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SELF-FINANCING, ECOLOGICAL,
SUSTAINABLE, LOCAL INTEGRATED DEVELOPMENT PROJECTS FOR THE WORLD’S POOR
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Edition
16 :08 March, 2011.
Edition
17 : 06 December, 2011.
“If rich countries were
to transfer just six days’ worth of military spending to development assistance
for basic education, we could close the US $16 billion external financing gap
for global education and achieve Education for All goals, putting all children
into school by
It is not a main purpose of this project to substitute
the state's obligations for the supply of proper scholastic structures and
teaching services in the project areas, except for safe drinking water, sanitation
facilities, and, eventually PV lighting for evening classes. The project will
cooperate with the Ministry of Education to promote full education in the
project area to fully meet all the education-related Millennium Goals. Where
the Ministry of Education is unable to supply
equipment and teachers’ services, the project will take over
responsibility for them.
Formal
currency investments in school structures are not susceptible to the rapid
interest-free recycling at the basis of self-financing development projects.
For these investments, contributions by the Ministry of Education are
considered necessary.
Where, however, local school
systems are mostly to the charge of the parents and there is an acute lack of:
1) Building infrastructure.
2) School furniture.
3) Didactic material.
4) Teachers.
the problem of lack of educational structures in the project area will be
solved by taking advantage of the possibilities offered by:
a) The local tank commissions.
b) The local money LETS systems.
c) The local gypsum composite products factories.
d) Locally available
materials.
In practice any goods and
services which are locally available can be paid for under the local money
systems. These goods and services can include:
a) Gypsum composite
elements, including load bearing structures, for school buildings.
b) Gypsum composite school furniture.
c) Use of traditional and locally available building materials.
d) Services of teachers
willing to work under the local money systems with salaries paid in the local
LETS points.
e) Reproduction of didactic material through PV television systems and/or
through documentary reproduction by local consultants set up under the
micro-credit systems.
Groups of parents and or
groups of tank commissions can take initiatives under the local money systems
and distribute their costs (expressed in LETS points) amongst the groups
directly involved. In this sense the groups involved can be registered under
the LETS systems in the same way as clubs or other social groupings.
Once
the local money system is in place, steps can be taken to rapidly build as many
primary schools in the project area as may be required, taking existing school
facilities into account. The schools will be built under the local money system
using local labour and materials. While formal-money contributions from the
Ministry of Education are expected and welcome, they schools can be paid for
and owned by the inhabitants served by the school. Legal title to each school
will in that case be vested in the Tank Commission in whose area the school is
built. The local town or rural council will make communal land available for
the schools free of charge, according to traditional practices.
Basic
school facilities including drinking water, eco-sanitation facilities,
rainwater harvesting for general school use, and solar
photovoltaic lighting are automatically covered under the project. Where a
school is built, it can take over the function of the PV powered study room,
which is already foreseen in the project budget.
Primary
schools should where possible be placed close to pupils’ homes. They should be kept small, with one class for
each group of grades. In (host country)
there are (number) primary school grades. Primary education starts at (years)
for grade 1 and finishes at (years) at
grade (number).
A reasonable target for the
size of each class (excluding allowances for mentally handicapped children) is
(number).
The number of grades (give
number) multiplied by the reasonable standard class size (number) is (number)
pupils.
Each tank commission area in
the project area has, on an average, (number) children of primary school age.
The number of tank
commission areas necessary to form a primary school is therefore (number).
The
number of schools to be built is therefore (number). Construction of the
schools is subject to the availability of primary school teachers which is the
key issue in expanding educational facilities under the project.
In
(host country) students having completed (level of education) qualify
automatically as primary school teachers. Many such students from the project
area are currently in larger towns seeking some form of employment. The general
increase in the quality of life in the project area as a result of project
execution should be sufficient to entice them back to their village of origin,
especially where the project can offer them appropriate accommodation free of
charge.
