The ASPBAE Bulletin

August 2011

The Papua New Guinea (PNG) Education Advocacy Network (PEAN), in collaboration with ASPBAE, recently completed their fifth provincial Education Experience and Literacy Assessment. Since 2006, research has been conducted in the five provinces of New Ireland, National Capital District, Chimbu, Sandaun, and Gulf. Sadly, results from most recent surveys mirror earlier research that show alarmingly low literacy levels, poor school quality, and significant gender inequality.

Across all provinces and age groups, the proportion of non-literates is higher amongst females compared to males. In Chimbu province, as can be seen in Figure 1, the non-literate rate for females (40.9%) is almost double the male non-literate rate (21.3%). Even the best performing provinces, NDC & New Ireland provinces, still have a gap of almost 10%.

Gender inequity with relation to literacy is also present in formal schooling. Females are more likely to have never attended school than males. In Sandaun province, despite increased participation in school by both boys and girls, there still remains significant gender disparity with 31% of girls not attending school compared to 9% for boys.

In response to widespread gender disparity, PEAN and ASPBAE, with support from the European Union, is working to advocate for improved outcomes for PNG women. The two year Innovating Advocacy Approaches inPromoting Adult Female Literacy Project commenced in 2010 and has enabled PEAN to bring together educators and advocates on a regular basis to share best practises and build a policy action agenda.

Women Continue to Experience Education Disadvantage Education Experience and Literacy Assessment Complete for PNG

Inside this issue:

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Women Continue to Experience Education Disadvantage

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Kto12: Philippines Gov’t to Increase Schooling by 2 Years 24th Annual General Meeting of the Sarvodaya Women’s Movement

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World U3A Conference 2011

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Countdown to Rio+20 PERI Researchers’ Meeting on Privatization of Education NCE Nepal Hosts Trainings on Organizational Development & Right to Education UNESCO Asia-Pacific Workshop ICAE Executive Committee Meeting ASPBAE Builds Partnerships in Central Asia NeXT Policy Advocacy Training Facilitation Team Meeting

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Learning Beyond Boundaries

Kto12: Philippines Government to Increase Schooling by 2 Years

The Philippine government’s key reform agenda in education is to add two more years in the basic education system. Currently, the Philippines has the least number of years in the basic education system with six years in primary education and four years in secondary education compared to its Southeast Asian neighbors which have a 12-year basic education cycle. To address this and be at par with other countries, the Department of Education (DepEd) has proposed the Enhanced Kto12 (formerly K+12) Basic Education Program.

While acknowledging the noble initiative of the government to improve the quality of education, E-Net Philippines believes that the proposition fails to address several pressing issues. In a desire to put forward the position, concerns, and reservations of different organizations and marginalized groups, E-Net Philippines invited the DepEd for a dialogue to discuss and present the E-Net Philippines’ position on the Enhance Kto12 Program.

Under Kto12, the DepEd maintains that the intention is not just to add two years of schooling, but more importantly to enhance the basic education curriculum. It stresses that students have insufficient mastery of basic competencies even after finishing high school because of the congested curriculum which is designed to teach a 12-year curriculum in 10 years. It also argues that the present basic education structure affects the employability of high school graduates as they are too young to enter the labor force and are not ‘emotionally’ ready for the world of work. Furthermore, the DepEd highlights that because of a 10-year school cycle, Filipino professionals are at a disadvantage in seeking employment abroad.

Some concerns about the Enhanced Kto12 Program highlighted by E-Net Philippines are-

That it is unlikely that simply adding two years to the basic education program will arrest the deteriorating quality of education in the country

That additional two years in basic education does not guarantee employment unless there are enough employment opportunities available in the market

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E-Net Philippines invited the

Department of Education to put

forward its concerns about the proposed

Kto12 education programme

Some concerns about Kto12 are

that adding 2 years does not

improve the quality of

education and it does not

guarantee employment

Source: NSO, LFS 2010 as cited in the DepEd Discussion Paper on K+12

That developing critical thinking skills starts during the formative years of a child and should be integral in the curriculum and teaching from ECCD (Early Childhood Care and Development) to secondary education; it cannot be addressed by merely adding two years in high school

That the purpose of education is to develop competent citizens who will serve the needs of the country, and not to qualify them for jobs abroad.

