10.12.2013 - Partners & Donors

Sweden strengthens support to Literacy in Afghanistan

In December 2013, Sweden, through the Swedish International Development Cooperation Agency (Sida), and UNESCO signed a new funding agreement aiming at enhancing literacy in Afghanistan, for an amount of 60 million SEK (around USD 9 million).

In December 2013, Sweden, through the Swedish International Development Cooperation Agency (Sida), and UNESCO signed a new funding agreement aiming at enhancing literacy in Afghanistan, for an amount of 60 million SEK (around USD 9 million).  

The main objective of the programme is to support the Government of the Islamic Republic of Afghanistan to achieve the EFA goals set in the Dakar World Education Forum by providing technical and financial assistance in developing literacy and non-formal education with special emphasis on girls and women.

The Programme for Enhancement of Literacy Afghanistan (ELA) is a national programme that aims to improve the level of literacy, numeracy and vocational skills of the adult population in all 34 provinces of Afghanistan.

ELA currently covers 18 provinces (Badakhshan, Badkhis, Balkh, Kunar, Khost, Faryab, Paktika, Bamyan, Daikundi, Ghazni, Ghor, Zabul, Nangrahar, Nooristan, Nimroz, Wardak, Samangan, Uruzgan)  under funding provided by the Government of Japan, benefiting 400,000 adult learners. Nine additional provinces will be covered thanks to Sweden, benefiting 180,000 adult learners. The combined funding will hence develop a stronger foundation for the provision of Skill-Based Literacy paving the way for a sustainable implementation platform for future literacy provision in Afghanistan.

The main expected outcomes of the programme are as follows:

  • 4,500 adult learners (at least ⅔ women) trained in skill-based literacy
  • 175,500 adult learners (at least ⅔ women) trained in basic general literacy
  • Up to 2925 facilitators trained in basic general literacy and 112 in skills based literacy
  • Strong and sustainable capacity at district and provincial levels to implement skills-based literacy and basic general literacy approaches
  • Ministry of Education equipped with greater capacity to manage and monitor demand-driven, learner-centered literacy programmes
  • Monitoring data and learner achievement assessments integrated into Ministry of Education/EMIS database(s).



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