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

2. www.helvetas.c h 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. www.helvetas.c h Forja: Agricultural vocational education in the Dominican Republic

4. www.helvetas.c h FORJA: Dual training approach 1. Basic training 2 months of intensive training on basic know how in technical and administrative issues

5. www.helvetas.c h FORJA: Dual training approach 2. Apprenticeship on a farm 6 months stay on a farm with an experienced and motivated master farmer. Complement of 15 days theoretical training.

6. www.helvetas.c h FORJA: Dual training approach 3. Realisation of a micro-project To foster entrepreneurial attitude, micro- projects are supported by a 6- month micro-credit. Complement of 12 days of theoretical training

7. www.helvetas.c h FORJA Important partners 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. CIMPA Centre for animal rearing SEA Ministry of Agriculture ADEMI Association for the promotion of small enterprises Helvetas ISA Agricultural school INFOTEP Vocational education institute

8. www.helvetas.c h 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 trade Training of extensionists Dominican Republic Afghanistan, Bhutan, Kirghistan, Laos, Nepal, Vietnam Vocational education ( dual training, skill development )

9. www.helvetas.c h 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. www.helvetas.c h 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. www.helvetas.c h 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. www.helvetas.c h 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

13. www.helvetas.c h 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. www.helvetas.c h 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. www.helvetas.c h Thank you for your attention !