Silviase/jgov_v1.4_full_ann huggingface dataset:
## Cambodia

### Mr. Lang Sophat

Officer, Post-Literacy Programme Development Division Department of Non-formal Education Ministry of Education, Youth and Sports

### I. Outline of the CLC in your country

1. Name and numbers

(1) $ mC\bar{A}EmNDlsikSashKmn $

(2) Machakhmondol Seksa Sahakum

(3) Community Learning Centre

(4) CLC or Community Learning Centre

(5) According to the recent statistics, there are 242 CLCs in Cambodia in 2010 (as of September). 215 CLCs are operated and supported with the government's budgets and 27 are supported by various agencies including NGOs.

(6) Most of the CLC users/learners are out-of-school youth and adults, poor people in communities. Total number of learners/participants in CLC is 8001 in 2010. 6757 learners (3704 females), were supported by the government, and 1244 (656 females) by NGOs.

### 2. Related legislature

(1) Policy on Non-Formal Education (13 August, 2002)

(2) The Policy on NFE states that:

Ministries and institutions, who are members of the National Education for All (EFA) Committee and other concerned stakeholder institutions must participate in supporting NFE, which is their responsibility and co-operate for implementing and promoting the spirit of responsibility so that NFE work produces good results, guiding and encouraging concerned stakeholder institutions, local authorities at all levels, village development committees, communes, pagodas, religious buildings, the private sector and all business people to mobilise existing resources for contributing to the development of NFE and in establishing Community Learning Centres (CLCs) in villages, communes and pagodas.

The Ministry of Cult and Religion shall co-operate with the two sects of Buddhist leaders, lay monks, nuns and priests to urge them to be involved in educating people through preaching or campaigns at the pagodas, or during religious festival times about the usefulness of knowledge and help them to organise libraries, reading rooms, classrooms and CLCs in each pagoda and participate in teaching or training according to their availability and capacity.

The MoEYS shall provide opportunities for communities to participate in establishing literacy classes, post-literacy classes, complementary classes, vocational skill training classes, CLCs, reading rooms and libraries etc.

### 3. Establishment and development of CLC in your country

(1) In 1994, the CLC project was first started in Cambodia with assistance from UNESCO and
people), executive chair person, vice executive chairperson, and executive member. DNFE, POE and DOE also serve as National, Provincial and District Coordination Committees to oversee and coordinate all the management and implementation.

In principle, budgets for implementing, expanding and strengthening CLC activities were provided by the government, using Programme Budgeting (PB) which covers some work such as repairing, furnishing and training activities. Communities also provide old existing buildings and land for establishing the CLCs

### 5. Staff members of CLC

Executive chairpersons are in charge of the overall CLC activities with the assistance of vice chief executive chairpersons and executive members. They are selected from the local people such as from elderly people in the community, NFE commune staff, commune chief or vice chief, monks, school principal or vice principal. Skill trainers or teachers, selected from the community, were hired to teach at the CLCs.

### 6. Programming of the CLC

Before the actual training activities start, the POE in cooperation with DOE find the location for the CLCs, then need assessment is conducted to see what kind of skills to be provided in the training programme and what learners want to learn. After completion of repairing and furnishing CLCs, the orientation training workshop is organized for three days to raise awareness of participants on the concept of CLCs, role and duties of CLCs, community participation in the CLCs, ownership and management of CLCs, planning of CLC activities, importance and advantage of CLCs for the community. The elderly and respected people in the community, monks, commune council, commune chief, village chief, literacy teachers are invited as participants. After the end of the workshop CLC committees are formed. The committees start to disseminate information concerning the training courses to all interested community people who want to learn and to attend the training in CLCs. Skills to be trained depend on learner's needs of derived from the results of need assessment. Skill trainers, employed to teach in CLCs, were hired using PB budget. Duration of the training varies according to each skill, from three to six months. After the completion of the training, each CLC conducts the test to evaluate and see the capacity of their learners or trainees on their own.

Monitoring and evaluation of the training activities are also carried out by different levels from central to district levels. DNFE, POE and DOE conduct monitoring and evaluation 2-4 times per year. At the community level, monthly meetings are organized. Monitoring and evaluation is conducted regularly to evaluate the effectiveness of the programs, plan of activities, and lesson plan for the terms, etc. The monitoring team comprises officers from DNFE, provincial and district levels. Objectives of the monitoring are to discuss among CLC managers, trainers, learners, and parents or community members who were also involved in the monitoring. The CLC committee also conducts internal monitoring through their monthly meeting.
## China

### Mr. Zhikun Zhang

Director, Adult and Continuing Education Department of Vocational and Adult Education Ministry of Education

### Ms. Jing Dai

International Exchange and Cooperation Division, Open University of China

### I. Outline of the CLC in your country

### 1. Name and numbers

(1) 社区学院 or 社区教育学院 or 社区教育中心

(2) She Qu Xue Yuan or She Qu Jiao Yu Xue Yuan or She Qu Jiao Yu Zhong Xin

(3) Community College or Community Education College or Community Education Centre

(4) Community education organizations in China do not have a unified name, and therefore, an English name. The English names I mentioned in Question (3) can be referred to.

