Grangeneuve August 14, 2006 Melchior Lengsfeld

1. Learning and consulting for sustainable action in the rural area: needs, experiences and claims in the view of Helvetas Grangeneuve August 14, 2006 Melchior Lengsfeld

2. Forja: Agricultural vocational education in the Dominican Republic Bleak perspectives for the rural youth Lack of agricultural vocational education Unsustainable use of natural resources

3. Forja: Agricultural vocational education in the Dominican Republic

4. FORJA: Dual training approach

5. FORJA: Dual training approach

6. FORJA: Dual training approach

7. CIMPA Centre for animal rearing Helvetas ISA Agricultural school SEA Ministry of Agriculture FORJA: Multi-stakeholder approach Early 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. Important partners FORJA INFOTEP Vocational education institute ADEMIAssociation for the promotion of small enterprises

8. Teacher education and training Didactics, Curricula, ICT, Administration Mali, Mozambique, Tanzania Afghanistan, Bhutan Basic education Vocational education(dual training, skill development) Agriculture, livestock, forestry, crafts, small trade Training of extensionists Dominican Republic Afghanistan, Bhutan, Kirghistan, Laos, Nepal, Vietnam Haiti, Mozambique Philippines Adult education Alphabetisation Training in NRM, Infrastructure, etc. Education projects by Helvetas Action fields Countries

9. 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

10. 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

11. 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

12. Market orientation • Allows to diversifyconsumption • Changes preferences for goods and services to be exchanged • Contains high potential for self-employment • Values marketing skills and entrepreneurial spirit • Can foster demandfor new training • Usually increases willingness-to-pay for training

13. 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

14. 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

15. Thank you for your attention !