It
is expected the Ministry of Education be willing to pay teachers a salary where
a school facility is built and paid partly or wholly by the local inhabitants
together with accommodation for the teachers. Or at least a part of the primary
school teachers’ salaries. The (eventual) balance can be paid by the local
community or by the pupils’ parents
under the local money system. In case of total or partial default by the
Ministry of Education teachers willing to work entirely under the local money
system can in any case be paid by the local community or by the pupils’
parents.
Teachers’
training courses will be made available to young primary school teachers moving
back to the project area. These courses should be supplied by the Ministry of
Education. In case of failure of the Ministry to act, the Project will seek the
help of international NGOs specialised in the field of educational training. In
case of failure to find support from international NGOs, the project will
nominate and pay (under the local money system) the most experienced and best qualified teachers in the project
area to train their younger colleagues.
One secondary school can be
foreseen for each well commission area.
There are (number) well commissions to be set up in the project area. So
(number) secondary schools have to be set up in the area.
Construction of the schools
is subject to the availability of teachers which is the key issue in expanding
educational facilities under the project.
In
(host country) students having completed (level of education) qualify
automatically as secondary school teachers. Many such students from the project
area are currently in larger towns seeking some form of employment. The general
increase in the quality of life in the project area as a result of project
execution should be sufficient to entice them back to their village of origin,
especially where the project can offer them appropriate accommodation free of
charge.
It
is expected the Ministry of Education be willing to pay teachers a salary where
a school facility is built and paid partly or wholly by the local inhabitants
together with accommodation for the teachers. Or at least a part of the
teachers’ salaries. The (eventual) balance can be paid by the local community or
by the pupils’ parents under the local
money system. In case of total or partial default by the Ministry of Education
teachers willing to work entirely under the local money system can in any case
be paid by the local community or by the pupils’ parents.
Teachers’
training courses will be made available to young primary-school teachers moving
back to the project area. These courses should be supplied by the Ministry of
Education. In case of failure of the Ministry to act, the Project will seek the
help of international NGO’s specialised in the field
of educational training for secondary school teachers. In case of failure to
find support from international NGO’s, the project
will nominate and pay (under the local money system) the most experienced and best qualified secondary school teachers
in the project area to train their younger colleagues.
It
is not expected that local public transport be provided expressly for secondary
school students. Standard local public transport facilities will have become available
under the project. The schools should normally be within 2-
The
project may decide to set up cooperative purchasing groups and/or provide subsidies
for the purchase of bicycles to enable the children to go to school. The
presence of bicycles in the project area increases the potential mobility of
other family members too.
05.36.3 FURTHER EDUCATION.
Children (girls and boys)
from the project area who have secondary school certificates have the right to
proceed with further education.
This cannot normally be done
at project area level.
The nearest technical
schools are at (places).
The nearest universities are
at (places).
Promising students have the
right, where necessary, to be supported by the community they come from. The
extent of this support depends on formal-money scholarships and services
provided at regional and/or national level.
For students from the
project area, the scholarships and services provided for further education are:
(described the scholarships
and services)
The
people in the project area have a direct interest that young people qualify in
their various fields and return to practise their professions in the project
area itself. For this purpose, formal money scholarships and local money
scholarships will be set up.
Formal
money scholarships are paid out of the Cooperative Education Fund.
Communities can contribute to this fund at well commission level and,
eventually, at project level. Members
will make a small monthly formal money contribution to the Cooperative
Education Fund (scholarships). The funds will
provide for higher education subsidies for each of the well commissions.
The well commissions will decide how the subsidy available to them can best be
distributed amongst qualifying students and their families.
The
project will try to establish a First Year Tertiary Institute in the project
area to offer one- our two-year courses in preparation for more advanced
University studies. The Institute does
not fall within the autonomous capacity of the project because it calls for
levels of formal money investment outside the possibility of the Project. The Institute could only take form with the
participation of one or more Universities and of the Ministry of Education. At
the same time the Project could supply interesting incentives to those
investors. Many of the Institute’s daily duties could be covered under the
local money system set up by the Project. Some examples of this are the
availability of free land, supervision and guarding the Institute buildings,
maintenance of structures and gardens, cleaning the buildings, simple administration and canteen services,
and the transport of students. The costs of these services, or part of them,
could be borne by the local populations, thereby reducing the on-going cost
load on University and Ministry.
