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Read more about the event here 1. OPENING REMARKS
Mr. Nguyen Cong Hinh
Director-General, Continuing Education Department, Ministry of Education and Training Vietnam In his opening remarks, Mr. Nguyen Cong Hinh, General Director of Continuing Education Department, Ministry of Education and Training, emphasizes the role of CLCs in creating LLL opportunities for the people, lending a hand to increasing their knowledge and understanding of different aspects of social life, enhancing social stability and improving quality of life. Despite the rapid growth of Vietnam CLCs in terms of number, which has reached around 11,000 to date, a majority of these have been running ineffectively due to a lack of infrastructure, poor management and a shortage of qualified teachers and speakers. As a result, thematic sessions related to different target groups’ professional needs were unresponsive and lacking. To help CLCs operate efficiently and sustainably, Mr. Hinh proposes that the workshop discussions should be centered around solutions to such current issues of CLCs as management capabilities, resources mobilization, investigation into learning needs, and learning promotion. Mr. Hinh also suggests setting up an ASEAN corner in CLCs to build a one-vision, one-identity and one-community ASEAN.
2. THE ROLE OF CLCs IN BUILDING A LEARNING SOCIETY IN VIETNAM
Dr. Nguyen Hong Son
Deputy Director-General, Continuing Education Department, Ministry of Education and Training Vietnam The presentation explains key concepts of learning society and provides detailed information on the scale and practice of CLCs in Vietnam as well as their roles in building a learning society. It starts with the definition of learning society by UNESCO and emphasizes that building a learning society in Vietnam is an urgent task, the importance of which has been stated in documents of three consecutive Party Congresses (IX, X, and XI). Desirable characteristics of Vietnamese learning society have already been specified, notably an open and diverse learning system, the insurance of learning and job opportunities for all, and human-centeredness. Similarly, desirable characteristics of a learning citizen have also been defined, based on the four pillars of education by UNESCO: Learning to know, Learning to do, Learning to be, and Learning to live together. Another focus of the presentation is the practice of CLCs in Vietnam, specifically the milestones in its development since 1997 and statistics on the numbers of centers and participants over the years. The presentation emphasizes CLCs' significant role in eradicating illiteracy and poverty, promoting community development, and improving political and social stabilization. CLCs are a crucial tool for building a learning society from the grassroots levels. Finally, the presentation offers some suggestions on CLC development direction, along with necessary activities to strengthen to role of CLCs in building a learning society.
3. THE OPERATION OF CLCS IN HO CHI MINH CITY AND SOLUTIONS FOR IMPROVEMENTS
Mr. Nguyen Tien Dat
Deputy Director, HCMC DOET The presentation explains key concepts of learning society and provides detailed information on the scale and practice of CLCs in Vietnam as well as their roles in building a learning society. It starts with the definition of learning society by UNESCO and emphasizes that building a learning society in Vietnam is an urgent task, the importance of which has been stated in documents of three consecutive Party Congresses (IX, X, and XI). Desirable characteristics of Vietnamese learning society have already been specified, notably an open and diverse learning system, the insurance of learning and job opportunities for all, and human-centeredness. Similarly, desirable characteristics of a learning citizen have also been defined, based on the four pillars of education by UNESCO: Learning to know, Learning to do, Learning to be, and Learning to live together. Another focus of the presentation is the practice of CLCs in Vietnam, specifically the milestones in its development since 1997 and statistics on the numbers of centers and participants over the years. The presentation emphasizes CLCs' significant role in eradicating illiteracy and poverty, promoting community development, and improving political and social stabilization. CLCs are a crucial tool for building a learning society from the grassroots levels. Finally, the presentation offers some suggestions on CLC development direction, along with necessary activities to strengthen to role of CLCs in building a learning society.
