Grassroots Approaches to Combatting Poverty through Adult Education. Supplement to Adult ...

221 Pages·2007·3.28 MB·English

DOCUMENT RESUME
CE 097 592
ED 330 849
Duke, Chris; And Others
AUTHOR
Grassroots Approaches to Combatting Poverty through
TITLE
Adult Education. Supplement to Adult Education and
Development. No. 34.
German Adult Education Association, Bonn (West
INSTITUTION
Germany).
ISSN-0342-7633
REPORT NC
PUB DATE
90
221p.
NOTE
German Adult Education Association, Dept. of
AVAILABLE FROM
International Cooperation, Rheinallee 1, 5300 Bonn 2,
Federal Republic of Germany.
Collected Works - Serials (022) -- Reports -
PUB TYPE
Descriptive (141)
Adult Education and Development; n34 suppl 1990
JOURNAL CIT
MFO1/PC09 Plus Postage.
EDRS PRICE
*Adult Education; Community Development; Comparative
DESCRIPTORS
Education; Developing Nations; *Economic Development;
Employed Women; Females; Foreign Countries;
International Studies; National Programs; *Program
Effectiveness; *Program Implementation; Self
Employment; *Womens Education
Australia; India; Kenya; Swaziland
IDENTIFIERS
ABSTRACT
This supplement to "Adult Educatian and Development,"
a journal for adult education in Africa, Asia, and Latin America,
refers tc and is Intended as a companion volume to "Combatting
Poverty through Adult Education: National Development Strategies"
(Croom Helm 1985). In addition to an introductory chapter and a
conclusion, this book contains seven stories of the L:elationship
between adult education and development and findings on local and
grass-roots adult education. Chapter 1 discusses international
comparative study in adult education and global issues, briefly
reviews national development strategies and introduces the seven
accounts of adult education projects in Africa, Asia, and Aboriginal
Australia. Each case study begins with an introduction and summary.
"White Health for Black Australians--A Cautionary Tale" (Sandra
Stacy) describes a well-intentioned project that was culturally
ill-tuned to its clientele. "Women Working
Together--Learner-Determined Priorities in the Tototo-Kilemba
Programme" (Noreen Clark) reports an indirect, need-based program in
Kenya concerned with women and health. "Developing Women's
Income-Generating Skills in Swaziland" (Simanga Nxumalo) discusses a
project that emphasized the link with borrowing facilities to break
the hold of money-lenders. "Organising Women for
Action--Self-Employed Women's Association (SEWA)" (Anita Dighe)
reveals a delicate balance between cooperation and confrontation with
authority and other interests opposed to women's development in
India. "Learning and Action in Pajasthan--The Work of Seva Mandir"
(Om and Ginny Shrivastava) provides an optimistic view of the Indian
National Adult Education Programme. "From Health Care to Community
Development: Broadening the Base of Gonoshasthaya Kendra" (Rezaul
Hague) studies the growth of a new Indian nongovernmental
organiZation. "Organising Agricultural Labourers in Southern India:
Association for the Rural Poor" (Felix Sugirtharaj) is an account of
the rationale for and approach to "development from below." Chapter 9
is a review of the seven case studies. It highlights: (1) the
(2) main
researchers' perceptions of performance Measurement;
(4) recurring issues; and (5)
(3) common themes;
achievements;
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America. At the
is a half-yearly journal for adult education in Africa, Asia and Latin
Education Association
start, in 1973, the journal was intended by the German Adult
(DVV) to help keep in touch with past participants in OVV further training seminars
is a forum for
and to support the work of projects abroad. Today, the journal
in
dialogue and the exchange of information between adult educators and authors
the
Africa, Asia and Latin America, both among themselves and with colleagues in
It disseminates and discusses new experiences and
industrialised nations.
developments in the theory and practice of adult education. The main target group
levels in teaching,
consists of adult educators working at so-called middle
related fields such as health
organization or administration. Increasingly, staff in
organizations etc. have
education, agriculture, vocational training, cooperative
We also aim at adult
been included, as their tasks are clearly adult education tasks.
institutions both in
educators at higher levels, academics, library staff and research
Africa, Asia and Latin America and in the industrialised nations.
contribute to this
We herewith invite adult educators from all parts of the world to
All fields of adult
journal. Articles should bear a considerable reference to practice.
should be regard-
education and development can be treated. i.e. adult education
about 1500 words;
ed in its widest sense. We kindly ask you to send us articles of
footnotes should be used as sparingly as possible.
the
Authors are responsible for content. Signed articles do not always represent
reproduce
opinion of the German Adult Education Association. You are invited to
is sent to
and reprint the articles provided acknowledgement is given and a copy
us.
Education
"Adult Education and Development. is published by the German Adult
Horn).
