Ulfat Jahan, Dhaka Community Manager
In Bangladesh, where unemployment is rising and women’s participation in the labor force is low compared to other developing countries, it is clear that very basic literacy (the capacity to read and write only a few simple words) is not enough to empower Dhaka’s residents. The government of Bangladesh recognizes this and is therefore implementing the Post Literacy and Continuing Education for Human Development (PLCEHD) project, which includes educational programs and skills development trainings.
This project is co-funded by the Bangladesh Government, the Asian Development Bank, the Department for International Development, and the Swiss Agency for Development and Cooperation. The first phase of this project (2001-2007) was implemented in 32 districts, and the second phase (2007-2013) is being implemented in 29 additional districts (there are a total of 64 districts in Bangladesh). The chief aim of this project is to alleviate poverty by creating self-employment opportunities for adolescents and adults who have basic literacy skills, by linking literacy and livelihood interventions. Learning centers are established near the target communities, and a number of NGOs are appointed to execute the program. There are equal numbers of male and female learners in the learning centers, ranging from age 11 to age 45, and the two genders are trained separately. The literacy skills of the participants are improved using the grade I to III Non Formal Education curriculum so that the participants can use their literacy skills to perform tasks like keeping track of the family’s income and communicating effectively. Moreover, discussion sessions raise awareness about topics like health, nutrition, education, drug abuse, gender discrimination, women’s empowerment, environmental protection, and so on. The program also provides a variety of trade training, on the basis of existing and future demand from the local labor and industrial market, in order to improve the socio-economic condition of the participants. These trainings include radio, television and mobile phone servicing, house wiring, welding, tailoring, and embroidery. The program also partners with different companies, organizations, small and micro-enterprises to create employment, loans, and other opportunities to earn money for the participants. Although the project officially ends in 2013, measures have been taken to make this project sustainable beyond the project period. The Sub-district Non Formal Education Committee has been given the responsibility to maintain the learning centers after the completion of the project, by using local primary schools and organizations. If the committee maintains the centers properly, the benefits of the project have a good chance of continuing.
According to a report on phase I, this project has been successful in ensuring large-scale participation, since it provides life skills training in response to the needs of the society. However, some learners gradually lost interest in the program because the project does not provide direct financial rewards. Male participants were especially unwilling to devote time to the sessions. Moreover, teachers and facilitators were not well paid, which resulted in a lack of enthusiasm about the project. Therefore, to improve the project’s performance in future, it should raise awareness about the benefits that it can bring. Additionally, significant financial rewards for both participants and teachers would help in making the project more effective.
Photo credit: EC Bangladesh and Society of Education