4. CHALLENGES TO THE SUSTAINABLE DEVELOPMENT OF CLCs IN VIETNAM
Dr. Le Thi Thanh Thu
Vice Rector, HCMC Open University The presentation provides information on the CLC system in Vietnam and its achievements, while pinpointing five major impediments to its sustainability. It begins with an overview of the system, briefing on its aims, staff, management, and its progress between 1998 and 2013. In addition to the phenomenal growth in number, Vietnam CLCs have been making improvement in content and delivery, contributing positively to making Vietnam a learning society. However, the CLC system is still under par, as only 30 percent of the CLCs are operating effectively. This can be ascribed to the five main issues regarding staff, learning content and materials, community participation, infrastructure, and management of the new combined model (CSCLC). That said, the presentation asserts that solutions have been provided in the form of governmental circulars and guiding documents and it is important that they be carried out properly. The presentation also recommends suspending or closing ineffective CLCs, and that a CLC should not be established unless there is a real public need. Besides, there needs be new appropriate guidance on management mechanism and finance management for the combined model. Finally, CLC activities and programs should be flexible and diverse to meet the ever-changing learning needs of people.
5. KOMINKAN AND LESSONS TO BE LEARNED
Prof. Dr. Teuchi Akitoshi
Chair, Doctoral Program in Education, University of Tsukuba, Japan The paper presents brief information on the Japanese Kominkan – a popular social education facility. Its popularity is evident in the fact that the number of Kominkans currently in operation exceeds that of junior high schools in the country.
Establishing Kominkans is a voluntary act of the residents. Operation is maintained by local resources and initiatives, and the government support by instituting a number of policies (e.g. circular on “Operation of Kominkan” issued in July 1946 and 1949 Education Law with concrete items on Kominkans). There are now two types of Kominkans: one is established by the local authority according to social laws, and the other is founded by the local people, with their own money, and run by them. Kominkans are actually places where people learn to improve their lives. Kominkans are also starting points of new communities. A wide variety of activities related to education, technology, culture which are of practical relevance to local life are carried out here.
6. EXPERIENCE IN PROVIDING COMPUTER LITERACY FOR THE COMMUNITY
Mr. Le Trong Nghia
Vice Chairman, Binh Tan Association for Promoting Education, HCMC The presentation reports on a successful model of computer skills teaching in Binh Tan District from 2012-2014.
The idea was initiated by a veteran teacher with computer skills, using Intel Easy Steps. Class instructions were given free of charge to his friends and neighbors in internet cafés, and the learners paid only rent fee to the shop. The success of the pilot program prompted the instructor to expand the target learners to a wider circle to include the district’s Veterans’ Association, Farmers’ Association, Women Association, and Learning Promotion Association. The program has achieved certain success due to the strong cooperation between the administrative bodies of the community in propaganda, class management, and the practical course content that truly enhances productivity and living quality. The district authority is planning to make the program available to all residents in the locality.
7. SIX MEASURES TO DEVELOP CLCs IN HOA BINH
Mr. Dang Quang Ngan
Deputy Director, Hoa Binh DOET The presentation shares six CLC-development measures adopted by Hoa Binh that have led to an increase in participation rate at CLCs. The most remarkable change took place in education and training activities with nearly 60% more learners from 2009 to 2014. The measures were:
Despite the progress, there remain problems that need addressing in the coming years, namely limited facilities and budget, poor coordination among local government bodies, some mismatch between people’s needs and program contents, and low levels of dedication due to concurrent roles that were imposed on government officials.
8. MERGING CULTURE-SPORTS CENTERS WITH COMMUNITY LEARNING CENTERS
Mr. Nguyen Thanh Tiep
Deputy Director, Long An DOET The presentation reports on a new model of learning center, the merged CSCLC, in Long An since 2012.
On 06.02.2012, Long An People's Committee issued Decision No.3/2012/QD-TTg regarding the promulgation of Regulations on Organization and Operation of CSCLCs (originally two separate entities). The new model has proven effective in taking advantage of the facilities, equipment, and personnel already available at Culture & Sports Centers, in attracting investments and in mobilizing community resources. Activities at these merged centers have progressively improved local people's knowledge and their understanding of the Party's and the State’s laws and policies, reduced unemployment and poverty, facilitated economic development, and improved living standards as well as local cultural environment. However, the new model is still facing many challenges, namely lack of operating funds and learning resources, shortage of management staff and qualified facilitators, and inappropriate regulations and policies. For sustainable development of these centers, it is necessary that the center activities be known to more people, networks of centers be developed and consolidated, infrastructure be improved, staff capacity be increased and local government be empowered with more responsibilities.