E-Net Philippines also raised concerns on the effects of the proposed Kto12 program on its ECCD and Alternative Learning System (ALS) programs, on out-of-school children and youth, and on Moro and indigenous peoples. Some of the responses of the DepEd were –

They are looking for qualified volunteer day care teachers They are willing to partner with NGOs providing ECCD programs Mother Language Education and basic life skills will be integral in the

reforming the curriculum They will conduct a profiling of teachers and providing appropriate training

to ensure high quality of education They are committed to developing basic competencies of students by

reforming the curriculum

The DepEd aims to implement the Kto20 program for the 2012-2013 school year.

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The Sarvodaya Women’s

Movement is committed to working with

disadvantaged women to build self-

reliance through collective action

The Department of Education is keen to partner with NGOs that provide ECCD programs. Mother

Language Education and basic life skills

will play an important role in

reforming the curriculum.

24th Annual General Meeting of the Sarvodaya Women’s Movement 5 August 2011, Colombo, Sri Lanka

The Sarvodaya Women’s Movement (SWM) held its 24th Annual General Meeting in Colombo. The SWM sprung out of its parent organization - the Sarvodaya Sharamadana Movement (SSM) - in 1987 to focus on women in the organization. SWM sought to ‘bring about a culture of peace-seeking and peaceful solutions to conflict and violence’. In 1991, the group began working with girls and women aged 12 to 25 in prison who were unable to attend schools due to imprisonment.

The post-conflict scenario in Sri Lanka has resulted in a number of women being widowed and increased instances of female-headed households. At the height of the conflict, parents were ‘marrying off’ their children at very young ages to avoid conscription in the war by the rebel group LTTE. However these were all illegal marriages. The very young mothers who emerged as widows after the war missed their chance at an education, were saddled with young babies and children, were ignorant about health and nutrition, did not have jobs, and often did not have assistance in basic survival needs.

SWM is committed to working with disadvantaged women’s groups at the village level to build self-reliance through collective action. Its strategies are needs-oriented and endogenous; it involves women as direct participants of their own development; and it engages in grassroots initiatives and a bottom-up approach to development.

SWM’s President, Dr. Sujatha Wijetillake, is leading efforts to revitalise and expand the movement, directing grassroots voluntary efforts to bring women greater participation in governance and economic empowerment. Apart from these, the new project ‘GROW’ (Grassroots Organizing of Women) that advocates for breastfeeding as against use of commercial infant formula, is gaining ground and significant media attention in Sri Lanka.

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Guest speaker Dr. Neela Gunasekera, Chairperson of the Women’s Committee in the Ministry of Child Development and Women’s Empowerment, stated that women should have more participation in good governance, which currently stands at only 5.7% -- lower than the participation rates of both Nepal and Bangladesh – even though they comprise 51.4% of the population.

Keynote speaker and founder of SWM’s parent organization (Sarvodaya Sharamadana Movement - SSM), Dr. A.T. Ariyaratne, was Chairperson of ASPBAE in the early 1980s. He acknowledged the links between ASPBAE, SSM, and in particular the Sarvodaya Women’s Movement, and appreciated the presence of an ASPBAE representative (Raquel Castillo) in its Annual General Meeting this year. SWM President, Dr. Wijetillake, and SWM adviser, Ms. Amara Peeris, were keen to forge stronger links with ASPBAE, such as collaboration in a Working Group on Gender Equality in Education that would include participation of the Coalition for Educational Development, an ASPBAE member in Sri Lanka.

World U3A Conference 2011 8 - 9 August 2011, Singapore

(This write-up draws from a CONFINTEA V booklet on ‘Ageing Populations’ and from a presentation made by Thomas Kuan of the Singapore Association for Continuing Education entitled Encouraging Autonomous Learning through Guided Autobiography - NGO Perspectives)

Population patterns are changing everywhere in the world and people can now expect to live much longer than they did 50 years ago.

More than 25% of the adult population is aged 60 years or older. Asia has 54%, or 363 million, of the world’s older persons. By 2025, Asia and the Pacific will have 733 million older persons and 1.3 billion by 2050. The number of people aged 60 will have tripled worldwide by 2030. The increase in the proportion of older people to the general population everywhere in the world is a clear indicator of the changing age structure of our populations.

