Nonformal education program (a review study of the project)

Special evaluation covers the period 1981-1984 and is based on document analysis, observation of NFE classes, and interviews with key personnel and beneficiaries. The NFE program is operating in 6 of 75 districts in Nepal - close to the targeted number - and is running its second cycle of classes. The NFE's literacy training materials and its participatory methodologies (e.g., demonstrations, games, small group work) are appropriate and the program content (mostly related to agriculture, family planning, and health) is relevant to the rural life situation. NFE personnel feel that the program is effectively raising consciousness and productivity among participants; the latter are both pleased with the program's functional content and confident that they will achieve literacy status at the end of the program. On-the-job training of specialists, supervisors, and facilitators has been successful, although supplementary specialized training is needed and facilitators find the duration of their training (one week) too brief. Female facilitators had a significant effect on increasing women's participation in NFE. Although interaction between NFE and the government's Functional Literacy Program has been negligible, gradual NFE institutionalization is considered possible. The project's greatest shortfall has been delayed production of the last two (of four) literacy primers and of follow-up materials. Other problems have included delayed supply of materials, inadequate lighting in facilities, inadequate provision and delayed release of funds, lack of clear-cut responsibility by the district administration, and especially the temporary status of project personnel. It is recommended that: timely production of project materials have top priority; literacy materials and training methods be refined to reflect different Nepalese topographical and cultural contexts (thus far, materials have been targeted to the hilly region); external TA be continued to complete NFE program development; specialists have long-term training in their respective areas to ensure continued leadership in the NFE program; and NFE be integrated into the Ministry of Education and Culture's Functional Literacy Program.