non-formal Education (NRC-NFE), though no formal meeting was held in 2005. Coordination works well at district level with other UN agencies such as UNICEF and WFP, but coordination among UN agencies pertaining to NFE is lacking at national level. The most important partner at district level is the District Education Office (DEO), and there is good coordination between UNESCO, DEO, NGOs and other organizations at district level.

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Recommendations UNESCO should take on an even more proactive role in organizing regular meetings of

the CLC Coordinating Committee There should be formalized contact between UNESCO and other UN agencies at national

level with respect to NFE and CLC work 4.6.2 Monitoring

As mentioned in 4.4, one of the tasks of the Social Mobilizer (SM) is day to day monitoring in the CLC. She/he reports to the District Education Office (DEO) and the Project Field Officer (PFO) every four months. Then, monitoring reports are sent to UNESCO Kathmandu where they are processed, and feedback is sent back the same way, i.e. UNESCO → PFO → DEO → SM. This process takes some time and adjustments to project implementation based on monitoring reports have therefore been rather slow. The capacity for monitoring at the District Education Office is often inadequate. In Doti and Dadeldura, the NGO RUWDUC has introduced participatory monitoring and evaluation, and this is a model that could be useful for all CLCs.

Strengthen the monitoring capacity at the District Education Office A more active participation of local communities in monitoring and evaluation aspects

could be tried out Monitoring missions from UNESCO Kathmandu to the districts should take place on a

regular basis 4.6.3 Financial Considerations The total budget of the project as supported by UNTFHS amounts to US$ 476,406, including 7 % programme support costs to UNESCO. As per September 2005, the costs were divided as follows: 12.7 % for personnel costs and travel/missions, 5.1 % for consultants, 1.6 % for administrative support, 66.0 % for sub-contracts, 2.2 % for training, 6.7 % for equipment, and 5.7 % for miscellaneous. Payments have generally been made on time, and most delays were minor and due to DEO being absent (his signature is needed) or insufficient reporting from PFO. No obvious corruption or waste was uncovered during the evaluation mission. It is however the opinion of this evaluator, that financial auditing is sound practice. In particular, there should be an audit of the money flow in the communities to ensure that the financial support has been spent where it should go. An attempt is made to calculate the costs for one CLC unit per year. National and district level expenses are excluded from the calculation since it is assumed that national and district levels support mechanisms are in place. The expenses for establishing and running one CLC for one year under the project is $ 3,500 for the construction of a simple building, $ 200 for library/endowment, $ 420 for salary (SM), and $ 2,429 for programme activities. This adds

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up to a grand total of $ 6,549, or ~ $ 6,550 per CLC. It should be noted that the calculation is an estimate since the numbers are based on the final workplan and not the exact incurred expenses since details of actual expenses were not available at the time of writing this report. It is quite impossible to assess whether this amount is high or low or just adequate. For cost-effectiveness, a comparison must be made with other projects where conditions are the same, and this has not been possible. Analyses of costs related to other CLC projects are greatly needed so relevant comparisons can be made in the future. It is normally the case that more funds offer more opportunities for further capacity building and to implement a broader range of programme activities. From the point of view of the evaluator, this project has performed quite well with the funds put at its disposal.

Recommendations

An audit of money flow in the communities supported by the project should be performed

4.7 Continuation and Sustainability 4.7.1 Stakeholders’ Participation and Ownership Stakeholders include persons from all levels of the project from national to district to community levels. It includes government agencies, NGOs as well as local organizations and groups. The project has a focus on participatory approaches and participation has been active, in particular with regards to coordination at district and community levels and to needs assessment at local level where programme activities were developed. Ideally, all or most part of a project should be participatory in the sense that it includes as many stakeholders as possible at various levels. For long term sustainability, it is wise to include stakeholders in community based planning, management, implementation, and monitoring and evaluation. Participation the CLCs’ programmes and activities at community level were found to range from good to excellent with numbers spanning from 50 % to 100 %. Participation depends to a high degree on the commitment by the community members and the relevancy of programmes. In this context, the first two steps in establishing CLCs are of utmost importance, i.e. the selection of the right (i.e. committed) communities, and a thorough and participatory assessment of learning and development needs. The communities were chosen by UNESCO in collaboration with local authorities such as DEO. The communities themselves were involved to some extent, though the process was not completely

