1. Effective Literacy Policies & Programs ADEA Biennial 2006 27-31 March 2006 Libreville, Gabon ADEA Working Group on Non Formal Education

2. Structural Issue The structure of the ADEA Biennial highlighted some of the dichotomies debated in our sessions Children v/s adults Formal education v/s non formal education Effective schools v/s effective literacy It was recommended that future Biennials should reconsider this conventional classification

3. Human rights Issue Literacy is both a human right and a prerequisite for socio-economic development as expressed in national and international conventions (EFA, MDGs). Recommendation: Ministers of Education and their development partners in ADEA should take a leadership role of ensuring that literacy is firmly established as a priority and given unambiguous visibility in policies such as those of the AU, NEPAD, PRSPs, National Educational Plans etc.

4. Knowledge society From literacy to the knowledge society Literacy is a prerequisite for entering into the information society and for the future knowledge society. From a literate society – information society – knowledge society

5. A LITERATE SOCIETY IS A PREREQUISITE FOR AN INFORMATION AND A KNOWLEDGE SOCIETY LITERATE SOCIETY INFORMATION SOCIETY KNOWLEDGESOCIETY LITERACY AND LIFELONG LEARNING

6. Diversity There is a need to draw on the diversity of social partners (central, local government and civic organisation e.g. faith based and community based associations, NGOs, private sector, grassroots organisations) learners, resources, modes of management of programs, contexts for effective literacy programs.

7. A conducive literate environment Providing neo-literates opportunities of using their acquired literacy skills Literacy skills are not only use of reading but also of writing and numeracy skills in support of enhanced livelihoods and active citizenship, including gender equality A literate environment offers reading materials, and provides synergies with other communication media (radio, TV, IT) It promotes local and indigenous knowledge (art, orality, language, traditional medicine etc.) Recommendation: Immediate steps be taken to work at all levels to promote such an environment

8. Language The various options and the adoption and implementation of language policies are part of an ongoing debate. Recommendations: - Strong support for publication in African languages - Promote use of African languages in pedagogy, official documents and spaces

9. Literacy programmes must be intersectoral Eradicating illiteracy implies eradicating poverty which means sound pro-poor economic policies Therefore many sectors need to converge with education to ensure minimal learning and living conditions of the population (e.g. health, agriculture labour, welfare, etc). The budgets of various sectors should contribute to the delivery of literacy programmes

10. The gap between discourse & practice Too many decades/declarations and recurrent discourse, so little effective implementation. Recommendation: more focus and support for implementation

11. REDUCED GOALS, EXPANDED TIMEFRAMES Paradox of International Development Trends Basic education (basic learning needs of all) Primary education (4 years) P 2000-2015 Millennium Development Goals 1990-2000-2015 Education for All

12. Literacy is a prerequisite for economic and human development Literacy is not part of the MDG agenda but is part of the EFA Even if the MDGs do not mention adult literacy, it is evident that literacy is essential for achieving all other goals. Recommendation: Investing in literacy and adult basic education will impact on all MDGs

13. Financial resources Indicators/benchmarks provide indications on elements of costs and impact of investment in literacy Recommendations: Increase financial commitment by government and aid agencies There needs to be a sustained budget allocation for adult literacy.

14. Financing & costs Countries are setting up new financing strategies and partnerships Recommendation: Partnerships and strategies should be established between government and new partners including the private sector and local actors to expand possibilities for resource mobilization.

15. Financing & costs Literacy’s core function in achievement of the MDGs and Quality Education for all, it should be at parity with UPE in funding mechanisms such as FTI Recommendation: Strong demand that the Fast Track Initiative actively becomes an EFA initiative and goes beyond its current restricted vision. It should include benchmarks on adult literacy as well as UPE to guide policy dialogue and assessment.

16. Tension between theory and practice Effective and Promising Programs in several areas (policies and strategies, capacity building in adult education, mobilization and management of funds, mobilization of partnerships, development of indicators of the right to education) were presented. Recommendation: More case studies/promising practices be shared and analysed in future ADEA Biennials

17. Linkages between NFE & FE What does NFE have to offer formal education? NFE has been practiced on a more experimental basis (flexibility, diversity, context etc.) it can improve the quality and relevance of the formal education system. Recommendation: the benefits of NFE should be accessed by FE However the issue was once again raised that the term “non-formal education” was confusing especially if we wish to address education and training within a lifelong learning perspective. Recommendation: It was proposed once again that this terminology be revisited.

18. indigenous knowledge and culture The importance of acknowledging knowledge that exists within Individual Community Country Region

19. National/regional qualification frameworks Allow: Linkages between NFE and FE Validation of learning Bridges and ladders for learners Mechanisms for Recognition of Prior Learning Accreditation for learners

20. Sustainability Literacy should be seen as a continuous process that requires sustained learning and application Recommendations: - Focus on long term programs and sustained investments. - Build and adequately support a professional human resource base.

21. 1. Early Childhood 2. School children 3. Youth 4. Adults 5. Gender equity 6. Improving quality

22. Political will Not only a matter of resources but of effective advocacy, strategic partnerships and political will