Literacy Mapping Highlights


Literacy Mapping Highlights

In May 2003, the Literacy Coordinating Council (LCC) commissioned the Department of the Interior and Local Government (DILG) to undertake a literacy mapping study on 5th and 6th class municipalities and their local government units. Due to financial constraint, the study was conducted from 2005 to 2006.

The DILG study 1) measured the basic and functional literacy levels of 20.20% (82) of the 406 5th class municipalities and 16.67% (7) 42 of the 6th class municipalities; 2) determined the literacy policies in these municipalities and the extent to which literacy concerns have been incorporated in municipal development plans, programs and projects; 3) described the scope of literacy practice in program/project participation in the same municipalities; and 4) specified possible policy directions in the decentralization of literacy programs and projects.

The survey method was used and the unit of analysis was the household. The respondents were 41,861 household heads and their representatives who were randomly chosen using the Table of Random Numbers. Five survey forms were used to collect data, including the two forms which the national Statistics Office (NSO) used in its 2003 Functional Literacy, Education and Mass Media Survey (FLEMMS).

Among the findings were:

  • The identification of Barangays Matampa, Alipuaton and Banal in the Municipality of Salay, Province of Misamis Oriental as the tail-ends among the Bottom 30 barangays (that is, with the lowest literacy rates)
  • Of the 89 surveyed municipalities, (82, 5th class; 7, 6th class), only Daguioman and Tayum in Abra; Sadanga in Mountain Province; Mahatao in Batangas; and BAto in Catanduanes had LGU resolutions from 2003 to 2004 which allotted a literacy-related budget. Only 32% of the 89 municipalities had literacy projects in their development plans.
  • The LGU’s common reasons for not initiating literacy projects were:
  1. The Department of Education or its teachers have the responsibility to initiate literacy projects.
  2. There are no available funds for literacy projects.
  3. No interested parties had proposed to the LGUs to implement a literacy project.
  4. No resolutions on literacy had been made.
  5. Literacy projects were not the priority of the LGU.
  6. Unfamiliarity with the previous administration’s literacy projects.

These were among the study’s recommendations:

  • Congress should pass a law mandating municipal governments and other LGUs to set aside some percentage of the Internal Revenue Allotment (IRA) for literacy projects.
  • Within the framework of the Social Reform Agenda, beneficiary participation in the planning and implementation of literacy programs and projects should be made a policy and the DILG should lead the LCC member agencies in advocating this policy among LGUs.
  • Barangays with the lowest basic or functional literacy rates should be top priority in the delivery of LGU literacy services. As a policy decision, literacy programs and/or projects should be included in the annual municipal development plans.

What is Education for All


What is Education for All

Philippine Education for All (EFA) 2015 is a vision and holistic program of reforms that aim to improve access and quality of basic education for every Filipino by 2015. Providing education to all Filipinos opened alternative learning system to complement formal schooling to reach and better serve those in difficult circumstances.

This entails not only the Department of Education but the involvement of the entire society, including national and local government agencies and civil society organizations as providers of  basic learning needs.

EFA 2015 Objectives

To provide basic competencies to everyone to achieve functional literacy for all, Philippine EFA 2015 aims to make:

  • All youth and adults functionally literate
  • Children 3-5 year-olds ready to participate in schools to eliminate dropout and repetition in Grades 1 to 3
  • All pupils and students complete basic education with satisfactory achievement level
  • Education be made a societal responsibility

Critical and Urgent EFA Tasks

To attain the above goals, nine urgent and critical tasks were formulated as follows:

  1. Make every school continuously perform better
  2. Expand Early Childhood Care and Development
  3. Transform nonformal and informal interventions into an alternative learning system yielding more EFA benefits
  4. Promote practice of high quality teaching
  5. Adopt a 12-year program for formal basic education
  6. Enrich education curriculum in the context of articulation, enrich the pillars of new functional literacy
  7. Provide adequate and stable public funding for countrywide attainment of EFA goals
  8. Create a network of community-based groups for attainment of local EFA goals
  9. Monitor progress in efforts towards attainment of EFA goals

2009 National Literacy Conference


2009 National Literacy Conference

In his message, DepEd Undersecretary and LCC chairman Ramon C. Bacani expressed hope that the said conference would inspire and empower all participants to be more active in the nationwide campaign of universalizing literacy in the country and reach the Education for All goal of reducing by 50% the number of nonliterates by 2015. Bacani also stressed that literacy empowerment is indeed a key to community development as it allows people to think and act for the improvement of the quality of their lives. Literacy skills are essential tools (for people) to live in today’s increasingly changing and complex world and in the face of knowledge-based and globalized economies.

