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Non Formal & Continuing Education Division

 Background
In line with the 1990 Jomtein Declaration on Education for All (EFA), The Women Association of Bhutan introduced Non-formal Education Programme in Bhutan in 1992 with establishment of five pilot NFE centers in different districts. From 1993 to 1994, the Dzongkha Development Authority coordinated NFE programme. Since mid 1994, the programme has been with the Ministry of Education and with the establishment of Non Formal Education Section in 1996 the NFE program got expanded rapidly. With the establishment of Ministry of Education as an independent ministry in 2003 the NFE Section’s name has also been revised as “Non-Formal and Continuing Education Division” (NFCED) with effect from July 2003.

The idea of NFE programme in the Kingdom is not to prepare the learners for job opportunities, but to provide basic functional literacy to the target groups like out of school youth and adults who have missed the formal education system or dropped out of the formal education system. It is aimed at empowering and improving the quality of life by providing relevant life skills through literacy.

Overall goal and objectives of the division

2.1 Overall Goal

Bhutan will create a system of learning opportunities for all people at any stage of life. The entire adult population will be literate in the national language, Dzongkha, and numerate by the year 2012. Opportunities will also be available for those outside formal system of education to learn new skills and knowledge through system of continuing education. Learning opportunities will be community based and seek to improve the quality of life of people to the greatest extent possible.

Overall Objectives

The NFE programmer is designed with the following objectives:

• To provide quality basic and functional and skill based literacy training in Zhungkha to both men and women who have not received formal education,

• To promote Zhungkha, the national language,

• To increase literacy rate in the Kingdom commensurate improving the quality of life,

• To provide life long learning opportunities through self-learning and continuing education system.

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Key Plan Objectives

The following objectives will guide the division in planning for all terms: Annual Plan, Ninth Five Year Plan, Consecutive Five Year Plans, Long Term Plans.    

1. Continuously evaluate NFE program in terms of quality of literacy teaching learning,

2. Assist Dzongkhags in developing projection at Dzongkhag, Geog, Chiwog, and Village levels for expansion, coverage and closure/completion of NFE program,  

3. Make the entire adult illiterate population literate by 2012,

4. Strengthen activities in the existing CLCs, including the use of school facilities to carry out self learning and life skill activities,

5. Establish CLCs where necessary especially in rural areas,

6. Organize pre & in-service training for NFE instructors,

7. Train local NFE committee members on planning management, monitoring and providing support services,

8. Monitor and provide support services,

9. Develop policy framework for Continuing Education and implement it,

10. Continue to develop human resources for the division including inducting Programme Officer(s) for Continuing Education Section,

11. Institutionalize a system of life long learning through programs of self and continuous making Bhutan a literate society,

12. Continue to develop, adapt and reprint appropriate, relevant and quality teaching/learning materials,

13. Improve information dissemination through the use of NFE-MIS,

14. Continue to liaise with divisions, departments of the Education Ministry, other sectors, international agencies for sharing information and moving the division forward

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Activities/Programs

The NFE program is being undertaken at three levels, which are briefly highlighted below:
 

 Basic Literacy Programme

++It is targeted for the complete illiterate and school dropouts below class III population. It is a one-year course. At the end of which the learners are expected not only able to read, write and do simple calculation but also get knowledge, information and skills related to health, sanitation, environment, agriculture, livestock, ECCD, STB/AIDS and other relevant life skills. The thirty-unit course is offered in three levels, which the diagram below shows.  All materials for all levels are in Dzongkha, the National Language of Bhutan. Interested individuals or organizations call us at the Division Head Office in Thimphu. We can certainly help you have access to them.

Post Literacy Programme:

It is a nine-month course conducted for the learners completing basic literacy course and other neo-literates like anims (nuns), gomchens (lay monks) , gelongs (monks) etc to enhance their functional literacy skills. The course is also targedted for school dropouts of upper primary students (Classes 4-6). The post literacy curriculum consists of three modules, each module further sub-divided into three topics as mentioned below

Post Literacy Curriculum

Close to thirty PLC booklets are in Dzongkha to teach the above modules and topics. When the Education Web has Dzongkha version those materials can easily be included.

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Self Learning Programme:

This is a part of continuing education programme aimed at providing life long learning opportunities. There are basically two major activities in this programme namely, reading corners and skill trainings. Reading corners are established wherever there are community learning centers (CLCs) and space available in the schools. Skill training such as tailoring, furniture making are encouraged in the CLCs with the provision of sewing machines, tools, looms and other equipments.

Library has a collection of over 51 major titles, which include, Namthers, stories, acts, school Dzongkha books, NFE basic and post literacy materials, etc. NFE graduates, government civil servants, monks, gomchens, and any body in the community can avail these literacy facilities. 