In this regard, the 2nd U3A (Universities of the Third Age) World Conference was held in Singapore with the theme Healthy Ageing and Making Friends. 150 participants from Australia, India, Japan, Nepal, Poland, South Africa, U.K., and Singapore participated in the event that brought together leaders and learners from the senior citizen community. The event was organized by the U3A Asia-Pacific Alliance and the Singapore Association for Continuing Education (SACE) with support from Singapore’s Council for Third Age.

The World Conference was held amidst a growing demand for adult education and its role in enabling older people to remain independent, to keep up with changes in society, and to make their lives more fulfilling. It focussed on four themes – (1) Active Ageing and Holistic Health (2) Building Bridges between Generations (3) Lifelong Learning and (4) Providing Community Support. The Conference was a platform for senior citizens to network and to share their community learning activities.

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The U3A Conference was a

platform for senior citizens to network

and to share their community learning

activities

Advocates of ‘Third Age’ learning world-wide stress the importance of building on the positive aspects of ageing; older people’s involvement and experience; their potential for development; eliminating age discrimination and exclusion from purposeful activity; and how this needs to be applied in the design and implementation of adult education programmes. They also call for specific learning programmes for older people that should not only be for, but also with and by older participants who are considered autonomous, responsible, and a productive force in society.

The Fifth International Conference on Adult Education processes highlighted a number of policy recommendations on adult education for older people which remain highly relevant -

Affirming that the right to education is a human right for all. Understanding that education for older people needs commitment from the

State and all institutions, where the State is responsible for providing education for older citizens.

Recognizing that governments should make adult education for the elderly a priority.

Including elder persons in the commitment for Education for All. Investing available resources in learning opportunities for older people, in

addition to primary education and vocational training. Building awareness about older people through research and information

campaigns by both governments and the public.

Events such as the U3A World Conference in Singapore bring to light the need to recognize the creative potential of older citizens, their capacity to learn and to engage in new activities, their enthusiasm, and their willingness to contribute to improving their quality of life.

* U3A is an association in over 23 countries that offers lifelong learning opportunities for senior citizens through informal adult and community learning. Through a network of organizations, U3A encourages older people to share their knowledge, skills, and experiences and help each other by creating new learning communities.

Countdown to Rio+20 11 - 13 August 2011, Guarulhos, Brazil

ASPBAE’s Executive Council member, Dominic D’Souza (Associate Director, Laya, India), attended the 2nd International Journey in Environmental Education Rio +20 in Brazil. The overall purpose of the meeting was to draw up a plan of action for the 2nd

International Journey of Environmental Education based on the values and principles of the Treaty on Environmental Education for Sustainable Societies and Global Responsibility 1992.

During the meeting, a public workshop was held where Mr. D’Souza was one of the presenters on Environmental Education in the Times of Climate Change.

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Advocates of ‘Third Age’ learning call

for education programmes to be

specific to the needs of older people

where senior citizens play a role in the programme

design and implementation

The purpose of the climate change

meeting in Brazil was to draw up an action plan for the

2nd International Journey of

Environmental Education Rio+20

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Sessions were held on planning for the 2nd International Journey in Environmental Education Rio+20 in a smaller group. As one of the follow up action points, the 2nd

Journey document will be translated in English and widely publicized.

Responding to the Adult Learning Challenges of the Times

Reflecting on the implications of the climate crisis to education work, ASPBAE President J. Roberto Guevara notes that, “Climate Change will persist as a major global problem, however very few acknowledge the impact this may have on Education for All (EFA). This was observed from the country case studies (Philippines, South Korea, India, New Zealand, Cambodia, Bangladesh, Uzbekistan, and Pakistan) presented during the CLIMATE Asia-Pacific Research Workshop from 2-4 July 2011 in Manila, Philippines. The research confirmed that much of the focus continues to be on understanding climate change for adaptation and mitigation. While this is important, as a network committed to advancing education as a right, we need to examine and establish the links between EFA and climate change. This will in turn provide a platform from which to develop our advocacies around financing education and advancing education quality within a climate changed world. The newly established ASPBAE Education for Sustainable Development Working Group discussed these very issues.”

PERI Researchers’ Meeting on Privatization of Education 18 - 20 August 2011, Kathmandu, Nepal

The Privatization in Education Research Initiative (PERI) is a global initiative supported by the Education Support Program of the Open Society Foundations (OSF). It seeks to contribute to a better understanding of a widening range of education service regulation and delivery mechanisms leading to more effective and equitable education systems. Its primary aim is to animate an informed public debate on privatization and reveal the controversy surrounding its practice. PERI organized a researchers’ meeting in Kathmandu to share initial findings from researches in Asia and from a global research.