One of the highlights of the Conference was the recognition accorded to the municipalities of Tubungan, Iloilo and Agoo, La Union as Literacy Hall of Fame awardees, being three-time National Literacy Awards winners in the local government unit categories. Tubungan Mayor Victor Tabaquirao and Agoo Mayor Sandra Eriguel personally received the awards for their respective municipalities. In short but meaningful speeches, the two mayors shared their literacy programs’ good practices. Tubungan, with a literacy rate of 98%, is Hall of Fame awardee for Outstanding Local Government Unit Class B category while Agoo, with a literacy rate of 99.3%, is Hall of Fame awardee for Outstanding Local Government Unit Class A category. The municipality of Agoo was also given recognition for being one of the two winners of the Republic of China-supported 2009 United Nations Educational, Scientific, and Cultural Organization (UNESCO) Confucius Literacy Awards. UNESCO awarded the Agoo Municipal Literacy Coordinating Council for its continuing education and lifelong learning programs which make available a vast array of education and training opportunities for the entire population of the municipality, including the neediest.

Other highlights of the Conference included plenary sessions for participants with known literacy advocates such as Miriam College Board of Trustees Chair and former Education Department Secretary Lourdes R. Quisumbing who talked about Literacy for Quality Education; UP College of Medicine professor Jaime Galvez Tan on Literacy for Improved Health Services; Dr. Angelina Galang of the Environmental Studies Institute of Miriam College on Literacy for Environmental Protection and Management; and Sultan Kudarat First District Congressman Sultan Pax Mangudadatu Alhadj on Literacy for Good Governance.

The plenary was followed by breakout session workshops of four groups, each with a specific topic taken from the plenary.

Source: PIA, by Lito Dar
October 3, 2009

LCC Brief History


LCC Brief History

World literacy has been a focus of UNESCO’s attention since its inception as an international body. At a UNESCO International Conference in Udaipur (India) in 1982, the Declaration to “vigorously mobilize the resources and will to eradicate illiteracy before the end of the century” was framed. Thus, the eradication of illiteracy (EOI) by the year 2000 became a worldwide goal promoted by the UNESCO.

In 1990, the literacy movement was expanded by UNESCO in two ways: (1) by declaring this year as the International Literacy Year, and (2) the convening of World Conference on Education for All (WCEFA) in Jomtien, Thailand. 

The Philippines, as a signatory to the 1990 Jomtien Document, initially concretized its participation in the EFA movement through Proclamation No. 480 which mandated the creation of an inter-agency National Committee on Education for All (NCEFA), the formulation of the Philippine Education for All Plan of Action and the preparation for the 1990 International Literacy Year. 

In November 1991, Congress passed RA 7165 creating the Literacy Coordinating Council (LCC) to ensure that there is a body that will provide direction in the inter-agency EFA planning and implementation, specifically its component on the eradication of illiteracy. LCC is a national policy-making, advisory,and coordinating body that provides overall policy and program direction to eradicate illiteracy in our country.

The amendment of Republic Act 7165, a consolidation of Senate Bill No. 3573 and House Bill No. 6439, was finally passed by the Senate and the House of Representatives on February 1, 2010 and February 3, 2010, respectively.

On May 27, 2010 the amended law was signed by the President of the Philippines as Republic Act No. 10122: An act strengthening the Literacy Coordinating Council by amending Republic Act 7165, otherwise known as an ‘Act creating the Literacy Coordinating Council, defining its powers and functions, appropriating funds therfor and for other purposes.”

National Literacy Awards


National Literacy Awards

National Literacy Awards

  • Background
  • Awards Objectives
  • Awards Categories
  • Procedures

DepEd Memorandum No. 24, s. 2012


Guidelines for the Selection Process


Criteria for Selection Process

  • Outstanding Local Government Unit: Highly Urbanized, Independent Component and Component Cities, Municipality Level Class A and  B  
  • Outstanding Literacy Program 

Timetable of Activities


Nomination Forms

  • LGU 
  • Program 

Schedule of Regional Orientations


  • 2010 National Literacy Awards Winners


Radio Program


Radio Program

LCC believes that mass media is one effective way of improving the delivery of basic education, expand the reach of educational program sespecially in remote areas, and promote the cultural heritage of the country.

