NATIONAL STRATEGY ON LITERACY AND ADULT EDUCATIO

Transcription

1 REPÚBLICA DE MOÇAMBIQUE MINISTRY OF EDUCATION 2012 National Directorate for Literacy and Adult Education NATIONAL STRATEGY ON LITERACY AND ADULT EDUCATIO MINED DINAEA 7/24/2012

2 Introduction The Constitution of the Republic of Mozambique defines Education as a Right and Duty for every citizen. Therefore, the State shall promote an education strategy aimed at national unity, eradication of illiteracy, mastering science and technology, as well as the moral and civic education (Article 113). According to the postulated in the Constitution, the National Education System (Law 4/83 updated by Law No. 6/92) the Government prioritizes youth and adult literacy as a foundation to building knowledge and life skills for the human development and the fight against poverty. In this context, in 2001 the Ministers Cabinet approved the first Strategy for Adult Literacy and Non Formal Education, the first instrument after independence, with the timeframe of 5 years which was extended late to 10 years ( ). From 2001 to 2008, 2,542 million people became literate. The reduction was due to the involvement of civil society organizations, the introduction of news concepts such as, Family without Illiterate People (Familia Sem Analfabetismo), District Free of Illiteracy (Distrito Livre do Analfabetismo), Alfalit, Reflect, Felitamo, ALFA RADIO and other initiatives. Context Literacy plays an important role in the Governmental efforts towards combating poverty by giving opportunities for basic education to young people and adults both male and female. The reduction of the illiterate rate from 48.1% to 30% by 2015, constitutes the main challenge propose by Government in the Poverty Reduction Plan (PARP). The demands faced by the Education sector and partners in the area of Literacy and Adult Education (LAE) to achieve the Millennium Development Goals and the Dakar targets, required the establishment of a working platform between the Government and stakeholders to ensure the access and retention, the reinforcement of quality and relevance and the strengthening of capacities in the LAE programmes. The Literacy and Adult Education Strategy ( ) is aligned with the Goals set in the Government s Five Years Programme ( ) through the Strategic Plan for the Education Sector ( ). The Strategy is developed to provide opportunities for young people and adults of both sexes, with special attention to women and girls, people with disabilities aged from 15 years and illiterate people who did not complete the first cycle of primary education. S t r a t e g i c P l a n f o r L i t e r a c y a n d A d u l t E d u c a t i o n Page 2

3 Current Situation The access of young people and adults to Literacy and Adult Education Programmes increased by 50%, allowing the reduction of the illiterate rate in 10%, from 2001 (60.5%) to 2007 (50.4%), according to the National Institute for Statistics (INE). According to UNESCO, in 2008 the illiterate rate was 48.1% (Multiple Indicators Cluster Survey). The illiterate rate varies significantly along the country and among different aged groups and gender. In 2007, the illiterate rate in rural areas was 65.5%, while in urban areas was 26.3%. Among the women was 64.2% compared with 34.6% for men. Illiterates Rates Table1: Illiterate rates per gender per region Region Women (%) Men (%) Total (%) Rural Urban Country INE, Graphic 1: Illiterate rates per province S t r a t e g i c P l a n f o r L i t e r a c y a n d A d u l t E d u c a t i o n Page 3

4 Graphic 2: District with the highest illiterate rate Main Challenges During the implementation of the first Strategic Plan for Literacy and Adult Education, the number of learners has gradually and substantially increased in terms of access to literacy and adult education programmes. The main challenge was the retention of the learners, especially women. The main reasons for the dropouts were the following: Inadequate training for the literacy educators; Lack of motivation due to irregularities in the payment of the subsidies to literacy educators (delay and disruption in payment); Inadequate provision of educational materials and inappropriate environment for learning. Many girls and women face constraints to continue their studies due to their social, economic and cultural role in the family. The retention rate of men is comparatively greater than women, although the attendance of men to literacy programmes is reducing considerably. Additional issues requiring special attention include the mobilization and awareness of the population, particularly community leaders, the duration of the programmes, and harmonization between the seasonal calendar and the school calendar to adjust to social responsibilities of the adult people. S t r a t e g i c P l a n f o r L i t e r a c y a n d A d u l t E d u c a t i o n Page 4