(5) The total number of CLC in China has not been overall collected, but there are investigations from 93 national experimental regions and demonstration regions conducted by the Ministry of Education. According to the statistics from these national experimental regions and demonstration regions, there are 173 Community Education Colleges at district levels, 1619 Community Education Centres at sub-districts levels (be equivalent to township levels) and 13054 at residents committee levels (be equivalent to villagers committee levels).

(6) The users of CLC in China are mostly community residents, whose majority are the elder and the youth, also including some migrant workers and on-the-job workers. According to the statistics collected from the 93 national experimental regions and demonstration regions (mentioned in the last question) by Ministry of Education in 2009, there are 48 million people who have been trained, including more than 6 million young people attending afterschool trainings, 14 million laid-off workers attending re-employment trainings and 76 million migrant workers.

### 2. Related legislature

(1) There is not related legislation for community learning at state level at the moment, but only some guideline documents.

At provincial level, Fujian Province issued “Regulation on Promoting Lifelong Education” in 2005.

(2) “Regulation on Promoting Lifelong Education” in Fujian Province states that community shall gradually advance facilities for community education, and shall carry out education activities suitable for residents’ needs according to communities’ conditions in order to activate community culture and promote a civilized, healthy and scientific way of life.

### 3. Establishment and development of CLC in your country

(1) In the 1980s, China community education emerged in Shanghai, Tianjin, Shenyang and Zhejiang, and began with the afterschool education for the youth. When entered in the 1990s, accompanying with the change of economic and social structure and the dissemination of idea in
The facilities of community education centres (colleges) at various levels are provided by governments.

### 5. Staff members of CLC

Staff members in CLC include full-time staff, part-time staff and volunteers. According to statistics from 93 national experimental regions for community education, there are 18 thousands full-time staff, 199 thousands and 1.91 million volunteers.

### 6. Programming of the CLC

In terms of types of education recipients, the community education programmes are divided into afterschool education for the youth, cultural and technical education for on-the-job workers, re-employment education for laid-off workers, vocational education for disadvantaged people, adaptability education for migrant workers and etc.

When considering different types of education contents, programmes are divided into moral education, legal education, scientific popularization education, culture and art education and health education and etc.

### I I. Cooperation between Kominkan and CLC

The relatively effective way in promoting the relationship between Kominkan and CLC in China is to establish contacts and partnerships one to one. And cooperation modes can be varied depending on different situations.

## I ndonesia

### Mr. Ade Kusmiadi

Director, Regional II Semarang Center for Development of Nonformal & Informal Education Ministry of National Education

### 1. Name and numbers

(1) There are two kinds of CLCs in Indonesia:

a. Sanggar Kegiatan Belajar (SKB) b. Pusat Kegiatan Belajar Masyarakat (PKBM)

(2) a. Sanggar Kegiatan Belajar (SKB) b. Pusat Kegiatan Belajar Masyarakat (PKBM)

(3) a. Learning Activity Centre (distric level) b. Community Learning Centre (CLC)

(4) SKB: 384, PKBM: 5596 (2010. Ministry of National Education)

(5) 0 – 6 years: Early Childhood education

7 – 13 years: package A (equivalence to elementary school)

13 – 15 years : package B (equivalence to secondary school)

15 – 19 years : package C (equivalence to senior high school)

15 – 40 years : life skill / continue education - youth program and adult programme

15 – 60 years : Literacy programme / functional literacy

(6) There is no fix data for these users.
### 2. Related legislature

(1) Education System Act (no 20 year 2003)

(2) CLC is one of the Non Formal Education Institution that conduct non formal education program.

### 3. Establishment and development of CLC in your country

(1) CLC started at 1997 initiated by Directorate general of out of school education. It was hoped that PKBM and SKB can accommodate the need of community. These CLC can conduct many non-formal programmes suitable with the condition and potential of the community.

(2) The government founded two kinds of CLCs: SKB financially supported by government, and PKBM, only its financial program supported by government, except in Jakarta (Indonesia’s capital city) PKBM is financially supported by government. The government motivates the community to build CLC by launching some NFE program. Minimally there is one PKBM in sub district and one SKB in one district.