9. SOME EXPERIENCE IN PROFESSIONAL MANAGEMENT OF CLCS IN
DONG HUNG DISTRICT, THAI BINH PROVINCE Mr. Vu Van Chuyen
Chairman, Trong Quan People's Committee Manager, Trong Quan CLC, Dong Hung, Thai Binh The presentation of the Department of Education and Training from Thai Binh province shares the experience of Dong Hung Education and Training Division in giving professional guidance to CLCs. The undertaking has met many favorable conditions such as the serious attention of the leaders, the progressive thinking of people, and considerable learning needs. However, there still persist many challenges: (1) CLC is a novel model and therefore a lack of facilities is inevitable; (2) CLC facilitators are commonly volunteers with little pedagogical skill; (3) teaching and learning materials are still inappropriate and limited. To overcome these problems, the Division has adopted a variety of solutions. For instance, people’s learning levels and needs have been examined and identified; more capacity building activities have been organized; locally available facilities have been deployed; activities have been improved and diversified; inspections and reports of the CLCs operation have been regularly conducted. These solutions have resulted in an increase in the network and operation size and quality of Dong Hung CLCs. They have also helped provide working facilities for center management boards, attract course participants from different social groups, promote literacy and vocational training, and contribute to the process of building new-style rural communities and a learning society in the district.
10. REPORT ON THE OPERATION OF CULTURE – COMMUNITY LEARNING CENTERS IN
BA RIA – VUNG TAU PROVINCE Vung Tau DOET
The presentation introduces Culture - Community Learning Center model (CCLC) in Ba Ria - Vung Tau province. This combined model was established in 2009 when the Provincial People's Committee issued Decision No. 63/2009/QD-UBND regarding the promulgation of the regulations on organization and operation of CCLCs. By 2014, all 82 communes and wards had had their own CCLC, 63 out of which had their own venue while the others utilized the premises of local government committees, departments and organizations. All the centers have managed to organize activities on a monthly basis, with 79 centers in effective operation. There are challenges, however, and one of the biggest is tight annual budget, currently covering only half of their needs; others include distant localities and insufficient learning materials. The presentation recognizes these difficulties can only be surmounted by close cooperation among stakeholders. It suggests that the local government and the provincial Learning Promotion Association collaborate in developing programs and activities that cater to people’s needs, while Commune People’s Councils should appropriately allocate budget for CCLC development. Also, there should be coordination between different departments and organizations in offering capacity building courses to CCLC management and staff, and in producing teaching and learning materials.
11. SUMMARY REPORT OF COMMUNITY LEARNING PRACTICES IN DONG NAI PROVINCE
IN SCHOOL YEAR 2013 - 2014 AND ACTION PLAN FOR 2014-2015 Dong Nai DOET and Learning Promotion Association
The presentation highlights the results of Dong Nai provincial project on merging Culture-Sports Centers with CLCs under Decision No. 2875/QD-UBND dated 04/11/2010 issued by Dong Nai People’s Committee. This project has been implemented across the province. Despite the inherent difficulties, the combined centers have managed to organize a wide range of activities, improving quality of life and contributing greatly to the economic and social development of the province. Nonetheless, some CSCLCs are still rather inactive because of insufficient attention from the local authorities, and poor coordination among local government bodies. Furthermore, a lack of facilities and qualified staff resulted in failure to design and organize attractive activities that meet people’s needs. For sustainable development of this new model as an ideal venue for learning and social acitvities of the residents, Dong Nai is pursuing the merging project with adjustments in funding to the centers, and appropriate guidelines and policies to assist the centers in fulfilling their functions. Besides, the centers themselves need to improve their staff quality, and examine people’s learning needs more thoroughly so as to organize practical and interesting training courses, as well as sports and cultural activities for the residents.
