1. Introduction
Implementation of literacy activities in Papua New Guinea started many years ago by churches in educating people to read and understand the bible.
As development took place the need for literacy activities increased literacy programmes to teach functional literacy.
Literacy activities have been runed by these organisations for many years.

2. Awareness and Visibility in Papua New Guinea
The launching of LIFE in 2007 was done at a high level where there was no involvement of the key stakeholders to understand what LIFE was all about.

3. Advocacy and Communication
However, National Literacy and Awareness Secretariat has advocated for LIFE through the Literacy Task Force who is playing the role of the National Literacy and Awareness Council that is un functional.
With LIFE on board , it has helped NLAS identify areas that needed support and strenght. One of the problem identified was that National Literacy Policy did not have a ACT to support the NLP.

4. Policy for Sustainable and Empowering Literacy
Papua New Guinea has a Literacy Policy that has not been fully implemented and is not sourced by the Government. It is partly implemented by the stakeholders.
The Policy Review workshop identified that there was no ACT to support the National Literacy Policy.

5. Delivery of empowering literacy programmes/extent of National Ownership
The Situation Analysis has helped identified the training needs to build the capacity of NLAS staff to implement the LIFE project.
With the help of International UNESCO experts and the National Statistic Office in Port Moresby, two pilot province as Autonomous Region of Bougainville and Eastern Highlands have been diagnosed.

6. Innovations
The LIFE project has taught many new ways of implementing literacy. Papua New Guineas current literacy rate at 56.2 will be changed after utilizing experiences of the LIFE project.

7. Difficulties/Challenges
The great number of drop outs at the end of great eight is a concern for NLAS as budget allocation for NLAS cannot allow for training of interested drop out as literacy teachers.
There is no proper coordination of who should coordinate all literacy programmes come under since the Department of Community Development also have their literacy policy.
The issue about NLAS becoming an institute of its own came about after NLAS has been moved from place to place. Where we are located now is just a temporarily home for NLAS.
In order for this happen, NLAS now have develop a non formal education policy and an Act to support the NLP.

8. Recommendation
The Task Force has recommended NLAS to develop the NFE Policy and an ACT as support document to lift the profile of NLAS to a higher profile to execute the life activities.