This
second issue of the INNOTECH Journal for 1999
features papers presented in the "International
Seminar-Workshop on Monitoring and Evaluation
of Adult Education from a Gender Perspective,"
organized by the UNESCO Institute of Education.
It presents the wide range of practices and strategies
employed by different non-governmental organizations
for monitoring and evaluating practices in adult
education.
Reporting
on the Women in Enterprise Development
(WED) project being run under the Notre Dame Foundation
for Charitable Activities, Inc., Myrna B. Lim
details the parameters and processes of monitoring
and evaluation that have helped them make WED's
adult literacy program one of the most successful
in the Philippines.
In
"The Rene Moawad Foundation Experience
in Lebanon," Fady Yarak talks about
the experiences of the Foundation in the field
of literacy, relating how its programs evolved
from simple literacy campaigns to large literacy
activities with highly-integrated gender concerns.
Ehsanur
Rahman explains the current approach and management
system of literacy and continuing education programs
of the Dhaka Asania Mission in Bangladesh, with
focus on monitoring participation. A stakeholder
analysis gives insights as to how participation
contributes to women empowerment.
The
successes and disappointments of a village-level
women's collective in India are documented in
the "The Mahila Samakhya Experience"
by Lakshmi Krishnamurty. The report takes a look
at several factors, including education, training,
and access to resources, that enable women to
progress from a "state of passive acceptance
of their life situation to one of active self-determination."
Two
other papers--not from the seminar but otherwise
very timely--round out this issue.
In
her paper "The Third Millennium's Challenges
to the Knowledge Builders of the Asia Pacific
Region," INNOTECH Director Dr. Erlinda
C. Pefianco points out five emerging trends that
will impact on education in the coming years.
These have to do with the need for lifelong learning,
demographic shifts, accreditation of prior learning,
work-specific and beyond-the-campus strategies,
and open learning.
Lastly, Baharuddin bin Aris, et. al. shares the
experiences of the University Teknologi Malaysia
in integrating technology in the curriculum with
the use of video, slides and computer multimedia
as learner support materials. |