05.36.4 TRADES AND
A high school for trades and
crafts at project level is foreseen.
It
is hoped that this school can be set up by the project entirely under the local
money system. Teachers are expected to
come from the project area. They will be
paid under the local money system. The school is expected to be built under the
local money system.
Students
or their families will be expected to pay a small monthly formal money
contribution into the Cooperative Education Fund (trades) towards the formal
money costs of materials and equipment which cannot be produced locally.
05.36.5
FARMER FIELD SCHOOLS. (Source
: F.A.O. Farmer Field School.)
Farmer
field schools are schools without walls. A group of farmers gets
together in one of their own fields to learn about their crops and things that
affect them. They learn how to farm better by observing, analysing and trying
out new ideas on their own fields. FAO and other development organizations have been promoting
them to improve land and water management. Unlike traditional approaches to
agricultural extension, farmer field schools enable groups of farmers to find
out answers for themselves and develop solutions to their own problems.
Group leaders need
supportive materials to illustrate good soil and water management practices
that can be tested through participatory technology development and
demonstrations, and to help in identifying the most appropriate options for
different farm types and contexts. They also need information to highlight and
understand aspects of decreasing soil productivity and its improvement.
The farmers in each group
usually meet every week from planting to harvest, to check on how the crops are
growing, look at the amount of moisture in the soil, count the numbers of pests
and beneficial creatures such as earthworms and spiders. They do experiments in
the field.
The facilitator of a farmer field school is normally an extension worker or
another farmer who has graduated from another field school. The facilitator guides
the group, helps them decide what they want to learn and think of possible
solutions, and advises them if they have questions. The farmers draw on their
own experience and observations, and make decisions about how to manage the
crop. The groups hold field days to show other farmers what they are doing.
05.36.6 THE PROJECT AND THE
MILLENNIUM DEVELOPMENT GOALS.
The project meets all
education- and gender-related millennium development goals in the project area.
Several projects together forming a District Level development plan meet all
education- and gender-related millennium development goals in the district. Several
district plans together forming a regional plan meet all education- and
gender-related millennium development goals in the region. Plans in all the
regions forming a national plan meet all education- and gender-related
millennium development goals at national level.
These are:
08.50.22 Goal 2 :
Achieve universal primary education.
08.50.22. 03 Target 03 : Ensure that all boys and girls complete a
full course of primary schooling.
Sub-target
06 : Net enrolment ratio in primary education (UNESCO).
The
issue is the number of children who actually go to school. Children may be
enrolled, but for one reason or another be unable to attend classes.
In
principle ALL children in the project area will enjoy a full course of both
primary and secondary education. The project can use the local money system to
build new schools near users’ homes, furnish them, and supply them with
drinking water and sanitation facilities. The local population can contribute
to or pay all of the costs of these activities, provided labour and materials
used come from within the project area itself.
Qualified teachers or students with qualifications enabling them to take
up teaching activities and who are willing to work entirely or in part under
the local Money system set up by the project can take up service rapidly. In
that case full primary education in the project area can be implemented within
two or three years.
Full
exploitation of the system depends however on the availability of teachers. It
may also depend, at least in part, on the willingness of the Ministry of
Education to pay the teachers at least part of their salary in formal money where they are unwilling to
work entirely under the local money system created..
Since the
population in each project area is just 50.000, the effect of full primary
education there is unlikely to be
immediately visible on a national level where just one project is executed To cover the entire population in the host
country, about 20 such projects would be needed for each 1.000.000 people. As
these projects are executed, the
percentage of children in the host country who are going to school would become graphically visible.
Measurement : Compare statistics for child enrolment in the
project area after the introduction of the project structures over a period of
24 months and thereafter with statistics for the project area before the start
of the project.
Sub-target
07 : Proportion of pupils starting grade 1 who reach grade 5 (UNESCO)
In
principle ALL children in the project area will enjoy a full course of both
primary and secondary education. The project can use the local money system to
build new schools near users’ homes, furnish them, and supply them with
drinking water and sanitation facilities. The local population can contribute
to or pay all of the costs of these activities, provided labour and materials
used come from within the project area itself.