(3) There are 5596 PKBMs in Indonesia which provide any non formal education, namely early childhood education, equivalency programs, literacy program, income generating program, courses etc. now the community more and more realize that the existence of CLC is very important for improving their life (knowledge, attitude, and skill.)

### 4. Management structure

financial support (grant)

Financial support (deconcentration)
### 5. Staff members of CLC

SKB: all personnel is government officer

PKBM: the manager and the staff are elected by the community (except in Jakarta province, the manager and several staffs are government officer)

### 6. Programming of the CLC

II. Cooperation between Kominkan and CLC

a. Trainers exchange between kominkan and CLC

b. Skill training for local potential

c. Sharing knowledge and experience

d. Facilitator exchange

e. Capacity building

f. Workshop and Seminar
## LAO PDR

### Mr. Ounpheng Khammang

Deputy Director-General (Promotion of Community Education) Department of Non-Formal Education, Ministry of Education

### I. Outline of the CLC in your country

### 1. Name and numbers

(1) ___

(2) Community Learning Centre

(3) Community Learning Centre

(5) They are 300 CLCs according to 2010 Non-Formal Education annual report, Ministry of Education. They are locating in the different areas in the whole country, mostly in the remote communities.

(6) The users of the CLCs are the people who are living in their own community and the surrounding community’s people. They are several programmes such as literacy, post literacy, the basic vocational, livelihood, library, culture and sport. There is an average 100 person times that are using the CLCs, and approximately 300,000 users in the whole country.

### 2. Related legislature

(1) National Educational Law 2008, Education Sector Development Framework/ESDF, Non-Formal Education Policy 2010-2015

(2) The CLC is an appropriate place to implement the successful activities which are mentioned in the legislature frameworks, particularly to achieve the goals of the Education For All/EFA. The CLC is an organization of the Non-Formal Education system at the grass-root level, and also play the important role on the rural and community development as mentioned in the national education law and ESDF.

### 3. Establishment and development of CLC in your country

Since 1990, the pilot CLCs have setting up during the project supported by UNESCO Paris and expanded in 1993 by a project supported by UNESCO PROAP Bangkok. Since there the CLCs have more expanded by supporting from the different agencies part of them have established by the Lao government and NGOs. Since 2007 up to now, in Luang Prabang province 8 CLCs in 4 different districts have been established by a cooperation project supported by the NFUAJ.

### I I. Cooperation between Kominkan and CLC

I do hope that
## Thailand

### Mr. Somyos Phoempongsachareon

Director, Kanchanaburi Provincial Office of the Non-formal and Informal Education, Ministry of Education

### I. Outline of the CLC in your country

1. Name and numbers

(1) ศูนย์การเรียนชุมชน

(2) Soonkanreanchoomchon

(3) Community Learning Centre (CLC)

(4) Community Learning Centre

(5) There are various types of community learning centres in Thailand. The community learning centres have grown rapidly with different backgrounds and are located in various places of the community, namely: district administration office, temples, schools, community hall, local elder's house, renovated buildings, factory, prison, etc. The sizes of the community learning centres are different according to their location. Some are big and well organized, but some are small and lack facilities. Most of the community learning centres are located on the mainland, but some are situated in the mountainous areas, so-called "Highland Community Learning Centre." Numbers of Community Learning Centres of Both Low Land and High Land are shown as followings:

- Community Learning Centre 8,605

- Mae Fah Luang Hill Area Community Learning Centre 759

(Source : Operations Promotion Division of ONIE, 2010)

(6) The community learning centres have been established to serve as a focal point for providing non-formal and informal education activities for local people. The community learning centres’ users range from children to the elderly, including the marginalized. Total number of CLCs’ clients in 2010 has not been revealed yet.

### 2. Related legislature

(1) The Promotion of Non-Formal and Informal Education Act, B.E. 2551 (2008)

(2) According to Section 14 of the Promotion of Non-Formal and Informal Education Act, B.E. 2551 (2008), the Office of Non-Formal and Informal Education is ordered to undertake a function regarding the community learning centre: to prepare recommendations regarding the beneficial uses of information communication technology networks, educational radio and television stations, local radios, science centres, public libraries, museums, community learning centres and other learning resources in order to promote learning and improve the quality of life of the people continuously.

### 3. Establishment and development of CLC in your country

(1) After the first literacy campaign in 1940 -1947 and during the period 1971-1982, the functional literacy programme was launched to promote adult literacy. “The Department of Non-Formal Education” (DNFE) initiated the village reading centre in 1972 in order to promote reading habits.
(h) Establishing support linkages; (i) Organizing staff/volunteers training; (k) Implementing programme and activities; (l) Monitoring and revising activities; (m) Evaluating activities; (n) Experience sharing with other communities, e.g. creating CLC clusters; (o) Developing district / provincial resource centres and national networks; (p) Strengthening national policy, commitment and support.