The Literacy Coordinating Council, in coordination with the Philippine Information Agency has planned to implement massive advocacy and social mobilization through its Literasi Laban sa Kahirapan advocacy radio program.

Literasi Laban sa Kahirapan

  1. Advocacy
     An act of persuading people to bring about a voluntary change in judgment; to support a cause; and adhere to a belief that they may not hold before.
     It is a deliberate and strategic use of information to influence decision-making.


 To change the perception or understanding of decision-makers on problems/issues.

 To influence their choice(s) in making decisions. 

 To change decision-making behavior. 

 As a strategy, advocacy makes use of a combination of methods, messages, and approaches to achieve its objectives.

 As a message strategy, attention is on: 

•   content of message/information 
•   language use 
•   organization of information 
•   the appeal 
•   the timing of the message delivery 

 Message appeals can be: 

•   emotional appeal 
•   motivational appeal 
•   moral appeal 
•   rational appeal 

II. The Radio Program 

 Dubbed as Literacy Laban sa Kahirapan, the radio program is addressed to all stakeholders involved in fighting poverty by addressing the literacy problems and concerns in our society. 

 Its main objective is to help bring about change. 

• traditional perception and understanding on the issue of literacy; 
• stakeholders’ decision-making and behavior towards literacy-related concerns in  our quest for peace and development and in the attainment of quality of life.

The radio program will be aired 
•   in the vernacular 
•   in a local provincial radio station 
•   for 30 minutes per episode, once a week 
•   for a total of 20 episodes in 20 weeks

 To popularize and entice more listeners the program will integrate a Q & A portion. Mobile phone loads will be awarded to the first texter (or group of texters) with the correct answer. 

 An inter-agency monitoring team will be established: 
•   to provide feedback and observations on the conduct of the radio program; give suggestions/recommendations on how the program can be enhanced further; 
•   to note, document, and report developments that may be of significance during the program review and for inclusion in the terminal report. 

III. The Radio Program Workplan 

 Every episode has a workplan (or “lesson plan”); a specific subject matter for discussion; and a set of objectives to be achieved. 

 The flow of discussion is scheduled; time-framed for time management purposes. 

 The workplan pre-specifies the Talking Points and the Advocacy Line for the program host (and co-host) to expand. 

 It is critical therefore, that the program host must have sufficient background readings and internalization of the subject matter. 

 While the radio program workplan contains the outline or skeletal frame of discussion, it is the program host who does the “fleshing-in” and leads in the spirited meat of discussions. 

 The radio program is therefore, in principle, “a live show.”

 Categorized under major subjects, the whole course is divided into eight modules, to include the introductory module. 

 As may be noted, some modules have only one episode; others have three to four episodes, bearing thematic subject titles. 

IV. Thematic Title of Modules 

Intro/Radio Program Overview 

1. Literasi Laban sa Kahirapan 

 Literacy in Context 

2. Defining Basic Literacy vis-a-vis Functional Literacy

  1. Simple Literacy Rates: Inferences from FLEMMS
  2. A Closer Look at Statistics on the OSs
  3. OSYs and the Philippine Placement Test (NETRC-DepEd) 

     The Government’s thrust on Literacy

    6. In a nutshell: The Literacy Coordinating Council (RA 7165); The Functions of LCC and Member Agencies; The DepEd’s Alternative Learning System 

     The National Literacy Conference and Awards 

    7. Theme: Literacy and Empowerment
  4. The NLA and Past Year’s Winners
  5. The Hall of Fame Awards

     Mandates and Guidelines

    10. Proclamation No. 239; AO No. 324; Memo Circular No. 36
  6. Joint Circular No. 614; Procl No. 614; Other legal references
  7. Nat’l Service Training Program RA 9153

     Local People in Literacy Programs

    13. The DepEd Alternative Learning System
  8. The LGU/NGO Literacy Programs (How to Organize one)
  9. The Literacy Workers in Our Midst (Mobile Teachers et al)
  10. A Look at Local Program Beneficiary(ies)

     Indigenous Peoples in Focus

    17. Literacy Concerns and Activities of the NCIP
  11. Feature: An NGO Literacy Program for IPs
  12. Partner Agencies for People Empowerment
  13. Feature: An Indigenous OSY Speaks

     Education For All (EFA)

    21. An Overview of Education For All
  14. A Round Table Discussion: Literacy for All

    23. Literasi Laban sa Kahirapan Program Highlights




SEAMEO INNOTECH in cooperation with the Literacy Coordinating Council (LCC) conducted a Research Literacy Forum with the theme “Literacy, Basic Learning Needs, Lifelong Learning and Lifeskills: Defining and Consolidating Actions to Achieve Education for All”  last June 25, 2009 at SEAMEO INNOTECH, Quezon City.