Eleven researches on various aspects of privatization of the education systems of India, Bangladesh, Nepal, Pakistan, Vietnam, Cambodia, Philippines, and China were discussed. The participants also reviewed and deliberated on the privatization policies, practices, and history of the World Bank.

As a partner of the Education Support Program of the Open Society Foundations (OSF), ASPBAE was invited to this important meeting. ASPBAE’s Tanvir Muntasim shared the outcomes from the ASPBAE-GCE Regional Conference on Public Private Partnerships that was held in the Philippines in April 2011, and possibilities of linking those outcomes and actions with the PERI researches. The PERI researches will be finalized by early 2012 and will be ready for dissemination to enhance knowledge on the complex issues surrounding education privatization.

ASPBAE President Robbie Guevara

stressed the importance of

linking Education for All and climate

change

The PERI Researchers’

meeting focussed on research about

various aspects of privatization of

education in India, Bangladesh, Nepal, Pakistan, Vietnam,

Cambodia, Philippines, and

China

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NCE Nepal Hosts Trainings on Organizational Development and Right to Education

As part of its efforts to strengthen its institutional and internal capacities for policy advocacy and campaign work, the National Campaign for Education (NCE), Nepal, organized two trainings in Nepal in August -

Workshop on Organizational Development (23 - 25 August 2011, Dhulikhel)

Training of Trainers on Right to Education in Nepal (27 - 29 August 2011, Bhaktapur)

The Workshop on Organizational Development (OD) was held to address issues essential for a strong development-oriented coalition. It included interactive sessions on fundraising, report writing, human resources and OD leadership, team building, conflict management, performance management, effective communication, and how to institutionalize advocacy and campaigns. Board members also reviewed and updated the performance management and finance modules of the coalition.

NCE Board and general members, including representatives from teachers unions and education journalists, participated in the lively sessions.

Similarly, Board and general members of NCE, especially representatives of teachers’ unions and education journalists, participated in the Training of Trainers on the Right to Education in Nepal. The Director of the Department of Education, Mr. Kamal Pokheral, was the Chief Guest for the event.

The module of the training was based on the GCE-ActionAid joint publication called Education Rights: A Guide for Practitioners and Activists.

The training focused on ‘Practitioners Engagement in Right to Education’ and covered the following sessions:

Understanding and securing Right to Education Working with excluded groups for social inclusion Rights in education Citizen participation in education Financing education Advancing the full Education for All (EFA) agenda Developing a Civil Society Education Advocacy Action Plan for Nepal

As part of its capacity-building support role for education campaign coalitions, ASPBAE assisted NCE Nepal in planning and organizing these training events. ASPBAE Executive Council member and Executive Chair of Didi Bahini (Nepal), Saloni Singh, was involved as a resource person in the ToT on the Right to Education, providing a gendered analysis of issues on inclusion in education. ASPBAE’s Mohammad Muntasim Tanvir (South Asia Policy Advocacy and Campaigns Coordinator) and S.A. Hasan Al Farooque (Sub-Regional Capacity Development and Advocacy Support Officer for the Civil Society Education Fund) anchored and facilitated various sessions of the trainings along with NCE Nepal Board and general members.

The ToT on the Right to Education

addressed issues such as working

with excluded groups, citizen

participation in education, and

advancing the full EFA agenda

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The OD Workshop focussed on issues

essential for a strong development-

oriented coalition

UNESCO Asia-Pacific Workshop 10 - 11 August 2011, Bangkok, Thailand

ASPBAE President J. Robert Guevara participated in the UNESCO APPEAL Technical Workshop for Research Project on Lifelong Learning and Employability in Bangkok. The meeting was organized as a first step in a planned research project aiming to draw concrete and applicable policy recommendations on how to design and implement effective lifelong learning policies to enhance employability of citizens in the Asia Pacific. The research is initially targeted to cover six countries in the region, namely, Australia, China, Hong Kong,Japan, Korea and Singapore. The workshop deliberated on the technical framework and research scope for the project, mobilizing experts in the field of lifelong learning policy environment, adult education, professional education and/or employability from the said six countries and region.

