#### STICHTING BAKENS VERZET

#### 1018 AM AMSTERDAM, THE NETHERLANDS

Director,

T.E.(Terry) Manning,

Schoener 50,

1771 ED Wieringerwerf,

The Netherlands.

Tel: 0031-227-604128

Homepage: http://www.flowman.nl

E-mail: (nameatendofline)@xs4all.nl : bakensverzet

## MODEL FOR SUSTAINABLE SELF-FINANCING INTEGRATED RURAL AND POOR URBAN DEVELOPMENT FOR THE WORLD'S POOR

Incorporating innovative social, financial, economic, local administrative and productive structures, numerous renewable energy applications, with an important role for women in poverty alleviation in rural and poor urban environments.

"Money is not the key that opens the gates of the market but the bolt that bars them"

Gesell, Silvio The Natural Economic Order

Revised English edition, Peter Owen, London 1958, page 228

Edition 14 : 03 January, 2006

### 05.36.0 THE PROJECT AND EDUCATIONAL STRUCTURES

It is not the purpose of this project to substitute the state's obligations for the supply of proper scholastic structures in the project areas, except for safe drinking water, sanitation facilities, and, eventually PV lighting for evening classes.

Formal currency investments in school structures are not susceptible to the rapid interest-free re-cycling at the basis of self-financing development projects.

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

it may in some cases be possible to improve circumstances under the project 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

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) Services of teachers willing to work under the local money systems with salaries paid in the local LETS points
d) 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.

05.36.1 PRIMARY SCHOOLS AND THE PROJECT STRUCTURES.

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).

05.36.2 SECONDARY SCHOOLS AND THE PROJECT STRUCTURES.

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.

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 2-3 kilometres of students’ homes.

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 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 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.

05.36.4 TRADES AND CRAFTS SCHOOL.

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.

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Complete index of the Model.

Main menu for the Model.

List of drawings and graphs.
Typical list of maps.
List of key words.
List of abbreviations used.
Documents for funding applications.

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