This policy research forum is part of a series of the SEAMEO INNOTECH goal to lead the education leaders in generating ideas for action. Moreover, the policy research forum is tasked to carry out a mandate of informing the education stakeholders on the literacy situation, conceptual definition, and program updates that will redound to the development of sound educational policies.

The Literacy Coordinating Council (LCC) and the National EFA Committee (NEC) are presently putting much emphasis on the different contexts of literacy achievement through the LCC mapping and the NEC Basic Learning Needs Survey, along with varying definitions and standards of literacy, and different methods and frequency of collecting data mean that there is a real difficulty.

Both are identifying the gaps to provide a platform for consolidating actions based on the deliberations of experts on literacy for all.



The overview and statement of purpose was given by Dr. Erlinda C. Pefianco, Director of SEAMEO INNOTECH. She likewise welcomed the participants to the workshop. In her overview, she recalled the several activities and best efforts of the Center and the Department of Education in the past years when it comes to Literacy and Basic Learning Needs. She gave emphasis to the objectives of the Forum which are: 1) to discuss the emerging concepts used in literacy programs; 2) determine courses of action and policy decisions from DepEd and other stakeholders; and 3) encourage discussion of achieving universal literacy by 2015.

The Policy Forum had two sessions, first,  “Basic and Functional Literacy and Basic Learning Needs”  with Mr. Napoleon B. Imperial, Chief of Manpower and Education Division of SDS-NEDA and Mr. Edicio De La Torre, President of Education Network (E-Net Philippines) as resource speakers. The second session entitled “Learning from Life: A Sharing of Studies on Literacy in the Philippines” was discussed Dr. Julian Abuso, Chairman of the Division of Curriculum and Instruction of the University of the Philippines. At the end of the workshop, Mr. De La Torre delivered consolidating actions and recommendations for moving forward.

SEAMEO INNOTECH distributed relevant documents on Literacy and Education for All to all attendees. Participants to the said forum were policymakers who are members of LCC, ALS District and Division Coordinators, NGO representatives, BALS representative, representatives from inter-agencies, and other literacy advocates.

2003 Functional Literacy Education and Mass Media results


2003 Functional Literacy Education and Mass Media results

The 2003 Functional Literacy, Education, and Mass Media Survey (FLEMMS) is a national survey that gathers information on basic and functional literacy status of the population, their educational and skills qualifications, and exposure to mass media. The survey covered 25,697 households and 75,558 persons aged 10 to 64 years.

The 2003 FLEMMS is the third in a series of functional literacy surveys conducted by the National Statistics Office (NSO). The first two rounds were taken in 1989 and 1994, also by the NSO, which is mandated to conduct the survey every five years. The Literacy Coordinating Council (LCC) and the Department of Education (DepEd) provided assistance in the design and development of the questionnaires used in the 2003 survey.  The results of the 2008 FLEMMS is now being processed and is set to be released during the 1st quarter of 2010.

  • A Primer on Analysis of the 2003 FLEMMS

Results of 2003 Functional Literacy, Education and Mass Media Survey (FLEMMS) 10-64 Years Old by Sex, by Region, Philippines

Basic Literacy Rate – 93.4% or 57,904,712

  • Male Basic Literacy Rate – 92.6% or 28,724,520
  • Female Basic Literacy Rate – 94.3% or 29,180,192

Basic Illiteracy Rate – 6.6% or 4,059,288

  • Male Basic Illiteracy Rate – 7.4% or 2,295,480
  • Female Basic Illiteracy Rate – 5.7% or 1,763,808

Functional Literacy Rate – 84.1% or 48,424,776

  • Male Functional Literacy Rate – 81.9% or 23,707,593
  • Female Functional Literacy Rate – 86.3% or 24,717,183