5 Table2: Current Expenditure in Literacy and Adult Education and its implication on literacy educators recruitment. Year Total amount (MZM) ,80 *Percentage to the Budget allocated to Education Sector Graphic 3: Recruitment of literacy educators in the last 5 years. S t r a t e g i c P l a n f o r L i t e r a c y a n d A d u l t E d u c a t i o n Page 5

6 Partnerships Government Ministries CSO NGO s INGO s IGO s UN AGENCIES Educational Institutions Universities and Health MASMA PROGRESSO ACTION AID CIDA CANADA UNESCO UEM- Labor MEPT DVV MOZAMBIQUE WORLD VISION GIZ GERMAN ILO UP Defense ALFALIT OLIPA ICEID ICELAND UCM Agriculture AGA KHAN FOUNDATION Planning and Development FDC FOUNDATION Finance RAEJA HANDICAP Youth and Sports NATCOM S t r a t e g i c P l a n f o r L i t e r a c y a n d A d u l t E d u c a t i o n Page 6

7 Vision Alphabetize young people and adults both female and male with special attention to girls and women aged from 15 years illiterate or people who did not complete the first cycle of primary education. Mission Promote equitable basic education and life-long learning for young people and adults, in partnership with the civil society, whilst recognizing education as an essential attribute for the economic, social, cultural and human development, and for reducing the current rate of illiteracy from 48.1% to 30% by 2015, thus contributing to poverty reduction in Mozambique. Target Groups The Strategy shall benefit all economic active people, with particular attention to young people and adults of both sexes. Objectives of the Strategic Plan. Main Objective To increase opportunities for young people and adults to become literate, with special attention to girls and women, in order to reduce illiteracy, through a number of integrated actions of governmental and non-governmental organizations. Specific Objectives: To ensure access and retention to learners in Literacy and Adult Education Programmes; To improve Quality and Relevance of Literacy and Adult Education Programmes and Non- Formal Education; To Strengthen Institutional and Organizational Capacities. S t r a t e g i c P l a n f o r L i t e r a c y a n d A d u l t E d u c a t i o n Page 7

8 Implementation and Management The State will establish necessary links between the actions developed by partners and national policies, taking into account the international commitments, in the area of literacy (LIFE and UNLD) as well as fostering social and economic development through the Millennium Development Goals. The management of the implementation of the Literacy and Adult Education Strategy will continue to be responsibility of the Government at national level, in order to establish and coordinate with the development partners, civil society, public and private companies and local Government to ensure the effective and efficient implementation. The national partners for the implementation of the strategy include: Governmental institutions in different levels; Civil Society organizations; NGO s Public and Private Companies; Religious Groups; Communities Based Organizations (CBO); Media. S t r a t e g i c P l a n f o r L i t e r a c y a n d A d u l t E d u c a t i o n Page 8

9 Proposed Activities First Pillar: Access and Retention Strategic Goal 1 Strategic Action Expected Overall Outcome Promotion of LAE programmes by Government LAE programmes disseminated with the institutions, Cicil Society Organizations, NGO s, involvement of the Government and all and other stakeholders to mobilize and raise stakeholders awareness. Mobilize and sensitize all stakeholders to ensure the participation of an increasingly number of learners in LAE programmes. Dissemination of LAE programmes within communities with the involvement of local leadership, focusing on raising awareness of men and women to participate in literacy activities until its completion. Communities sensitized about the importance of LAE programmes and increased the retention rates. Dissemination of LAE through the Media in order to guarantee the massive engagement of different stakeholders: State Institutions, Municipalities, Trade Unions, NGO s, Private Sector, Higher Education Institutions and Universities. A communication and marketing strategy formulated and implemented in LAE framework. Undertake studies to identify factors contributing to poor retention of women and men s participation in LAE programmes, taking into account regional specificities. Causes of women dropout and weaker men attendance in LAE identified and recommendations proposed for solution. Goal 2: Strategic Action Expected Overall Outcome Ensure the involvement of stakeholders at all levels in the access and retention of learners. Implementation of LAE programmes aimed to alphabetize five million people both male and female, with particular focus on girls and women. Inclusion of young people covered by the Compulsory Military Service, according to the Law on Civic Service in LAE activities. 5 million literate citizens (60% women) literacy educators, aged from 18 to 35 years recruited and mapped. Implementation of LAE and NFE courses for the members of the District Consultative Councils and Community Leaders. Short life skills and vocational courses implemented for specific target groups. S t r a t e g i c P l a n f o r L i t e r a c y a n d A d u l t E d u c a t i o n Page 9

