What is the initiative and where is it implemented (city or country, for example)?
Palestine is facing a critical shortage of the skills and expertise essential to build and develop a sustainable nation. The country also has a high unemployment and dropout rate and high level of poverty. For this reason, the Palestinian National Authority (PNA) – acting through the Ministry of Planning and International Cooperation (MOPIC) and the Ministry of Education and Higher Education (MoEHE), has decided to promote accessible education to develop human resources. In 2003, a programme titled Parallel Learning was launched, targeting young people and adults aged 13- 40 who could not complete secondary school for specific reasons. The programme provides participants with the opportunity to acquire basic literacy skills and enhance their knowledge to the level necessary to pursue further education and training in vocational schools or other institutions. The programme promotes sustainable nation-building, alleviates poverty, provides accessible education for all and improves overall quality of life (DVV International, 2013; UIL, 2012).
How was the initiative established? How was it implemented?
The first attempts at providing accessible quality adult education began in 1997. The International Conference on Adult Education (CONFINTEA), held in Hamburg, Germany, inspired the Ministry of Education and Higher Education to work with different universities and non-governmental organizations to launch literacy courses.
The Parallel Learning programme consists of more than just literacy courses. It is an alternative learning opportunity for people who dropped out of school and could not continue their education in a formal setting. Upon finishing the course, participants obtain a certificate equivalent to a secondary school certificate (9th grade education). This certificate also allows them to apply for a driving license. The duration of the programme is two years, divided into four semesters, each with 150 hours. The schedule is flexible, with lessons being conducted during the evening hours in public school buildings. The Ministry of Education and Higher Education cooperated with the Ministry of Labour, the Tamer Institute for Community Education, Birzeit University and other community organizations to develop the curricula and tailor it to participants’ needs. Subjects covered by the programme include the Arabic language, Islamic culture, mathematics, science, computers and IT, English (since 2011) and business training. Upon launching the programme, 50 public school teachers were selected and trained to become facilitators (DVV International, 2013; UIL, 2012).
Which stakeholders are involved in the design and/or implementation of the initiative? Which sectors do they represent?
Stakeholders represent the public and private sectors at the national and international level, including UN agencies (UNESCO, UNICEF); the Islamic Educational Scientific and Cultural Organization (ISESCO) and the Arab League Educational, Cultural and Scientific Organization (ALECSO). Other stakeholders include the Palestinian National Authority (PNA), which participates through the Ministry of Education and Higher Education (MoEHE), as well as the Ministry of Labour, the Tamer Institute for Community Education, Birzeit University and other community organizations, public schools, universities and colleges, along with the teachers and programme participants (UIL, 2012).
What are the impacts of the initiative in terms of facilitating lifelong learning? Who does it benefit and how?
Although only 50 teachers were selected in the beginning, more and more facilitators were trained each year. Initially, there were only 5 schools with 65 participants involved in the programme. By 2011, the number of schools had reached 18, with 300 learners benefiting from the programme. In 2008, the programme changed the age limit from 20 to 40 years old due to the increasing interest of adults. The programme continued to benefit youth and adults who had not had the opportunity to complete their secondary education. Follow-up studies have shown that half of the participants decide to enrol in high school to continue their studies and receive a diploma and around one third opt for vocational training. Some participants have obtained their driving licenses. Women benefited greatly from the programme in particular by gaining new opportunities to work in different fields; acquiring knowledge and skills that enable them to help their children with schoolwork, acting as a role model for the younger generation and motivating them to work hard and stay in school (DVV International, 2013; UIL, 2012).
References
DVV International. 2013. Adult Education and Social Change. [Online] Bonn, dvv international. Available at: https://www.dvv-international.de/fileadmin/files/ipe_67_final_web.pdf [Accessed 4 November 2021].
UIL (UNESCO Institute for Lifelong Learning). 2012. Al-Taleem Al-Mowazy (Parallel Learning) Non-Formal Literacy and Education Programme, Palestine. [Online] Hamburg, UIL. Available at: https://uil.unesco.org/case-study/effective-practices-database-litbase-0/al-taleem-al-mowazy-parallel-learning-non-formal [Accessed 4 November 2021].