Analyzing the outcomes of the workshop, J. Guevara observed that lifelong learning will continue to be framed in terms of its ability to contribute to employability. The researchers who attended were aware of the growing links between employment and migration in the region: the examination of lifelong learning policies will necessarily need to acknowledge the international movement of labor. ASPBAE was invited on the strength of its initial work conducted through the three (3) case studies presented at the Vocational Education and Training (VET) and Life Skills for Global Citizenship Forum it hosted together with Adult Learning Australia in April 2011 in Melbourne, Australia. The documentation of the VET and Life Skills Forum is available from the ASPBAE Secretariat.

He further asserts, “There is much work to be done. We encourage ASPBAE members and partners to continue to advance work at local and national levels, knowing fully well that it is this work that forms the bedrock of the advocacy efforts of both ASPBAE and the ICAE at the regional and global levels”.

The UNESCO workshop was held

to offer policy recommendations on

how to design and implement lifelong learning policies to

enhance the employability of

people in the Asia Pacific

The ICAE Executive Committee reaffirmed

the importance of engaging with

climate change, monitoring

CONFINTEA VI commitments,

advocating learning for decent work, and advancing adult and

popular education

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ICAE Executive Committee Meeting 6 - 8 August 2011, Karis, Finland

Engaging with climate change, advocating learning for decent work, monitoring the CONFINTEA VI commitments, and advancing the practice of adult and popular education were the four key thematic areas that were confirmed by the new Executive Committee of the International Council of Adult Education (ICAE) during its first meeting in Finland. These were similar to the four themes that shaped the World Assembly agenda, and will inform ICAE’s programs in advocacy for education as a right; capacity-building of the membership; addressing gender and new forms of discrimination, with an interest in migration; and strengthening the organizational capacity of the network to respond to the challenges of adult learning within a period when financing of education seems to have become less of a priority.

All members of the newly elected ICAE Executive Committee participated in this important meeting hosted by the folk college, Västra Nylands Folkhögskola (VNF).

ASPBAE Builds Partnerships in Central Asia

Following a period of sustained network-building efforts in Central Asia, the ASPBAE Executive Council, in its last annual meeting in May 2011, agreed to expand its membership to Central Asia and accept ASPBAE members from three countries in this region, namely, Tajikistan, Kyrgystan, and Uzbekistan. These three countries will now be counted within ASPBAE’s Sub-region 1 - South and Central Asia.

Discussions are underway with dvv international on ways to strengthen partnership and involvement of Central Asian civil society organizations in ASPBAE’s work and network. Some proposed activities include:

A membership drive in Central Asia to formalize ASPBAE membership of civil society organizations from the region who have earlier been involved in ASPBAE activities. Central Asian NGOs and networks have participated in ASPBAE’s Basic Leadership Development Course since 2004. ASPBAE also worked closely with Central Asian networks in its advocacy and lobbying work during CONFINTEA 6 and its preparatory processes through 2008-2009.

Exploring the possibility of organizing ASPBAE’s Basic Leadership Development Course and intermediate courses in facilitation skills (NEXT) and adult education advocacy (NEXT 2) customized for Central Asian participants.

Sustained involvement of Central Asian NGOs in ASPBAE workshops, trainings, researches, and other events.

ASPBAE is excited about reaching out to a new region and anticipates more diversified involvement in its work promoting quality basic and adult education and lifelong learning.

The NeXT Policy Advocacy Training

aims to engage a vibrant ‘pool’ of

advocates to advance the right of

all citizens to quality education

and learning opportunities

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ASPBAE has expanded its

membership to Central Asia and has included it in

Sub-region 1 - South and Central

Asia

NeXT Policy Advocacy Training Facilitation Team Meeting 14 - 15 August 2011, Manila, Philippines

The core facilitation team of the Regional Adult Education (AE) Advocacy Training met in Manila to finalize the design and curriculum of the Regional Training on AE Advocacy scheduled for 22-28 November 2011 in the Philippines. The training is being organized for policy advocates on adult education, involving mainly ASPBAE members and partners in the Asia South Pacific region. It aims to build a more vibrant critical mass of advocates to advance and secure the right of all citizens to quality education and learning opportunities throughout life.

For further information on The ASPBAE Bulletin, please contact Medha Soni, ASPBAE Information and Communications Coordinator, at -

medha.aspbae@gmail.com