12. EFFECTS AND IMPACTS OF COMMUNITY LEARNING CENTERS ON LOCAL SOCIAL
AND ECONOMIC SITUATIONS Mr. Luong Duc Hanh
Head of Continuing Education Division, Thanh Hoa DOET In pursuit of the Party's guidelines, Thanh Hoa carried out in 2001 the project “Building community learning centers and a learning society for 2001-2010”
Thanks to the joint efforts of local executive committees, associations, coupled with the socialization of CLC management and operation, the CLC network now covers all wards, communes, and towns and served to disseminate political and business knowledge in communities, hence higher productivity and business outcomes. Activities at the CLCs are varied, including forums where farmers exchange experience and good practices, and demonstrate techniques. They have additionally promoted continuing education, and scaled up general formal education. In terms of economy, the CLCs have helped train manpower, alleviate poverty, and reduce unemployment rate and the number of workers in agriculture. The success of the CLCs in Thanh Hoa demonstrates the strength of a policy that meets citizens’ aspirations and confirms the effectiveness of employing the Association for Promoting Education as key to rallying forces. However, in order to ensure sustainability of the CLC system, the Ministry should have specialized staff with tenure for CLCs, offer pedagogical training for adult education teachers, and develop appropriate financing mechanisms and staff policies.
13. REPORT ON ESTABLISHMENT OF AN THUAN COMMUNE CLC AND ORIENTATION
TO 2020 An Thuan CLC, Ben Tre Province
The presentation highlights some achievements of An Thuan Commune CLC since its establishment and proposes several measures to build a learning society in the local area towards 2020. An Thuan Commune CLC was established in 2006 with limited infrastructure and poor working conditions. However, with support from the local authority, businesses, and craftsmen, etc. the Center has been successful at organizing practical training courses that meet the needs of the community. This has led to the residents’ confidence in the Center, and encouraged public investment; facilities, as a result, have been improved significantly.
The Center has put forward six measures to help An Thuan People’s Committee build a learning society towards 2020, focusing primarily on establishing coordination mechanisms among different levels of authority and raising, among organizations and individuals, awareness and responsibility of building a learning society. In addition, the Committee will integrate the plans, projects, and focal programs that An Thuan has been conducting into the process of building a learning society. An Thuan CLC will diversify learning activities with flexible timing to provide equal learning opportunities for people of different ages and learning levels with an aim to improve people’s knowledge and understanding, quality of life, and contribute to economic and social development of the locality
14. SHARING RESOURCES VIA THE INTERNET
Mr. Khau Huu Phuoc
Research and Training Manager, SEAMEO CELLL The presentation emphasizes the need to share information and resources in and among communities by quoting figures about the popularity of social networks like Youtube, Facebook. CLCs are themselves physical networks, where people come to share information or learn from each other in intensive courses. A drawback of this face-to-face learning mode is that it takes place mostly inside physical centers and is limited to the class hours. Another difficulty is the lack of learning materials due to restricted budgets.
A common website for all CLCs in the country will solve those problems. The website will contain a forum, where people can post their questions to be answered by others or specialists. The website also acts as a resource host, where different CLCs input e-books, learning materials, instructional videos related to a variety of subjects. Such a website will serve as a big virtual social network of CLCs across the nation.
15. INTRODUCTION TO DVV INTERNATIONAL
Prof. Dr. Heribert Hinzen
Regional Director, Regional Office for South and Southeast Asia, DVV International The presentation introduces the Institute for International Cooperation of the German Adult Education Association (DVV International), German Adult Education Centers (VHS) and VHS Wilhelmshaven. With more than 200 partners in over 35 countries in Africa, Asia, Latin-America and Europe, DVV International has been devising and developing sustainable structures for Youth and Education in developing and transition countries, lobbying for LLL on an international scale, and providing training, consulting and media for global, intercultural and European learning policy with an aim to fight poverty and promote development.
