♣ Relevancia

"♣": Estrategias específicas empleadas por los estudios de caso para incrementar su nivel de auto-sustentabilidad.Pueden estar en inglés o español. Por favor usa el traductor del menú lateral 

"♣": Specific strategies used by the case studies to increase their degree of self-sustainability.They might be in English or in Spanish. Please use the side menu translator
  • have pluralistic relevance (are relevant to the needs, views, interests, conditions, working approaches of the different actors affected by them, both in the present and in the future generations)

 

  • Emphasizing the participation and leadership of the initiatives of otherwise discriminated members of the communities, giving, again, reasons for people to transcend discriminatory barriers

 

  • it seems that when people appropriate programs and initiatives targeted at their own needs, it is more likely that problems are addressed with bottom-up solutions that, being more apposite (relevant) to the particular needs and interests of their local context, create the conditions for further ownership to be developed.

 

  • They have done it by developing structures that give different sectors of their targeted communities the means and opportunity to create awareness of their specific needs and perceptions, and that help covering roles and functions (supervisory, managerial, communicational, etc.) that, as mentioned before, would otherwise require the acquisition of funds to cover them (such as children’s parliaments/governments, village development committees, parents’ organizations, rotatory management commissions that ensure the equitable representation and responsibility of all of the members, etc.)

 

  • An additional but crucial resource for increasing local ownership seems to be the delivery of pertinent and relevant education to the beneficiaries. As a fertile capability that enhances other capabilities, education can change the informational basis that affects development praxis and enhance local capacity if it is delivered through schemes that, like the Intercultural Education Model[9], concurrently responds to the interests and needs of the different present and future social systems involved — of the individual, of his community, of his country, of the planet, of its environment, etc.— and recognizes their diverse contributions to knowledge. These models render immediate effects in the community’s life and, as a result, in its involvement in the learning process.  By having education as an important component of broader development models, initiatives can further promote developmental sustainability in the sense of: enhancing educational participation across generations (we know that educated mothers tend to seek ways of educating their children) and, building local capacity to support other development programs.

 

  • the program has decentralized the decision-making process (it has created Village Education Committees and a Children’s Parliament!), giving schools the ability to keep relevant and effective for the communities — by taking advantage of their inputs

This success has been attributed to the program’s ability to adapt to the particular socio-economic and cultural contexts of the children and their families, which it does by following four main strategies. First, the class schedule will accommodate and change according to the children’s needs — schools operate at night and attendance is flexible. Second, the program integrates the schools within a network of other development programs operated by the organization, that address the diverse necessities of the children and their families, enhancing their capacity to attend school — health services, drinking water, etc. Third, the program has decentralized the decision-making process (it has created Village Education Committees and a Children’s Parliament!), giving schools the ability to keep relevant and effective for the communities — by taking advantage of their inputs. Fourth, the night schools adopt an intercultural education modality that values not only the mainstream curricula but also local knowledge, resources and skills. These has also helped to make education relevant for children and their families, rather than a curriculum that, by focusing only in the former, would encourage migration to the cities (and, possibly, a life in an urban slum).

 

  • This Act is a revolutionary normativity that aims to ensure the quality of education for all children by regulating the standards of both private and public education services . Unfortunately, the RTE has the serious flaw of lacking sensitivity to the particular conditions that govern the diverse cultural, political, and socio-economic contexts of the country’s different schools and therefore, their capacity to comply with its quality standards…

 

  • The[This/the initiative]e’s Solar Night Schools Program – A Relevant Contributor to the Right to Education Act’s Goals

Offering an intercultural education modality

 

  • In contrast to the frequently punitive measures employed by local authorities to ensure school attendance (for example, making an educational qualification a prerequisite for a driving license), the[This/the initiative], mindful of the causes that prevent families from accessing education, looks for the children in most need and adapts its program to their local socio-economic and cultural context. This is not only a key aspect of the program’s success in attracting these children into school, but a primary source of its self-sustainability and of the quality and relevance of the education they provide.

 

  • Que se cubran necesidades reales. Preguntar constantemente a miembros cuáles son.