Education and Training

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Nov 12, 2013 (3 years and 9 months ago)

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Education and Training


in IFAD supported projects for rural development

International Working Group on Education, Rome, 12
-
14 June 2006



Presentation by Maria Hartl

Technical Adviser
-

Gender

and Social Equity

IFAD

Education and Training in IFAD projects for rural development

The three dimensions of IFAD’s approach:



IFAD supports projects in the poorest, rural regions:



Fragile environments

Conflict and post
-
conflict
situation

Lack of infrastructure

Low education level

Lack of health services

Low productivity

Lack of access to markets




Poverty analysis

Targeting

Community development
and empowerment

Gender mainstreaming

Participatory approach and
sustainability



Education and Training in IFAD projects for rural development



Characteristics


Methods


Where do education and training feature?

In PRA, communities rank education and training high



Rarely a component in itself, linked to others


Infrastructure support (social services)

Literacy training

Training


extension services, skills training



Targets women and youth

Education and Training in IFAD projects for rural development



Five types:

1.

Support to formal education through infrastructure development


2.

Literacy and other forms of ABE


3.

Skills training

for young people


4.

Promoting pro
-
poor higher education (grants)


5.

Using ICTs


Education and Training in IFAD projects for rural development



1. Support to formal education through infrastructure:


Community schools


involvement of the community a
prerequisite


Use of Community Development Funds (CDFs):


Social Funds

Social Investment Funds

Local Initiatives Funds

Education and Training in IFAD projects for rural development



2.
Literacy and other forms of ABE:


Adult literacy training, principally
targeted at women


Women’s response to training
opportunities often exceeds
expectations


Functional literacy gives women both
useful learning and self
-
confidence


Education and Training in IFAD projects for rural development



Key principles of informal education and training
programs:

Productive orientation

Initiative
-
based

Comprehensive

Equity

Sustainability


Education and Training in IFAD projects for rural development



3.
Skills training

for young people:

Accompany interventions on agricultural technology, NRM and
food security


Outreach to marginalized groups


Direct and indirect support to infrastructure

Linking training programs with credit


Particular attention to rural, off
-
farm training


Education and Training in IFAD projects for rural development



4. Promoting Pro
-
poor higher education:

Facilitating pro
-
poor innovations


Enhancing collaborative research


Partnerships between universities
in North and South


Supporting farmers’ innovations
through suitable pedagogical
approaches in pilot TAGs



Education and Training in IFAD projects for rural development



5. Using ICTs
-

The First Mile Project in Tanzania:


Post
-
literacy activities

have to be of
relevance


Good communication

is vital
for market
information : M
obile phones, e
-
mail and
the Internet help

to build fairer and more
efficient market relationships


Effective communication

relies on creating
networks of people

Education and Training in IFAD projects for rural development



Lessons learnt:

Work with partners

(Ministry of Education,
donors, NGOs)


Most effective when activities are
targeted


Functional adult literacy and related
empowerment training enhance the impact
and sustainability of other project activities



Education and Training in IFAD projects for rural development



Challenges:


Literacy components must be truly “functional”, and the curriculum
must be adapted to specific needs and time constraints of women
and of men


Gender sensitivity:
Address and involve men, as their illiteracy can
restrict women’s chances:
when husbands themselves are illiterate,
they tend to discourage their wives


Lack of qualified teachers and trainers


Attention to post
-
literacy, including publications in the local
language
, use of ICT


Lack of expertise in education


Education and Training in IFAD projects for rural development



What more could be done for young people:

Policy dialogue


Prioritization of education to
curb migration


Mentoring programmes


Counseling of youth

Education and Training in IFAD projects for rural development



Thank you

Education and Training in IFAD projects for rural development