NGO Another Way (Stichting
Bakens Verzet), 1018 AM
SELF-FINANCING, ECOLOGICAL,
SUSTAINABLE, LOCAL INTEGRATED DEVELOPMENT PROJECTS FOR THE WORLD’S POOR
FREE E-COURSE FOR DIPLOMA IN INTEGRATED DEVELOPMENT |
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Edition
16 :08 March, 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:
a) Building infrastructure
b) School furniture
c) Didactic material
d) 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
already foreseen in the project, 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 grade. 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 NGO’s
specialised in the field of educational training. 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 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 Propedeutic
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 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.
NEW HORIZONS FOR DEVELOPMENT: SOME SHORT
POWERPOINT PRESENTATIONS
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