Functional Illiteracy Rate – 15.9% or 9,163,224

  • Male Functional Illiteracy Rate – 18.1% or 5,239,407
  • Female Functional Illiteracy Rate – 13.7% or 3,923,817

Literacy Champions


Literacy Champions


Outstanding Literacy Program and their Implementors


Functional Literacy Program 
Center for Social Concerns and Development, Inc. (CESCOD) 
Siayan, Zamboanga del Norte 
Region IX

  • CESCOD is a nongovernment organization committed to engage in principled and proactive programs and projects to effect sustainable development and social change. It has a clear organizational structure that could handle program implementation.
  • The organization has been implementing literacy programs since 1992 basically to adult IPs 40–70 yrs. old, covering areas in Zamboanga del Norte hardly reached by DepEd ALS.
  • Funding for CESCOD’s projects is sustained through massive networking by the program implementer
  • The literacy program for young and adult Subano members are found in various remote upland barangays, which includes both basic and livelihood programs, such as organic farming and handicrafts, to help learners acquire alternative source of income towards improving their life condition.
  • Planning for community development is participatory. Sessions are held covering government structure and participatory governance which are instrumental in having learners elected as barangay officials.
  • Mainstreaming Gender in Community Development is another program on women education through values formation and livelihood skills trainings and economic empowerment such as body massage, sewing, weaving (bags, baskets, placemats, trays, etc.), fashion jewelry making consumer store/bakery, talipapa, sardines production, and scholarship program for caregiver and household services in partnership with TESDA.
  • IP education for Subanen in various barangays of the municipality; together with IP leaders, CESCOD has developed modules about Subanen history, culture, traditions, rituals, songs, and dances.
  • Assisi Development Foundation Scholarship Program caters to vocational and college learners including day care centers for IP children.
  • Western Mindanao Community Initiative Program (WEMSIP) is a program on community organizing, development of cooperatives, capability building for farmers, sustainable agriculture and assistance to municipal and barangay governments, preparation of development plans, and establishment of a savings and loans “bank.”
  • Masipag Rice Production is another program aimed to promote sustainable development through sustainable agriculture. This is done through the establishment of trial farms and by teaching farmers about new farming technologies, diversified farming, agro forestry, and use of organic fertilizers.
  • The potentials of the Subanen are tapped, some of them being trained as facilitators in their own community. • For peace advocacy, CESCOD put up the Tri-people (Settlers, Subanen, Muslims) monument and holds its yearly P’gsalabuk festival.


Taking Education and Integrated Services at the Doorstep of Communities:                                                                   The Journey of Cor Jesus College and Its Partners
Cor Jesu College–Br. Polycarp Institute for Community Development Foundation, Inc.
Digos City, Davao del Sur 
Region XI

  • The Foundation is attached to the Cor Jesu College with very active and committed program implementers
  • Strong partnership with Basic Education Assistance for Mindanao (BEAM) with programs covering basic education, functional literacy cum livelihood development, ALS A&E program; mother tongue education for IPs, institutionalized in the regional level
  • Project Laderized Education and Accreditation Program for Barangay Officials and Workers (LEAP–BOW) worth commending but could still be improved
  • Livelihood programs/entrepreneurial skills for women, i.e. dried mango and mango puree making, dried pomelo and pineapple making
  • Courses for barangay workers include copra making, a module on this of which has been developed
  • Day care centers in remote barangays
  • Supervised Neighborhood Program – CARE and Mothers’ Class at the same time
  • Parents are the community volunteers for the day care center. Create the passion of service and spirit of volunteerism
  • Sunday College program – four-year courses being undertaken in five years
  • Community Health Action Team (CHAT) – lessons on children’s rights, family planning, early parenting
  • Sustainability – funds are sustained on a yearly basis; a commitment of Cor Jesu College.
  • Commenced replication of programs in other municipalities


FCF/RLF Literacy Program: Bridging the Literacy Divide Among Marginalized Upland Communities
FCF/Runruno Livelihood Foundation 
Barangay Runruno, Quezon, Nueva Vizcaya
Region II