Qualified teachers or students with qualifications enabling them to take
up teaching activities who are willing to work entirely or in part under the
local Money system set up by the project can take up service rapidly. In that
case full primary education in the project area can be implemented within two
or three years. This means that in principle ALL children in a project area who
start at grade 1 will complete grade 5.
Full
exploitation of the system depends however on the availability of
teachers. It may also depend, at least
in part, on the willingness of the Ministry of Education to pay the teachers at
least part of their salary in formal
money where they are unwilling to work entirely under the local money system
created..
Since the
population in each project area is just 50.000, the effect of full primary
education there is unlikely to be
immediately visible on a national level where just one project is executed To cover the entire population in the host
country, about 20 such projects would be needed for each 1.000.000 people. As
these projects are executed, the
percentage of children in the host country starting at grade 1 who complete
grade 5 would become graphically visible.
Measurement : Compare statistics for pupils reaching grade
Sub-target
08 : Literacy rate of 15-24 year olds (UNESCO)
In
principle ALL children in the project area will enjoy a full course of both
primary and secondary education. This means that in principle the literacy rate
of 15-24 year olds in each project area will after some years automatically
reach 100%.
A
100% literacy rate amongst young people who are already in the 15-24 age group
at the moment the project starts cannot be guaranteed as participation of
adults in (further) learning is not compulsory. The project provides for 200
solar-lit collective study rooms near people’s homes and for solar lighting in
schools to make evening classes possible. General reduction of the work-load on
women is an important result of project application. This should encourage
women’s participation in evening classes.
Full
exploitation of the potential offered by the project depends on the
availability of teachers. It may also depend, at least in part, on the
willingness of the Ministry of Education to pay the teachers at least part of
their salary in formal money where they
are unwilling to work entirely under the local money system created.
Since the
population in each project area is just 50.000, the effect of full secondary
education there is unlikely to be
immediately visible on a national level where just one project is executed To cover the entire population in the host
country, about 20 such projects would be needed for each 1.000.000 people. As
these projects are executed, the
improvement in the percentage of literate 15-24 year olds in the host country
would become graphically visible.
Section 05.16 Creation of the social security
structure of the project describes a three-tiered safety-net system
designed to make sure that even the children of the poorest families go to
school.
Measurement
: The number of schools and classes in each project area. The number of
teachers working under the formal Money system (salary paid by the Ministry of
Education), partly under the formal Money system and partly under the Local
Money system, and those working under the Local Money system set up. Statistics
on the use made of the three-tiered social security system built into the
project structures.
08.50.23 Goal 3 : Promote gender equality and
empower women.
08.50.23. 04 Target 04 : Eliminate gender disparity in primary and
secondary education preferably by 2005 and at all levels by 2015.
Sub-target
09 : Ratio of girls to boys in primary, secondary and tertiary education
(UNESCO)
All
children in the project area, girls as well as boys, receive full primary and
secondary education, with a ratio of 1 : 1. Most tertiary education is excluded
from the project, which has little influence on policies of acceptation of
girls and their participation in courses at tertiary level. However, the ratio
of girls to boys who are prepared in each project area for tertiary education
is expected to be 1 : 1.
This
project provides for the institution of a trade school in the project area. An
attempt will also be made to reach agreement with a tertiary institution to set
up a first year university preparatory course (propedeuse)
in the project area.
Since
the population in each project area is just 50.000, the effect of full
participation by girls in education there is unlikely to be immediately visible on a national level
where just one project is executed To
cover the entire population in the host country, about 20 such projects would
be needed for each 1.000.000 people. As these projects are executed, the improvement in the ratio of girls to boys
at primary, secondary and tertiary education in the host country would become
graphically visible.
Measurement : the number and sex of children actually
attending primary and secondary schools and university propedeuse
courses in the project area and those
from the project area following tertiary education elsewhere.
