| National Literacy Goals |
| YEAR |
2005 |
2007 |
2012 |
2015 |
| Total adult literacy
rate (%) age 15+ |
63 |
67 |
81 |
90 |
| Literacy rate of
age group 5-24 |
81 |
84 |
91 |
95 |
|
|
| Definition of a Literate Person |
|
A person who is able to read and write short and simple sentences related
to daily life in his/her mother tongue or national language with understanding
and who is able to communicate with others and perform simple tasks
of calculation.
|
| Name of National Literacy Agency |
|
Non-Formal Education Centre, Ministry of Education and Sports
| "Literacy Facts and Figures" of Nepal |
|
|
| Structure of National Literacy Agency |
 |
| Number of NGOs working in the field of literacy |
300 |
| Number of literacy classes in most recent
year |
15900 (only GOs) |
| Number of classroom hours designated to achieve
basic literacy |
300 (Adult) - 450 (OSP) |
|
| National Policies and Strategies |
| |
| National Policies on Literacy /
Non-formal Education in Latest Policy Document on Education |
|
|
to wipe out illiteracy by the end of the 12th
five year plan. |
|
|
to expand educational access through alternative
forms of education to innovations and entrepreneurs. |
|
|
to expand National Literacy Campaign gradually
in all the 75 districts. Priority to low literacy rate geographical
locations. |
|
|
to reduce gap between male and female literacy
rate. Priority to women, girls and other disadvantaged groups
in promotion of literacy. Undertake appropriate advocacy and
motivational measures. |
|
|
to develop post-literacy and CE as an internal
part of NFE, and make literacy and NFE more functional. |
|
|
to strengthen mechanisms for co-ordination
among GOs/NGOs/INGOs at different levels (grassroots level
to national level). Mobilize more NGOs/INGOs to launch national
literacy. |
|
|
to campaign in different geographical locations
(GO/NGO partnership). |
|
|
to decentralize literacy and NFE programmes.
|
|
|
special literacy classes for prisoners in the
jails. |
|
|
to provide basic education : equivalency programmes.
|
|
|
to provide open learning programmes to foster
CE and lifelong learning. |
|
|
to emphasize on gender sensitivity in literacy
classes. |
|
|
to establish CLCs as a substratum of literacy
programmes for post-literacy and CE. |
|
|
| |
| Current Literacy / Non-formal Education
Objectives /Strategies |
|
|
centre based approach in non-campaign districts
|
|
|
provision of training / training package and
primer distribution either free of charge or at cost price
(for financially capable agencies) |
|
|
to provide basic literacy, post-literacy and
CE |
|
|
alternative schooling (equivalency programmes) |
|
|
programmes for retaining literacy skills |
|
|
functional programmes with skill-training components
for adult females |
|
|
income-generating programmes |
|
|
community literacy |
|
|
development of CLCs |
|
|
| |
| Lessons Learned from
Past Literacy Programmes and Activities |
|
|
Regular monitoring, supervision and evaluation
of programmes at different levels are crucial for successful
implementation of NFE programmes. |
|
|
Effective and meaningful co-operation and partnership
among GOs, NGOs, community and other local bodies are leading
factors in making the NFE programmes more successful, |
|
|
Political commitment both in speech and deed
is a prerequisite for making national literacy campaigns effective.
|
|
|
NFE plays an important role in initiating more
involvement of women in community decision-making. |
|
|
NFE supplemented with income-generating activities,
successfully increases confidence and encourages the active
participation of women in their own development processes.
|
|
|
The establishment of saving and credit groups
provides not only the potential for sustaining the literacy
level, but also the basic backbone of sustainability for community-based
groups. |
|
|
CLCs can provide a permanent infrastructure
for carrying literacy and CE programmes. |
|
|
The NFE programmes should be integrated with
other socio-economic programmes to achieve the best results.
|
|
|
Literacy centres should be owned by the participants,
otherwise they may not last long. |
|
|
Adult women gained knowledge more by participating
in discussion, workshops and training rather than just attending
the classes. |
|
|
Child care centres should be set up for those
participants who have nobody else at home to look after small
children.
|
|
|
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