This annual evaluation report assesses to
what extent the objectives of NACRMP literacy program have
been met during 1997/1998.
In the two project districts, the project conducted 160
Basic (BLC), 106 Post(PLC), and 127 Advanced (ALC) literacy
classes These classes were conducted by the project in collaboration
with 11 local NGOs, 106 FUGs and the School and Community
Health Project, a project of the Japan Medical Association
with technical support from JICA.
The first objective of the literacy program is to provide
literacy and numeracy skills to women members of FUGs. Significant
progress was made toward this objective during 1997/98.
A total of 393 literacy classes were provided through NGOs,
FUGs, and SCHP to over 9000 participants coming from about
one-third of the existing FUGs in the two districts. The
overwhelming majority (98% plus) of these participants were
women. Available information shows that nearly 85 per cent
of the participants completed their courses and of them
further 85 per cent appeared in the exams. Nearly 80 per
cent of those who appeared in the exams were found to have
satisfactory levels of literacy and numeracy skills and
were qualified for promotion to the next higher levels.
As the messages incorporated in literacy materials address
community forestry and environmental issues, these same
indicators (coverage and the exam results) can also be taken
as measures for the achievement of the second objective
of the literacy program, i.e., to raise the awareness of
women as to the benefits of improved community forest management
and environmental protection. As stated before, over 9000
women participants received community forestry and environmental
messages and nearly 80 per cent of those who took exams
have had satisfactory levels of knowledge about these issues.
In addition, nearly 90 per cent of FUGs with ALCs actually
applied these literacy messages in their community development
activities. About 90 per cent of the community development
activities that these FUGs undertook during 1997/98 were
related to community forestry management and environmental
protection.
The third objective of the literacy program is to build
women’s confidence and thereby empower them to contribute
to the decision-making processes of their FUGs. ALC particularly
focuses on this objective. Confidence building and empowerment
are time taking processes and while the first set of ALCs
has been initiated, the classes will continue in self-directed
learning mode until January 1999. However, there are firm
indications that women’s confidence is increasing as
is their involvement in FUG affairs and other community
development activities. Women participants are actively
involved in the management of each literacy class through
representation in the Literacy Support Sub-Committee. A
total of 325 women literacy participants from BLCs and PLCs
operated through FUGs and NGOs (or slightly over 5 per cent
of the participants from classes run by these organisations),
have been elected to decision making positions (i.e., FUG
committees). About 40 per cent of the FUGs with these classes
have had 3 or more women elected to the committees. Other
indicators show that a significant proportion of women represented
in FUG committees have received literacy training. Literacy
participants are also found increasingly taking part in
FUG general assemblies. Information available from 56 classes
shows that on the average, as many as 16 literacy participants
or over half of those initially registered for the classes,
attended the latest FUG general assemblies. The proportion
of participation in general assemblies increases as the
level of the literacy class becomes higher (BLC to PLC to
ALC) and the participants become more exposed to advanced
literacy messages.
A significant proportion of FUGs with ALCs have undertaken
a range of development activities in their communities,
which can be taken as a measure of their confidence building
and contribution in decision-making. A total of 74 FUGs
with ALC that were studied, had undertaken as many as 384
activities related to community forestry management; health,
sanitation and nutrition; community infrastructure, extension,
and so forth. The number of development activities undertaken
by FUGs ranged between one and ten, the mean being 5. Half
of the FUGs undertook between 4 and 5 activities each and
over one-third performed 6 or more activities each. Literacy
participants have also been found taking interest in establishing
their own NGOs and operating saving schemes. Recently, women
participants from a number of classes were offered training
on FUG management to prepare them for more meaningful contribution
in decision-making.
All indicators show that the NACRMP literacy program has
made remarkable contribution to raise the literacy skills
of women, their knowledge about community forestry and their
contribution in decision-making processes for forest management
and community development. Even though it is premature to
judge the impacts of the literacy program on women’s
empowerment, there are sound indications that it has helped
women to build their confidence and to start establishing
their decision-making roles in the society. For example,
women literacy participants are increasingly represented
in FUG committees, participating in FUG general assemblies,
and undertaking various development activities in their
communities.
The achievements made by the NACRMP literacy program can
be largely attributed to a carefully designed implementation
process. This process puts emphasis on demand driven approaches,
employment of local facilitators and motivators, cooperation
and coordination with multiple organisations, intensive
monitoring and supervision, and a series of trainings and
workshops to prepare individuals and institutions for their
roles.
The literacy program has developed as the core element in
the process of FUG development, the main objective of NACRMP.
According to the integrated strategy adopted by NACRMP,
it is on the foundation created by the literacy program
that other support packages for FUG development such as
grants, training programs, and community nurseries and plantations.
The literacy program is thus an integral part of FUG development,
and its continuation and successful implementation will
greatly affect the success of NACRMP.
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