Sub-target
10 : Ratio of literate women to men 15-24 years old (UNESCO)
In
principle ALL children in the project area will enjoy a full course of both
primary and secondary education. This means that in principle the ratio of
literate women to men amongst 15-24 year olds in each project area will after
some years automatically reach 1 : 1.
Apart
from full participation in formal primary-, secondary-, and tertiary education
levels, all women participate in hygiene education courses.
A
100% literacy rate amongst young people who are already in the 15-24 age group
at the moment the project starts cannot be guaranteed as participation of
adults in (further) learning is not compulsory. The project provides for 200
solar-lit collective study rooms near people’s homes and for solar lighting in
schools to make evening classes possible. General reduction of the work-load on
women is an important result of project application. This should encourage
women’s participation in evening classes.
Since
the population in each project area is just 50.000, the effect of women’s
literacy there is unlikely to be
immediately visible on a national level where just one project is executed To cover the entire population in the host
country, about 20 such projects would be needed for each 1.000.000 people. As
these projects are executed, the
improvement in the ratio of literate women to men in the host country would
become graphically visible.
Measurement :
The number of people (especially women) attending evening classes. Comparison
with statistics before and after project implementation.
Sub-target
11 : Share of women in wage employment in the non-agricultural sector (ILO)
Sub-target
11 reflects traditional economic thinking not followed in this project, which
supports local production initiatives at individual, family, and cooperative
level. It does not recognise the employer-employee relationship. The
cooperative project structures set up during project execution operate in
parallel with, but do not replace, existing formal money ones.
Employer-employee relations can be freely exercised in project areas in the
formal money sphere, outside of the project structures. They will not be
supported by the project.
Project
concepts ensure that women play a majority, therefore dominating, role in all
project structures and activities at all levels, including the financing of
productive activities under the interest-free cost-free micro-credit loan
system set up in an early phase of project execution. The recognised productive
activity of women includes non-monetised activities, activities carried out
under the local money system set up, and activities under the traditional
formal money system.
Section 08.20 Women’s rights of the
project sets out how the rights of women and girls are promoted and protected
in the project area.
Measurement :
Analysis of the effective productive activities of women in comparison with
those before the project began. Analysis
of the improvement in their quality of life at the moment of monitoring
compared with what it was before the project began.
Sub-target
12 : Proportion of seats held by
women in national parliaments (IPU)
This
project does not cover sub-target 12 directly. Project structures operate in
parallel and in harmony with the traditional formal ones. The project foresees
many structures at three different levels run by members chosen by the people
themselves. Majority participation of women in all these structures at all
levels is assured. Women therefore receive full training in the exercise of
their rights within a democratic process. They take responsibility for project
structures at all levels. This may facilitate their suitability as candidates
in parliamentary elections.
The
project area is itself not large enough to express a member of parliament, male
or female.
To
cover the entire population in the host country, about 20 such projects would
be needed for each 1.000.000 people. As these projects are executed, an eventual improvement in the ratio of
women members of parliament to male
members in the host country may become graphically visible.
Measurement : The real participation of women in project
structures. Statistics on women
participating in local political structures in the project area after 24 months
and compared with similar statistics for
the project area before the start of the project.
MORE ON SOME BASIC ISSUES
COVERED BY THE MODEL FOR INTEGRATED DEVELOPMENT PROJECTS.
Agriculture and food security in integrated development projects Credit crises. Solutions offered by integrated development
projects.
Ecology and conservation in integrated development
projects. Education in integrated development projects.
Fight against corruption in integrated development
projects. Financing integrated development projects using the CDM mechanism.
Gender and women's rights in
integrated development projects. Health aspects and integrated development projects.
Millennium Development Goals. How integrated development
projects solve them. Millennium goals. How integrated development
projects achieve them. Powerpoint presentation
: 36 slides.
Policy implications of integrated development projects. Poverty, its causes, what is needed to eliminate it. Powerpoint presentation : 24 slides.
Project architecture for integrated development. Powerpoint
presentation : 14 slides. Project
structures for integrated development. Powerpoint presentation : 43 slides.
Water and sanitation in
integrated development projects.
Forward: rainwater harvesting.
Back: elimination of smoke hazards.