NGO
Another Way (Stichting Bakens Verzet), 1018 AM
Edition
02: 24 May, 2010
01. E-course : Diploma in Integrated Development (Dip. Int. Dev)
SECTION A : DEVELOPMENT PROBLEMS.
Study value :
04 points out of 18.
Indicative
study time: 112 hours out of 504.
Study points
are awarded only after the consolidated exam for Section A : Development
Problems has been passed.
First block : Poverty and quality of life.
Study value :
02 points out of 18.
Indicative
study time: 57 hours out of 504.
Study points are
awarded only after the consolidated exam for Section A : Development
Problems has been passed.
First block : Poverty and quality of life. [57 hours]
First Block : Section 1.
Analysis of the causes of poverty. [26.50 hours]
First Block : Section 2. Services needed for a good quality of
life. [26.50 hours]
First Block : Exam. [ 4 hours each attempt]
First Block : Section 2. Services needed for a good quality of
life. [26.50 hours]
Part 2 : In depth
analysis of the services needed for a good quality of life. [14.00 hours]
01. In depth - the bases of a
good quality of life.
02. In depth - physical
safety.
04. In depth - drinking water.
05. In depth - well/borehole
area.
08. In depth - health and
sanitation.
09. In depth - complete system
for waste recycling.
10. In depth - dry composting toilet.
11. In depth - education for all.
13. In depth - social security system.
Report on Section 2 of
Block 1 : [06.00 Hours]
Part 2 : In depth
analysis of the services needed for a good quality of life. [14.00 hours]
11. In depth - education for all. (At least 60
minutes).
We now pass to the fifth service
considered necessary to a good quality of life.
Look at slide :
Think carefully about the points raised in
the slide.
Then read document 05.46 Public education structures of the
Model for integrated development projects.
The following notes are part of section 08.50 How the project achieves the Millennium Goals in the
project area of the Model for integrated
development projects.
For
more information refer to Section 2: Relate the Millennium Goals with the services
described in section 2 of the first
block which is part of the
second block the problems to
be solved of the course.
Citation
begins :
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 each project area will enjoy a full course of both primary and
secondary education. The project can use a 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.
The preparation
of a detailed regional or national plan
following the Model on which this project is based costs about Euro 0.025 (2.5
eurocents) per person.
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 each project area will enjoy a full course of both primary and secondary
education. The project can use a 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.
The preparation
of a detailed regional or national plan
following the Model on which this project is based costs about Euro 0.025 (2.5
eurocents) per person.
Measurement : Compare statistics for pupils reaching grade
Sub-target
08 : Literacy rate of 15-24 year olds (UNESCO)
In principle ALL
children in each 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 05.46
Education structures of the project
describes in detail how the project can improve primary and secondary education
for the benefit of all of the
children in the
project area.
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 each 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 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 propadeuse 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 each 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.
Citation ends.
1. Research.
On three pages, relate the points in the
slide and the content of the document public education structures to the
specific situation in your project area.
Cover :
The structures which are
necessary in your area at each of the levels foreseen.
The construction of
study rooms and schools.
At present, who pays
what and what are the consequences.
The presence of and
setting up evening courses, above all in relation to the time women have
available.
2. Research.
Discuss your work with women in your chosen area.
3. Research.
On one page, make a summary of the women’s comments
and opinions.
◄ First block :
Poverty and quality of life.
◄ Index : Diploma in Integrated Development (Dip. Int. Dev)
