Community Learning Centers in Different Economies: A Document Review

Abstract

Purpose: This research elaborates on the role of community learning centers in diverse economies and challenging situations. It is part of the research to develop a model for out-of-school and dropout children in Pakistan. This research sheds light on the global good practices of community learning centers in their respective situations and challenges. It also provides a broader comparative spectrum of different functions and roles Methodology: This research reviewed 30 documents from six countries, two low-income, two middle-income, and two high-income countries. An inclusion criterion was developed that comprises official documents and reports published within the last 15 years and retrieved from 1 January 2023 to 31 March 2024. A priori framework was designed for content analysis themes from the World Bank WBI Evaluation guidelines. Findings: In low-income countries, the literacy rate and out-of-school children were significant challenges. International donor agencies in the community were contributors and stakeholders with the local governments. In middle-income countries, community learning centers target communities' local and specific needs for income generation, skills, and vocational education while prioritizing unique cultural and environmental needs. In high-income countries, community learning is pivotal for attaining community equity by focusing on poverty, low-performing, remote, and rural areas. Implications: Social learning and lifelong learning practices can help Pakistan with non-formal education policy, organization, and implementation.