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participatory. An alternative strategy would be to let the communities themselves be more actively involved in the selection process by having to submit proposals, and thus encourage the process to be more bottom-up than top-down. Prior training in the communities on how to write and develop project proposals would then be necessary. The next important step in setting up a CLC is participatory needs assessment in the communities. The community is only motivated to learn and take part in activities if the programmes really cater to their immediate and long term needs. Many of the CLCs organized mass meetings to learn about the needs in their communities. In hindsight it is difficult to say whether this process was completely participatory, and that the communities were able to identify needs of all members of their communities. In the future, even more effort could be put into real participatory needs assessment. The participants of CLC programmes do not receive allowances when they take part in activities. In Nepal, it is common practice that people who turn up for meetings or take part in activities organized by the government or NGOs receive a small allowance. This practice creates some kind of dependence on ‘handouts’ for people in order to participate in activities and is discouraged by the CLCs. Initially, villagers expected the allowance to take part in CLC activities, but when it was made clear to them that no allowance was forthcoming, it was accepted. Their change of attitude should prove beneficial to programmes organized by the government and NGOs as well, since it now may be easier for them to phase out allowances in these communities. Thus, stakeholders’ participation is motivated by the expectation of benefits other than monetary settlements. This is also an important factor for sustainability since participation does not depend on payments as a motivating factor. Most communities expressed a strong sense of ownership pertaining to the CLC, although they expressed some concerns about the future. An effective implementation period of less than two years in many project areas is a short period of time for an education and development project, and the villagers expressed their wish for further support from UNESCO to consolidate the work which has been achieved. In an optimistic spirit, they also provided some alternative and additional models for funding such as using own revolving funds, saving/credit schemes and renting out the CLC building to raise funds. Recommendations

Communities themselves should take a more active part in the selection process whereby new communities are chosen for establishing CLCs

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4.7.2 Sustainability As mentioned in 4.8.1, the communities feel a strong sense of ownership and want to continue CLC programme and activities. They want to build on what has been achieved, and a second phase may be needed so the momentum is not lost. If the project ends abruptly after the first phase, it is likely that some of the CLCs will not be able to continue as intended. In the long term, it is clear that a firm commitment from the government of Nepal is needed to sustain and expand the CLCs.

An important outcome of the CLC project is that the Nepali government through the NFEC has decided to support the three model CLCs in Shimikote, Khirsain and Ashigram under the quota programme which means that each CLC will receive 50,000 Rps as well as technical support through the DEO. The other nine CLCs will receive technical assistance from DEO, though no financial support. This commitment and support from the government is essential for the long term sustainability of the CLCs.

As mentioned in 4.2, there is currently no legal status or institutionalization of the CLCs

although The National Plan of Action on Education for All (MOES, 2003) clearly outlines the use of CLCs to achieve the EFA Goals of Nepal. Hopefully, the Ministry will consider amendments to the education act and the CLC model will be incorporated in the next five year plan on education. The project should continue to build links with local authorities such as the DDC, VDC and DEO to ensure their support. The government agencies have a system in place whereby support is provided on a regular basis, and long term sustainability of the CLCs will depend on the extent of commitment in the communities themselves and also on support from district and village authorities. In some areas, such as Dadeldura, elected bodies that may support the CLCs in VDCs are often missing due to anti-government insurgencies. This may make it difficult for the CLCs to sustain activities on their own in the long term. Capacity building of various stakeholders in the communities has taken place and this has empowered the villagers and prepared them to continue with further education and development activities using the CLC as a vehicle. Many community members have improved their education level, some have acquired new skills, many have increased their income and there is more equity in the communities. All these factors contribute to increased likelihood for CLC activities to continue and be sustained. The provision of saving and revolving funds is important, and the CLCs have been able to accumulate capital which the community can utilize when needed, both for emergency situations and long-term development goals.