Management

One of the main concerns is that NFE programmes be of high quality and is sustained. Thus, a strong management is viewed important. The NFE policy ensures participation of stakeholders at various levels in the management of the programmes. The management structure can be seen under “General Management Structure” encompassing the Centre, the Ministry and right down to the community and “Operational Management Structure” with the involvement of various stakeholders in implementing programmes and activities at the dzongkhag and community levels. Further, detailed roles and responsibilities are disseminated to various managers for necessary compliance.  

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Detailed Roles and Responsibilities of the different levels:

NFCED:

1.Formulate short term and long term polices on NFE and provides policy level directives for implementation.

2.Formulate programmes related to the national literacy campaign and carry out necessary programmes for their implementation.

3.Mobilize funds and human resources for management of programme.

4.Promote awareness and commitment to non-formal education.

5.Develop and produce curriculum and relevant literacy materials.

6.Organise and conduct training courses for NFE instructors and managers.

7. Monitor and provide professional support.

Dzongkhag Administration:

1. Implement and carry out NFE programme in line with national education policy,

2. Plan budget and administer NFE programme in the Dzongkhag.

3. Coordinate and support Gups for promotion of literacy programme.

4. Approve establishment of new NFE centers and submit report to NFCED.

5. Submit annual requisition for recruitment of new NFE instructors to NFCED.

6. Provide monthly-consolidated salary to the instructors.

7. Get approval of NFCED for resignation or termination of NFE instructors.

8. Submit report on establishment of new centers in the beginning and progress report at  the end   

    of end of each year.

9. Monitor and provide necessary support.

Gups:

1. Formulate short-term and long-term plan for NFE programme in the gewog.

2. Get approval for establishment of New NFE centers from Dzongkhag.

3. Coordinate and establish local NFE committee for establishment of new NFE centers:

4. Meet once a year with the chairpersons of LNFEC to review and plan for expansion.

5. Collect and compile progress report in the prescribed form and submit to the Dzongkhag.

6. Monitor and provide and provide necessary support.

Parent School:

1. Process and support LNFEC in establishment of new NFE centers.

2. Arrange and provide necessary stationery and other materials for NFE classes.

3. Coordinate and submit requisition for stationery and textbooks to Education Central Store or Regional Store.

4. Collect and keep stationery, textbooks and other materials ready for start of class.

5. Verify progress report submitted by instructors and submit to the Gup.

6. Coordinate and conduct LNFEC meetings.

7. Collect and pay salary to the instructors.

8. Visit and monitor from time to time.

Local NFE Committee:
1.      Survey and process with Gup for establishment of new NFE centers.

2.      Collect and keep the stationery, textbooks and other materials ready.

3.      To frame rules and regulation for NFE class in consultation with the learners and community.

4.      Monitor and provide logistic support.

NFE Instructors:
1.      Carry out NFE activities in the field in line with the education policy

2.      Create conducive learning environment.

3.      Prepare annual plan and daily lesson plan

4.      Conduct NFE classes as per plan.

5.      Continuously assess learners performance and provide remedial help.

6.      Prepare requisition for stationery, textbooks and other materials and submit to ECS or   

      regional education store through parental school.

7.      Keep the materials ready before NFE classes start.

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NFE Statistics as of 2004

As of 2004 there are 456 NFE centres across the country with 15866 learners of which nearly 70% are female. Some 519 instructors are teaching the program. For detail either contact us or refer to General Education Statistics, 2004.

What is What in NFE?

Since NFE program is fairly new certain concepts and terminology need to be made aware to the general public.

Non –Formal Education (NFE): It is for adult above 15 years aimed at providing basic and functional literacy courses. Non-Formal because the program does not follow a curriculum, timing, admission rules, as that of a formal school system.

Basic Literacy Course (BLC): A one-year course for complete illiterate adults. It is Basic as the program builds the very foundation for reading and writing and some life skills.

Post Literacy Course (PLC): Post as the program is offered after the BLC. It has some advance level of literacy and life skills compared to BLC.

Self-Learning (SL): It is self-learning because the program is not structured. The individual learner or anybody in the community comes to the center to learn/read any material of their choice, which is available in the centre.

Community Learning Centre (CLC):  A CLC is a multifunctional piece of institution in a community. It is a small building with a hall and two smaller rooms. The structures have been constructed with the community participation, which maximizes the sense of ownership. It houses a number of activities for literacy promotion and life skills development. The facility is a suitable space for the continuing education at the community level. The CLC also accommodates other community developmental programmes and meetings. It is in this facility where we can provide materials, machines, and equipment for skill training, and library books for literacy promotion. CLC does not always necessarily have to have a separate construction. It can be a couple classrooms in schools, a private house, a lhakhang, an ORC, etc. Any space adequate to carry out literacy activities is good enough. 

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