10 Building capacities of trainers, to meet the needs of specific groups such as women, girls, agricultural and farming associations, people with special educational needs and disabilities. Built capacities for 50 trainers, 165 provincial technicians, district technicians, especially women and girls. Reactivation of LAE and NFE statistical committees and development of mechanisms to collect data at all levels. Statistical data available and information on LAE and NFE updated. Second Pillar: Improvement of Quality and Relevance Strategic Goal 1 Strategic Action Expected Overall Outcome Review the curriculum and provide training and capacity building in partnership with stakeholders at all levels in order to respond efficiently and effectively to tasks and challenges imposed by youth. Preparation of specific curriculum for level 2 and 3 of post-literacy for adults. Design of training materials taking into consideration social, economic, cultural, gender issues and others. Designing programmes for vocational training for youth and adults, taking into account its survival needs. 2.5million people post-literate (60% girls and women) LAE programmes developed in coordination with NFE policies and other sectors. Innovative programmes granted based on the needs of Youth and people at community level. Strategic Goal 2 Strategic Action Expected Overall Outcome Review and develop literacy and post-literacy materials (in Portuguese and local languages) for training and learning and teaching process, covering different components of the curriculum Reviewing and updating, where deemed necessary, of existing educational materials, by setting out what should be kept as literature and numeracy contents, taking into account the diversities within the target groups, the urban/rural LAE context and the specific needs of men and women. Development of literacy and post literacy materials for the training of LAE professionals. Educational material reviewed and distributed at all levels of post- literacy programmes. Educational materials for learning and teaching process developed and distributed. S t r a t e g i c P l a n f o r L i t e r a c y a n d A d u l t E d u c a t i o n Page 10

11 Design and implement in partnership with stakeholders actions related to Life Skills, Gender, HIV/AIDS Prevention and Care. Development of integrated programmes and related life skills, gender, prevention and fight against HIV/AIDS and other endemic diseases. Preparation of Manuals to guide Literacy educators, Facilitators, Trainers and Adult Educators in the implementation of Life Skills and Gender courses. Integrated programmes on life skills, gender, HIV/AIDS prevention and care and other diseases implemented. Manuals for training in life skills provided Third Pillar: Strengthening Institutional Capacity Strategic Goal 1 Strategic Action Expected Overall Outcome Strengthen institutional and organizational capacity for effective implementation of LAE activities. Definition and implementation of guidelines and legal provision on responsabilities of State, through MINED-DINAEA. Revitalize the Pedagogical Centers in all districts by training coordinators in educational management, monitoring and evaluation, supervision and methods of adult learning and provision of educational material. Responsibilities and roles of each stakeholder in LAE activities defined. All Pedagogical centers revitalized in each district. Carry out capacity building actions and training for professional educators, literacy teaching volunteers and other staff in contents related to the New Curricula. Ensured training for literacy educators and volunteers Strategic Goal 2 Strategic Action Expected Overall Outcome Develop policies and mechanisms for coordination between government institutions and partners focusing on provincial and district levels. Expansion of networks between training institutions for Adult Educators giving priority to higher illiterate provinces. Transformation of LAE Technical Group into a national forum extended to the Government institutions, media, business and trade unions and other sectors. Network linking Adult Educators institutions extended. LAE Technical Group turned into a national forum. Implementation of actions aimed at raising funds for LAE activities. Memorandum, agreements between partners and MINED established. S t r a t e g i c P l a n f o r L i t e r a c y a n d A d u l t E d u c a t i o n Page 11

