The purpose of this report is to document in brief all the activities undertaken by UNESCO Kathmandu Office since its establishment in Nepal in February 1998. This report gives a summary of the office’s activities within each of UNESCO’s sectors—Education, Science, Social and Human Sciences, Culture and Communication and Information. Major programme priorities of UNESCO/Kathmandu have been on Education and Culture.
The Education Unit has concentrated its efforts on promoting and expanding the innovative programme of Community Learning Centres (CLCs) initiative. Initiated in 1999, the Office’s first pilot CLC in Shreekot in the Far Western development region of Nepal has multiplied into 13 CLCs over the 5 years. These CLCs are situated in seven districts viz. Baitadi, Dadeldhura, Kathmandu, Bhaktapur, Lalitpur, Rasuwa and Jhapa. The steady growth over the years is an indication of the Education Unit’s long-term strategy to build a nationwide network of CLCs through its own initiatives and partnerships with other governmental and non-governmental organizations. Another major achievement of UNESCO/Kathmandu’s CLC movement has been, the incorporation of CLC approach in the government’s 10th Five-year Plan (2002-2007), whereby provision for the establishment of 205 CLCs has been included. The Government’s EFA National Plan of Action (EFA NPA) foresees a national system of CLCs as a key strategy for adult literacy and continuing education. Aside from these, the office in partnership with the Ministry of Education and Sports organised two national level CLC workshops. The fact that the Education Unit has successfully attracted extra-budgetary funds from the UN Human Security Fund for the expansion of CLCs is a sign of the validity and relevance of the field office’s approach in non-formal education activities in Nepal.
In the coming years, Community Learning Centres shall be the pivotal point for all of UNESCO/Kathmandu’s programmes. And activities from all sectors in the competence of this office shall be incorporated through the CLCs. It has been envisioned that there will be CLCs throughout the country and people who need or want to learn can easily do so, through a nearby CLC. The CLC shall be an integral part of the society through which communities can renew traditional cultures and reinforce them with new elements while developing themselves collectively and individually. The CLCs shall ultimately play a dynamic role along with other educational institutions for providing life-long learning/education opportunity for future generations of Nepal.
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Publisher:
UNESCO
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(2003
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Type / Script:
Publication
in English
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Keywords:
EDUCATIONAL DEVELOPMENT, EDUCATION, COMMUNITY DEVELOPMENT, CHILD DEVELOPMENT, BASIC EDUCATION, NON-FORMAL EDUCATION, CIVIL SOCIETY, COMMUNITY PARTICIPATION, INDIGENOUS PEOPLES, HUMAN RIGHTS, INFORMATION, GENDER DISCRIMINATION, TECHNICAL EDUCATION, VOCATIONAL EDUCATION, CULTURAL HERITAGE, HORTICULTURE, HEALTH, DOCUMENTATION, CAPACITY BUILDING, EVALUATION, TRAFFICKING IN PERSONS, VIOLENCE, POVERTY, SCIENTIFIC AND TECHNICAL INFORMATION, MONUMENTS, INTERVENTION, TOURISM, CIVILIZATION
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Thematic Group:
UNESCO
:
Educational, Scientific and Cultural
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Thesaurus:
11.01.00
- Educational Policy And Planning
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Reference Link:
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