### 5. Staff members of CLC

The CLC’s operators: composed of:

(1) NFE facilitators (current status are government employees), with full time working at the community learning centre, would be responsible for conducting learning process.

(2) CLC committee members who are selected from the local community members would help to manage, promote and support all operations of the community learning centre.

(3) Educational volunteers who help for providing learning activities:

- Organization ; co-organize and support

- Local wisdom ; teacher / resource persons

- People volunteers ; teachers / resource persons

In addition, All NFE centres at district and provincial levels must promote and support the operations of community learning centres to become lifelong learning sources.

### 6. Programming of the CLC

Each Sub-District Non-Formal and Informal Education Centre or CLC has responsibility for at least 260 learners that divide into 5 categories: programmes, namely: 60 learners for basic non-formal education, 20 learners for vocational training, 20 for life skills programmes, 60 for social and development programmes and 100 for self-sufficient economy programmes, as well as 300 learners for informal education yearly.

Nowadays, the community learning centre serves as the focal point for conducting lifelong activities for people in the community, and the place for creating learning opportunities, knowledge transfer, exchange experiences, and local wisdom. The centre will serve as the community service source for providing various activities which are consistent with the social changes in the globalization era, and encourage the development of a learning society, as well as promote the way of democracy and self-reliance development which is the milestone of long term sustainable development. At present, the community learning centres become alternative learning resources for Lifelong Learning for the people in the community. The resource persons, namely: local elders, non-formal facilitators, monks, etc. can help in solving problems and improving the quality of life for communities’ people in line with their environment and social context.

The community-learning centre is a dimension of the open education system. Each member of the community can access and utilize the educational services and facilities provided by the centre. Non-formal education facilitators act as full time staff at the community learning centre with their major duties being to continuously conduct various learning activities. The non-formal education facilitators play an important role in conducting non-formal and informal activities with the
emphasis upon learning process management in accordance with the problematic situations and ongoing needs of the community. The concept of a learner-centred approach has been generally accepted into the teaching and learning process to facilitate learner development. Therefore, various learning styles were chosen in line with the experiences of learners. The non-formal education facilitators and learners work together to design their learning plan, the curriculum they want to learn in the basic non-formal education programmes. Learners take more courses to complete their study if they can pass the academic assessment. Before finishing one course, a learner has to conduct a study project alone or in a group in related topics under the supervision of the non-formal education facilitator. Learners learn through enquiry learning, problem-solving or community-based learning, or integrated learning. In addition, accreditation or a credit transfer system is implemented so that each learner can apply for accreditation or transfer credit from existing knowledge or experience assessment of a learner.

In addition, All NFE centres at district and provincial levels also constantly promote, support, supervise and monitor the implementation and development of Educational Programmes in CLCs as well.

### I I. Cooperation between Kominkan and CLC

Improving the status and quality of non-formal education facilitators by reinforcing moral support, developing the teaching-learning skills of non-formal education facilitators through e-Learning, pre-service or in-service training programmes, building community participation, CLC management for the betterment, as well as using the ICT network for creating the community base-line system for network linkage in conducting Lifelong Learning activities.
## Republic of Korea

### Mr. Sangok Park

Senior Project Manager, Lifelong Education Policy Division National Institute for Lifelong Education

### I .Outline of the CLC in your country

### 1. Name and numbers

(1) 평생학습관, 평생학습센터

(2) PyeongSaengHakSeubKwan

(3) Institution for Lifelong Learning

(4) Lifelong Learning Centre

(5) 404 according to 2009 Statistics of Lifelong Education by Ministry of Education, Science and Technology (MEST)

(6) Lifelong Learning Centre user ranges from children to senior citizens. Annual user of LLC is 613,662 according to 2009 Statistics of Lifelong Education (MEST)

### 2. Related legislature

(1) Lifelong Education Act (revised in 2007)

(2) Lifelong Education Act. Article 21.

- Superintendants establish, designate or operate

- Act 2007 added that Mayors establish or financially support

### 3. Establishment and development of CLC in your country

(1) Lifelong Education Act (1999. 8. 31); Superintendants should operate LLC; They can establish or designate

(2) Lifelong Education Act revised in 2007 added that Mayors establish or financially support

(3) Superintendents and Mayor operate 404 LLC.

### 4. Management structure

Established by Nation or Municipality: 269

By Corporation: 119

### 5. Staff members of CLC

Staffs total: 1,933 (Certified Lifelong Educators : 437)

### 6. Programming of the CLC

13,152: Humanities 31%, Social Sciences 6%, Education 10%, nature Science 3%, Arts & Physical 43%, others 7%