  • The Program forms part of the mining corporation’s mandate of assisting the municipality in its community development, literacy of which is a major concern. The program is an extension of the ALS Program of DepEd and concentrated in Bgy. Runruno in response to its having the highest drop-out rate and increasing the literacy rate among five years old and above members in the municipality. A great portion of the funds go to salaries of teachers, majority of who are in the formal school system.
  • The Municipal Mayor, an educator himself, guarantees program sustainability through the support of the Municipal School Board.
  • There is provision of Training/Skills Development Program for adult members of the communities such as livestock production, banana production, candy making, noodles making, basic life support training, values formation, and bridging leadership for community organizers.
  • There is a strong partnership with TESDA through Re-Integrating Skills for Employment Project (RISE) which involves relevant training/skills development programs leading to employment, such as at Hanjin Construction and other local companies. (Should FCF Minerals Corp develop in a few years, priority will be given to trained locals for employment.) • Plant for Life program is existent since 2007 which includes putting up of nurseries in schools and tree planting within the municipality. This activity also involves students in the formal school.
  • Day care program in partnership with lgu
  • The Foundation plans to expand its literacy cum livelihood program to nearby barangays.


Education for Life
St. Louise de Marillac Foundation, Inc.
Sorsogon City
Region V

  • Radio program for learners specially those in distant areas and those who are not able to go to school on specified days
  • Massive basic literacy and A&E programs which are an extension of DepEd ALS program
  • A&E passers are recommended to TESDA for technical studies and training
  • “Preparation for a Happy Death (PHD)” program for senior citizens of Sitio Alinao, Bgy. San Juan
  • Spearheaded the organization of ecclesial communities and formation of leaders in these purok ecclesial communities
  • Participation of SLMFP in the housing program (Vincentian Village) for those affected by typhoon Reming
  • Apart from the housing program, the community members were trained in livelihood skills such as piggery, charcoal-making, and cooking.


Sumpong Literacy Program
Sumpong Community Learning Center
Bgy. Sumpong, Malaybalay City, Bukidnon 
Region X

  • The existence of a community-based information technology learning center proved beneficial as almost all livelihood trainings and seminars are held in the clc, including basic literacy
  • Active and committed literacy advocate, Ms. Ching, who sustains the program
  • Provides paralegal support to women and children
  • Literacy cum livelihood program for inmates in city jail
  • Strong partnership with municipal and provincial school boards and Deped ALS
  • Computer literacy projects for learners
  • IP education specifically on ancestral land ownership, and basic literacy integrating skills and livelihood

2010 National Literacy Conference and Awards


2010 National Literacy Conference and Awards

The Literacy Coordinating Council recently held its National Literacy Conference and Awards in Baguio Teachers Camp in Baguio City, September 8-11, 2010. The Conference and Awards, with the theme “Community Development: A Shared Responsibility to Society through Functional Literacy,” was participated in by local government units officials, DepEd Alternative Learning System officials and teachers, non-government organizations representatives, Council representatives and technical advisory and working groups, and literacy stakeholders and advocates from all over the Philippines. Around 615 registered participants filled Benitez Hall of the Camp, excluding the LCC Secretariat and working committees and National Literacy Awards  Winners.(participants) Honored guests and speakers to the Conference included DepEd Undersecretary Rizalino Rivera who gave the opening remarks, and SEAMEO INNOTECH director Ramon C. Bacani, among others. 

There were two plenary sessions and a panel discussion with topics International Conference on Adult Education VI: The Belem Framework of Action, The Role of Radio in Reaching Out to Communities towards Literacy and Development, and Social Responsibility for Community Development, respectively.Aside from the talks shared by the speakers, two more highlights of the Conference were the launching of the LCC theme song titled “Functional Literacy, My Right and My Duty,” composed and arranged by Lourdes R. Quisumbing, Ph.D., president of the UNESCO Asia Pacific Network for International Education and Values Education Phil. and former Secretary of the Department of Education; and the awarding of winners to the National Literacy Awards Outstanding Local Government Units and Literacy Programs, and special recognition to literacy programs and implementers. (2010 NLA winners)

Undersecretary Rivera delivered the closing message, reiterating that through partnership and by helping one another, we can achieve our goal of a literate citizenry.

Powerpoint presentations of the speakers:

  • CONFINTEA VI: The Belem Framework of Action
  • The Role of Radio in Reaching Out to Communities towards Literacy and Development

1.  Why Advocacy on Functional Literacy 
2.  An Advocacy Radio Program on Functional Literacy

  • Social Responsibility for Community Development
  • Basic Education Sector Reform Agenda (BESRA)
  • Enabling Communities Through Functional Literacy