German Adult Education Centers are the largest Adult Education providers in Germany, with over 900 Adult Education Centers and 3,000 regional field offices. These centers make around 600,000 Adult Education offers annually and attracts more than 6 million participants per year, in a wide range of courses such as Languages, Health, Profession and Basic Education. Budgets come from participation fees, state grants, community grants and other sources. The majority of the participants are adults over 25 years of age, especially those aged 35-49 and 50-64. VHS Wilhelmshaven, one of the largest continuing education institutions in the city of Wilhelmshaven, provides more than 1,000 needs-based courses/workshops a year, primarily targeting local residents. The institution budget comes from course fees, state grants, city grants and, most importantly, third party funds.
16. PROJECT “IMPROVEMENT OF COMPUTER USAGE AND PUBLIC INTERNET
ACCESS ABILITY IN VIETNAM IN SUPPORTING PUBLIC LIBRARIES AND COMMUNE POST OFFICES TO ACHIEVE VISION 2011-2015” Dr. Phan Huu Phong
Project Director, BMGF-VN, Ministry of Information and Communications, Vietnam The presentation introduces the project “Improvement of computer usage and public internet access ability in Vietnam in supporting public libraries (PLs) and commune post offices (CPOs) to achieve vision 2011-2015”. The project, budgeted for over USD 50.5 million, owned and governed by the Ministry of Information and Communications (MIC), is implemented over a period of 5 years, in 40 provinces to serve short-term, mid-term and long-term objectives, of which the last one is to increase socio-economic benefits for communities and individuals, especially the poor and disadvantaged, through the use of computers and the Internet at PLs and CPOs. At the time of the presentation, 1,900 access points in 40 provinces are fully equipped; personnel have been trained (70% of the target number); training programs and materials are available; and information on the facilities are well spread.
Although the project has encountered difficulty in access to the sites, in coordination among the different bodies and organizations, and in attracting enterprises, the project has initially achieved some positive results: residents can now access the Internet via broadband connection for free at PLs or at 50% usual charge at CPOs to find information on the Internet, with staff assistance if needed. Finally, the presentation emphasizes the need for more domestic and foreign resources as well as policies and funding support to the project, especially in rural and disadvantaged areas
17. SHARING ON CLC IN LAOS AND THE CASE OF NON-FORMAL EDUCATION CLC/CLDC
IN PROJECT SAVANNAKHET PROVINCE Mr. Mana Chanthalanonh
Program Coordinator for M&E, DVV International The presentation provides information on CLCs in Laos and the Non-formal Education (NFE) Community Learning and Development Center (CLDC) Project in Savannakhet Province. It starts with an overview of Lao CLC network. Lao CLCs were initiated in 1992, and by 2013 the number of centers had reached 311. There are 3 regional centers, under the Non-formal Education and Sport Department (Lao Ministry of Education and Sport), located in the North, Vientiane, and the South. These regional centers, besides being education and training centers, are in charge of supporting CLCs at district and community level. CLCs are expected to enable people to employ their local resources to solve problems and improve quality of life, through different activities and programs in different forms of learning. The next part of the presentation shares several major problems that CLCs in Laos are confronting, including managerial incompetence of CLC leaders, poor professional ability of volunteer teachers, limited facilities, and lack of coordination among stakeholders. From the challenges, several lessons have been drawn. Among these is the suggestion that there should be reasonable minimum financial support for CLC management and implementation of mini-projects proposed by the community. Finally, the presentation introduces NFE activities in Nong and Xepone Districts (Savannakhet), specifically the Strengthening the Capacity of Organizations for Poverty Eradication (SCOPE) Project. One of the expected results of the project was to improve the delivery of NFE services in target villages. To achieve such outcomes, a wide range of activities were conducted, notably among which was the establishment of CLDC.