12 Strategic Goal 3 Strategic Action Expected Overall Outcome Raise and mobilize funds within and abroad the country to ensure the implementation of the Strategy. Establish the National Fund for Literacy and Non- Formal Education Identification, mapping and mobilization of potential donors (Public and Private companies, civil society organizations, NGO s, IGO s) National Fund for Literacy and Non Formal Education established Agreements with potential donors signed Readjustment and permanent dissemination of the Ministerial Diploma on the payment of subsidies to literacy teaching educators. Subsidies of Literacy teaching Volunteers increased in 40%. Revision and updating of the Manual of Procedures for the implementation of partnerships defined by DINAEA in Manual of Procedures reviewed. Strategic Goal 4 Strategic Action Expected Overall Outcome Ensure the involvement of Higher Education Institution in LAE activities. Establishment of Memorandum of Understanding between MINED/DINAEA and higher education institutions Inclusion of literacy programmes in actions taken by higher education institutions. Establishment of memoranda of Understanding between MINED/DINAEA and higher education institutions. LAE programmes implemented in higher education institutions, both public and private. Strategic Goal 5 Strategic Action Expected Overall Outcome Support local government in planning and budgeting LAE activities. Inclusion of Adult Literacy in planning and budgeting process at local governments Involvement of local governments in provision of means and resources for the visibility of LAE programmes. LAE activities included in local government programmes and budgets. Secured means for the implementation of LAE activities at local level. S t r a t e g i c P l a n f o r L i t e r a c y a n d A d u l t E d u c a t i o n Page 12

13 Monitoring and Evaluation Monitoring The monitoring will follow the implementation and execution of the Strategic Plan for Literacy and Adult Education. The process will occur at all levels and will feed the process of decisionmaking regarding to relevant and defined issues. The process of overall monitoring and implementation of the Strategy is in the responsibility of the Government, through existing institutions at local level, including the National Directorate for Literacy and Adult Education (DINAEA), Provincial Directorate for Education and Culture (DPEC) and the District Services on Education, Youth and Technology (SDEJT) in collaboration with various stakeholders. Evaluation Evaluation is important because it s aimed to verify the progress towards the expected results and ensures that the objectives and targets are achieved. With a view of ensuring the objectiveness in the analysis, conclusion and recommendations, the evaluations will be done by independent teams, composed by national and foreigners experts in evaluating LAE programmes. The teams will have access to all information available and related to the stages of implementation throughout the country. Lastly, the monitoring and evaluation process will follow the 6E s approach, namely: o Effectiveness o Efficacy o Efficiency o Excellence o Economy o Execution S t r a t e g i c P l a n f o r L i t e r a c y a n d A d u l t E d u c a t i o n Page 13

14 Potential risks and their management Weakness o Poor multi- sectoral linkage, coordination and communication; o Reduced number of public and private institutions involved in LAE activities; o Poor implementation of the Manual of Procedures for the establishment of partnerships; o Poor collection of statistical data in NFE area; o Lack of mechanisms to ensure shared funding in LAE; o Insufficiency of resources (Human, Financial and material) o Weaker linkage and coordination between LAE forums. Strengths Political willing; Experience in implementing LAE activities; Expansion of literacy data collection system through the integration of NFE; 2% of LAE budget supported by the Government; Interest in joint inter- and intra institutional coordination to implement NFE activities; Experience in short-term training for literacy educators. S t r a t e g i c P l a n f o r L i t e r a c y a n d A d u l t E d u c a t i o n Page 14

15 Estimated budget for Pillar Strategic Goals Provisional Budget (US) Access and retention Mobilize and sensitize all stakeholders to , , , ,55 ensure the participation of an increasingly number of learners in LAE programmes Ensure the involvement of stakeholders at all levels in the access and retention of learners , , , ,28 Review the curriculum and provide training and capacity building in partnership with stakeholders at all levels in order to respond efficiently and effectively to tasks and challenges imposed by youth , , , ,23 Improvement of Quality and Relevance Review and develop literacy and post-literacy materials (in Portuguese and local languages) for training and learning and teaching process, covering different components of the curriculum , , , ,55 Design and implement in partnership with stakeholders actions related to Life Skills, Gender, HIV/AIDS Prevention and Care , , , ,00 Strengthening Institutional Capacity Strengthen institutional and organizational capacity for effective implementation of LAE activities Ensure the involvement of Higher Education Institution in LAE activities Support local government in planning and budgeting LAE activities , , , , , , , , , , , ,50 Total per Year Global Amount ,44 Maputo, July 2012 National Directorate for Literacy and Adult Education S t r a t e g i c P l a n f o r L i t e r a c y a n d A d u l t E d u c a t i o n Page 15