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Termination of external support should be clearly communicated to all stakeholders one year prior to termination so the communities can take time to prepare to take full responsibility for continuation on their own. Recommendations

A second phase of two more years should be supported to consolidate achievements made

CLC programmes and activities should be linked to income-generating activities and revolving funds in a systematic way so as to ensure financial sustainability

Termination of external support should be clearly communicated to all stakeholders one year prior to termination

4.7.3 Comparison Between the Three Districts Each and every CLC is different. There are differences between CLCs in the three districts, but also differences within the same district. Some differences are due to ethnic/caste composition of the communities, while there are also external influences such as anti-government insurgencies playing major roles. Humla district is different from Doti and Dadeldura districts in many ways. First of all is the topography extreme with high mountains, deep valleys and no roads (in the whole district!) and poor infrastructure. Second, there is a distinct influence of Tibetan culture, languages and religion. Doti and Dadeldura are neighbouring districts with many similarities such as less extreme topography and more homogenous ethnic composition. It is neither fair nor desirable to compare the CLCs and make some sort of ranking. The CLCs have their individual traits, and strengths and weaknesses depend both on internal factors in the community as well as external forces. The only blunt comparison the evaluator can make is that Dadeldura seems to be doing less well than Humla and Doti – perhaps as a result of the extensive anti-government insurgencies in the area. 4.8 Conclusion The objectives of the project (1.6) have generally been attained. Each CLC is unique and a microcosmos in itself. Therefore, individual approaches are needed to address identified needs in the most effective ways. This has to a large extent been done. Major disruptions by anti-government insurgencies (Maoists) have interfered and created problems in many communities, not only in the three districts but all over the country. This disruption could not be foreseen, and is the single major reason for less effective implementation in some areas.

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The project has been ongoing for about two years in the communities. It has taken time for the beneficiaries to come to a clear understanding of all the elements in the CLC, and training has taken time. Thus, effective implementation in many places is in reality less than two years. This is a short time for any education and development project. Due to strong commitment to the project, it is therefore recommended that the project be extended with a second phase for a further two years. It is recommended that the same 12 CLCs and 45 sub-CLCs be strengthened rather than establishing new CLCs.

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REFERENCES

APPEAL (1995): Training Materials for Continuing Education Personnel (ATLP-CE), Vol. 8. UNESCO PROAP, Bangkok. APPEAL (2001): CLC Regional Activity Report (1999-2000). UNESCO PROAP, Bangkok. CTEVT (1999a): Baseline Study for establishing Community Learning Centre for Rural Development – WS Project in Humla District. Council for Technical Education and Vocational Training. Bhaktapur. CTEVT (1999b): Baseline Study for establishing Community Learning Centre for Rural Development – WS Project in Dadeldura District. Council for Technical Education and Vocational Training. Bhaktapur. HMG (2002): Tenth Plan 2002 – 2007. His Majesty’s Government, National Planning Commission. Nepal. Middelborg, J (2005): Highland Children's Education Project: A Pilot Project on Bilingual Education in Cambodia. UNESCO, Bangkok. MOES (2003): Education for All, National Plan of Action, Nepal (2001-2015). MOES, National Commission for UNESCO, UNESCO Kathmandu. NRC-NFE (2004): Study Report on Learning Needs Assessment for Humla, Doti and Dadeldura Districts of Nepal. National Resource Centre for Non-formal Education. Kathmandu. UNESCO (1999): Monitoring and Evaluation of Literacy and Continuing Education Programmes. UNESCO, Bangkok. UNESCO (2003): Community Learning Centres, Project Document. UNESCO, Kathmandu. UNESCO (2004): Revised Workplan. UNESCO, Kathmandu. UNESCO (2005): Annual Progress Report. UNESCO, Kathmandu.

