GrangeneuveAugust 14, 2006Melchior Lengsfeld

Learning and consulting for

sustainable action in the rural area:

needs, experiences and claims in the view of Helvetas

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Forja: Agricultural vocational education in the Dominican Republic

Bleak perspectives for the rural youth

Lack of agricultural vocational education

Unsustainable use of natural resources

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Forja: Agricultural vocational education in the Dominican Republic

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FORJA: Dual training approach

1. Basic training2 months of intensive training on basic know how in technical and administrative issues

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FORJA: Dual training approach

2. Apprenticeship on a farm6 months stay on a farm with an experienced and motivated master farmer. Complement of 15 days theoretical training.

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FORJA: Dual training approach

3. Realisation of a micro-projectTo foster entrepreneurial attitude, micro-projects are supported by a 6-month micro-credit. Complement of 12 days of theoretical training

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FORJA

Important partners

FORJA: Multi-stakeholder approachEarly implication of the private sector has been a driving force for the initiative. Government partners have been convinced by the demand of the private sector for diploma holders.

CIMPACentre for animal rearing

SEAMinistry of Agriculture

ADEMI Association for the promotion of small enterprises

Helvetas

ISAAgricultural school

INFOTEPVocational education institute

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Education projects by Helvetas

Action fields Countries

Adult education

Alphabetisation

Training in NRM, Infrastructure, etc.

Haiti, Mozambique

Philippines

Basic education

Teacher education and training

Didactics, Curricula, ICT, Administration

Mali, Mozambique, Tanzania

Afghanistan, Bhutan

Agriculture, livestock, forestry, crafts, small tradeTraining of extensionists

Dominican Republic

Afghanistan, Bhutan, Kirghistan, Laos, Nepal, Vietnam

Vocational education (dual training, skill development)

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Educational systems: Access and Content

• Local knowledge: restricted by rules of access and local horizons.

• Formal education systems should

• provide generalised access

• systematically define contents, including Participatory curriculum development, mixing mix modern and traditional knowledge

• focus on context-relevant knowledge and life skills

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Educational systems: teaching methods

• From knowledge to competencies and skills

• Promote problem solving skills

• Mix theoretic learning with practical experience (dual approach)

• Use learner-centred approaches

• Contribute to empowerment and self-esteem

• Favour modular organisation

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Extension systems

• Are a source of modern knowledge and competence

• Provide competence where and when it is needed, also for illiterate people

• Focus on adults in the production cycle: can promote life-long learning

• Typically have a technical bias; should focus increasingly on process competences

• Willingness-to-pay depends on relevance

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Market orientation

• Allows to diversify consumption

• Changes preferences for goods and services to be exchanged

• Contains high potential for self-employment

• Values marketing skills and entrepreneurial spirit

• Can foster demand for new training

• Usually increases willingness-to-pay for training

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Sustainable behaviour…

• … for the ecologic, social, economic, political sphere

• depends on the understanding of broader, complex relations in time

• Can be promoted, but enjoys low preference against today’s opportunities

• Depends on enforcement of rules and regulation

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Productive learning contexts

• Are difficult to plan, have to grow and evolve

• Are context specific

• Depend highly on dedicated teachers and animators

• Show good inherent dynamic to spread, where successful

• “How do we learn best?” deserves more attention

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Thank you

for your attention !