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Positive results for Factory Literacy Program

I India Education Diary No Comments Share:
The ministry wants to expand literacy classes to all provinces by 2020. KT/Chor Sokunthea

The implementation of the Factory Literacy Program since 2016 until December 2019 has seen massive improvements in the livelihoods of the workers as well as better understanding of their legal rights.

The factory implementation programme has now been recognized by the Ministry of Education, Youth and Sports (MoEYS) and has thus prepared 47 teachers, of whom 25 are females, 1,300 learners of whom 95 percent are females,.

The programme has been successfully completed, and 12 MoEYS, of whom two are females and 12 PoEYS officials, of whom there are females and another 25, of whom eight are female managers in 25 factories and culminated with an orientation programme orientation in Phnom Penh, Kandal, Kampong Speu, Kampong Chhanng, Kampong Cham, Thbong Khmom, Prey Veng, Svay Rieng and Siem Reap provinces).

Recognizing these results, MoEYS has further encouraged other factories to implement the classes and has offered to allocate 24 contract teachers. As part of the initiative, MoEYS has currently provided 19 contract teachers already, a number that will grow as more factories implement literacy classes in the future. In addition, as part of the project, there was strong cooperation and coordination between the government, factories, NGOs and UNESCO.

The Factory Literacy Programme (FLP) was initiated with support from UNESCO’s Capacity Development for Education Programme (CapED) Programme, formerly known as Capacity Development for Education for All (CapEFA) and subsequently funded through the UNESCO Malala Fund for Girls’ Right to Education.

The FLP aims to enable young women and girls working in factories aged between 15 to 45 years to acquire basic functional literacy skills and empower them to better understand their own fundamental rights. At the same time, this programme supports the government and factories to engage in Public Private Partnerships (PPP) and Corporate Social Responsibility (CSR) in Cambodia.

Each partner had specific roles related to their areas of expertise. UNESCO funded the programme, provided upskilling training for teachers, printed textbooks and materials for learners, and supported the establishing of Reading Corners in 9 factories.

Sipar provided support for designing the learner textbooks and continued to provide technical support and monitoring of literacy classes and libraries; ILO trained literacy teachers to deliver Rights at Work and Decent work for Youths instruction, and Garment Manufacturer Association of Cambodia (GMAC) provided the network to inform and encourage factories to join the programme.

Cambodia Women for Peace and Development (CWPD) provided input on life skills topics, support to teachers, helped with library and Reading Corner management and used its network to encourage factories to join.

MoEYS financed textbook developers, recognition of the programme, teacher training and teacher salaries, and the District Office of Education (DOE) and Provincial Office of Education, Youth and Sport (POEYS) provided initial support for setting up the classes and ongoing observation and support.

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