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APPENDIX I

Major trainings and workshops organized at central and district levels for project staff, and for CLC and other stakeholders till September 2005

S.N Trainings Date Beneficiaries 1 2-days National Workshop was organized, in

close cooperation with the Non-Formal Education Centre with the objective to disseminate the concept of Community Learning Centre (CLC) and discuss suitable modalities for Nepal

by the Office from 21-22 April 2003

2 Fifteen (15) Two-days project orientation meetings were organized for the project-associated stakeholders at the district and community levels. The objective of the meeting was to strengthen network with the project stakeholders for effective coordination.

during July-August 2003

Community level around1103 participants (Dadeldhura 440, Doti 434 and Humla 229) In district level around 160 participants

3 A two-day national level close-door session was organized by UNESCO Kathmandu office in close cooperation with the Non-Formal Education Centre with the objective to finalize the work plan and to define the working modalities, including the roles and responsibilities of the associated stakeholders. The participants were the Project Field Officers, NFEC Focal Person, NFEC Director and Deputy Director, District Education Officer, JICA Senior Volunteer working in NFEC for CLC programme and UNESCO Kathmandu ED staff

31 July to 1 August 2003

Total 13 participants participated the session.

4 3 days capacity building training was organized for CLC personnel in 3 districts with the objective to assess the need of CLC and to build the capacity of CLC personals to organize, manage and implement the project activities.

September-October 2003

A total 109 CLC personnel was trained

5 Organized 3 days in-service training for the project staffs in project management and implementation in Kathmandu

21 - 23 October 2003

PFOs of three districts and Programme Assistant

6 Interaction-Workshop on Preparation of Project Tertiary reporting & Village profile

November 2nd & 3rd week

CLC people

7 A national workshop on CLC Evaluation and Future Direction was organized in Kathmandu. The workshop aimed at sharing

27 - 29 January 2004

Resource persons from UNESCO Accra, UNESCO Bangkok,

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experiences of the government and NGOs regarding the CLC and reviewing its status in Nepal from the sustainability point of view. The workshop tried to develop an effective modality for CLC

NFUAJ, NRC-NFE and India were invited to the workshop participated in by a total of 45 persons.

8 10 days Training of Master Trainers on CLC Management (central level) was organized in Kathmandu to develop master trainers at district and community levels. The training especially focused on building capacity of the participants.

3 - 12 August 2004

Altogether 24 persons including Project field officers, DEO focal points and resource persons, CLC members from Humla, Doti and Dadeldhura districts represent. from THIS (NGO), CLC members from Kavre, Rupandehi and Kapilvastu and those from the NFE Center participated in the training

9 Three 10-days Trainer's Trainings for Literacy and Post-literacy Facilitators were organized in Kathmandu separately with the objective of developing trainers of literacy and post-literacy programs at district and community levels of Dadeldhura, Doti and Humla districts.

1-10 Nov 2004 (Dadel)

16-25 Nov 2004(Doti)

29 Nov-8 Dec 2004 (Humla)

There were 44 (14 Doti, 18 Dadeldhura & 12 Humla) participants from CLCs and sub-CLCs in each program.

10 4 days follow-up Training on “Capacity Building of CLC Personnel on CLC Management” were organized for CLC and sub-CLC members of Doti & Dadeldhura districts. The training was primarily aimed at enhancing their capacity including that of social mobilizers for CLC management and to help them design and implement activities focused on girls and women as well as ethnic minority groups through CLCs.

from October 26 to 29, 2004 in Dadel. 3 November to 6 Nov 2004 in Doti

There were 47 (24 Doti, 23 Dadeldhura) participants from CLCs and sub-CLCs in each program.