18. COMMUNITY LEARNING CENTERS IN LAO PDR
Mr. Ounpheng Khammang
Deputy Director-General of the Non-Formal Education Department Ministry of Education and Sports, LAO PDR The presentation on Lao CLCs focuses on the government’s Non-Formal Education (NFE) policies, and its support for the CLC system. Background information on Lao PDR and its education situation between 2013 and 2014 is given, notably, the net enrolment rate of five-year compulsory primary education (98%), and high ratio of districts that completed the NFE primary (144 out of 148). NFE has nationally been identified as an important contributor to the public’s accessibility to continuing education. To this end, NFE policies have been so formulated to promote lifelong learning among target youth and adult groups, encourage communities and different sectors to participate in NFE development, and help expand NFE centers at regional, provincial, and district levels. There are roughly 300 CLCs across the country, most managed by the community committees with government support. These CLCs provide NFE programs such as literacy and basic vocational education, and other activities for community development while aiming to integrate education for sustainable development (ESD) into the curriculum. Lao CLCs also work in collaboration with different international organizations, including UNESCO and DVV International. There are, however, various difficulties that the CLC system has to address, mostly insufficiencies, lacks, and shortages concerning policy, personnel experience and qualification, monitoring and evaluation tools, financial support, people’s awareness, teaching and learning materials, and a national qualification framework and CLCs standard. The presentation concludes with a list of future activities, ranging from increasing people’s understanding of ESD to establishing cooperation with other agencies and organizations at different levels.
19. INTEL® EASY STEPS
Ms. Ho Thi Thu Uyen
Corporate Affairs Manager, Intel Vietnam The presentation of Intel Vietnam introduces Intel® Easy Steps program which was designed for learners with little or no computer skill and a desire to learn the basics. The program includes a Basic Course, Activity Cards and a Help Guide. The Basic Course is comprised of fourteen modules providing training in practical skills ranging from using word processor, spreadsheets, Internet and email, to applying basic software applications in work. Intel® Easy Steps Activity Cards provide step-by-step instructions on how to create a specific document or artifact by using these applications. The Help Guide, using non-technical language and graphics, supports both the Basic Course and the Activity Cards with step-by-step instructions. Furthermore, the program videos have been broadcasted via different media such as VTC channel and YouTube. Intel Vietnam has also localized all course materials and expect to cooperate with other partners that can implement this program to enhance community access to technological knowledge and skills.
20. RECENT CLC PRACTICE AND CHALLENGES IN CAMBODIA
Lay Vutha
NFE Coordinator of NEP The presentation discusses the challenges faced by CLCs in Cambodia as regards the management and operation since 2006. Establishment of CLCs in Cambodia commenced in 2006, and by 2013 the number of CLCs in the country had reached 300, but many of them were inefficient and unsustainable, and still crucially dependent on the support from the MoEYS (Ministry of Education, Youth and Sport) and NGOs. There was a lack of infrastructure and a clear mechanism for management and operation of CLCs. Teaching and learning materials were inadequate. Many CLCs failed to organize training courses that practically met people’s learning needs. The key to addressing these challenges is effective coordination among communities, local authorities, and other organizations in Cambodia so sensible policies and mechanisms can be formulated to help mobilize resources and create favorable conditions for the operation of CLCs. Also, CLC managers need to improve leadership skills to ensure effective operation and create many training courses that meet the needs of the community and the local labor market.
21. OPEN AND DISTANCE LEARNING AT ARTEVELDE UNIVERSITY COLLEGE GHENT
Mr. Filip Moens
International Relations Officer Vietnam, Artevelde University College Ghent, Belgium The presentation introduces Belgian Artevelde University College Ghent and its open and distance learning (O&DL) module. It starts with a discussion of terminology used in this mode of learning, and proceeds with a description of the needs of e-students as revealed from a survey conducted among former and prospective students. The focus of the presentation is on the implementation of the O&DL curriculum, intended to be one or two years longer than the normal one so as to aid working learners, using web lectures, online discussion and web conferences. The inherent difficulties with the practical subjects such as language skills when done in distance learning are also discussed. The institution, therefore, adopts a blended mode, in which online and face-to-face instructions are both employed. Most of all, the presentation emphasizes that as O&DL e-students receive the same bachelor degree as regular students, they are required to take part in all official tests. The presentation concludes that this development of an O&DL module is an opportunity to introduce, integrate and apply innovative teaching materials and tools.
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