11 10–Days facilitators’ training in literacy program for girls, women and ethnic minority groups was conducted in Doti & Dadeldhura districts. The training especially focused on teaching methodologies, characteristics of women and disadvantaged groups, learning achievements, etc.

December 12 to 21, 2004 in Dadeldhura Doti from December 5 to 16, 2004

There were 48 participants (24 from each district)

12 Organization of other training programs for literacy, ECD and OSP facilitators at district

Jan 2005 - continue

Facilitators of Doti & Dadeldhura districts

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level focusing gender, women empowerment, leadership development and empowering ethnic minorities.

13 4 days Training on HIV/AIDS /RH to the community people & young members of the community to follow-up their efforts to extent their learning in their CLC area. Objective of the trainings is to raise awareness on HIV/AIDS and RH in the community

August 2005 48 youths & women members of the community received the training

14 5 days Peace building through Mediation Training to the community people to raise awareness and initiate their effort for building the peace in community.

August – November 2005

7 participants from each CLC of Doti & Dadeldhura disricts received the training

15 3 days Couple Training on gender & women rights to sensitize the couples of the community regarding Gender and women's legal right.

September 2005 3 pairs of couple from each CLC of Doti & Dadeldhura district participated in the training

16 7 days Youth Group mobilization training to develop local youths as positive agents of change in developing a culture of good governance and advocacy of CLCs though -

Training Street drama performance Campaigns & rally Awareness activities Advocacy/interaction/wall paintings Monitoring, communication, and reporting

August – Nov 2005

7 members of each CLCs of Doti & Dadeldhura districts participated in the training

17 Participatory Monitoring and Evaluation Training to make them capable of self monitoring and evaluating their CLC activities and divide the responsibility among them.

August 2005 CLC Montitoring & Evaluation Sub committee members & other concerned people of he community

18 2 days review and consultation meeting to assess the project activities in participation of the CLCs organized in Nepalgunj

March 2005 CLC Executive Committee Advocacy & information disseminated

19 2 days national conference on CLC capacity building, coordination, partnership & networking was organized

September 2005 Shared the experiences & recommended the areas of capacity building, coordination, partnership & networking for the sustainability of CLC

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APPENDIX IV Evaluation Team and List of Persons the Evaluation Team had discussions with. Evaluation Team Jørn Middelborg, External Evaluator/UNESCO Consultant Aliza Shrestha Dhungana, National Project Co-ordination Officer, UNESCO Kathmandu Sohae Lee, Education Programme Officer, UNESCO Kathmandu (Humla only) Maheshwar Sharma, NFEC Focal Person Dhan Bahadur Lama, Project Field Officer, THIS (Humla only) Dil Bahadur Shrestha, Director NRC-NFE (Humla only) Sujan Joshi, Research Assistant, NRC-NFE (Doti and Dadeldura only) Persons the Evaluation Team had discussions with in Humla Babita Lama, Project Field Officer, THIS Ram Kumar Acharya, District Education Officer Raj Bahadur Lama, Assistant, District Field Officer Members of the CLCs in Simikot, Hepka, Baragaon and Dandafaya Persons the Evaluation Team had discussions with in Doti Niv Raj Joshi, District Education Officer Nanda Raj Pant, Regional Director of Education Nav Bahadur Kunwar, Programme Field Officer Members of the CLCs in Banlekh, Khirsain, Bhumirajmandu and Dipayal-Silgadi Persons the Evaluation Team had discussions with in Dadeldura Nawajeet B. Karmacharya, District Coordinator, RUWDUC Bhakta Bahadur Sunchivri, District Education Officer Krishna Bahadur Bista, Project Field Officer Members of the CLCs in Ajayameru, Jogbudha, Pokhara and Ashigram Other persons interviewed Koto Kanno, Head of Office, UNESCO, Kathmandu T.M. Sakya, President, NRC-NFE Hari Bole Khanal, Director