Association, Department for International Cooperation (Responsible: Jakob
ADDRESS:
DEUTSCHER VOLKSHOCHSCHUL-VERBAND
FACHSTELLE FUR INTERNATIONALE ZUSAMMENARBEIT
RHEINALLEE 1
D-5300 BONN 2
FEDERAL REPUBLIC OF GERMANY
Editor: Heribert Hinzen
Secretariat: Manta Kowalski
Composition, Layout. Repro: OK Krerzkowski. Bonn
Printer: Druck Center Meckenheim
ISSN 0342-7633
Foreword
This is the first supplement to be published in conjunction with our journal ADULT
EDUCATION AND DEVELOPMENT. It has always been a special feature to go
beyond the regular publishing of a given set of themes and pages, adapting in-
stead to changes in the needs of our readers and responding to their challenges.
We started off by incorporating all three languages, English, French and Spanish
in one compendium. Since 1978 we have had three separate volumes. In 1982 we
published a special edition which was dedicated to the late director of the German
Adult Education Assocation, Helmuth Doiff, in recognition of his 25 years of
devoted service to both German and international adult education; 50 adult
educators from all over the world contributed. Issue No. 30 included, as an editorial
review, selected reprints of the first 15 years of ADULT EDUCATION AND
DEVELOPMENT In 1988, well in advance of preparation for International Literacy
Year, we published a special issue related to orality and literacy; more than 15,000
copies were distributed and requests are still coming in. The occasion of the Fourth
World Assembly on adult education inspired us to focus the latest issue on adult
education In Thailand.
Now we are publishing our first supplement. There are many good reasons for do-
ing so, but two at least should be mentioned here: There seems to be a decline in
the number of adult education monographs and books related to the development
of adult education in Africa, Asia and Latin America being published by interna-
tional publishers as well as by most of the countries in the region. On the other
hand there seems to be an increase in important materials and manuscripts which
are worth publishing but which do not seem to have a market from a commercial
perspective. Terms of trade, adjustment policies, availability of foreign exchange
etc. seem to have a direct Impact on those adult educators who are in great need of
relevant materials and who would be ready to pay for them, if their financial situa-
tion would allow them to do so. However, the trend is adverse If books cost a day's,
week's or even a month's salary for adult educators working in Africa, Asia and
Latin America.
This therefore is a start on a trial basis. We are publishing one of those interesting
manuscripts received In the past, which is too voluminous for our regular journal
and too important to not be widely circulated and read within the adult education
movement. We are greatful to Chris Duke and his fellow researchers for allowing us
to use this channel for communicating their findings on local and grass-roots adult
education.
We have chosen a modest way of production and taken great care with respect to
the distribution of the more than 10,000 copies. It is being sent out as a supplement
to all the regular recipients of the English version of ADULT EDUCATION AND
1
DEVELOPMENT No. 34. Th., French and Spanish editorials carry a note on the
availability of additional copies for those conversant language-wise.
At present we do not know how often we are going to publish supplements. It will
depend on the feed-back, the availability of relevant manuscripts and the
necessary funding. However, we shall try to continue this service to our readers
and the adult education community at large, and try to be flexible and supportive
even when times are not becoming easier.
Her lbert HInzen
5
2
CONTENTS
7
Preface
Chapter One
LOCAL ACTION
GLOBAL THINKING
9
Internationalism in Adult Education
11
Adult Education at the End of the Eighties
16
»National Development Strategies.: a Brief Review
19
Grassroots Approaches in the South
21
Notes and References
Chapter Two
CAUTIONARY TALE
WHITE HEALTH FOR BLACK AUSTRALIANS -- A
23
Introduction
24
Summary
Sandra Stacy
25
The General Context
26
The Institutional and Organisational Context
27
The Health Education Programme
33
Changing Objectives
34
'Dying to Relate
36
Issues and Tensions
38
Evaluation and Appraisal
41
References
Appendix
Institute for Aboriginal Development: Basic Assumptions...
41
September 1972
Chapter Three
LEARNER-DETERMINED PRIORITIES
WOMEN WORKING TOGETHER
IN THE TOTOTO.KILEMBA PROGRAMME
43
Introduction
3
Summary
44
Noreen M. Clark
Programme Content, Objectives and Learning Approach
45
Distinctive Features of the Approach
47
Evaluation and Appraisal
49
Issues and Analysis
54
Conclusions and Implications
Why Are There So Few Programmes Like Tototo-Kilemba?
59
Chapter Four
DEVELOPING WOMEN'S INCOME-GENERATING SKILLS IN SWAZILAND
introduction
62
Summary
63
Simenga Nxumalo
The General Context
65
Aims and Objectives
67
Programme Content and Other Features of the Project
70
Analysis of Achievements
75
Conclusions and implications
79
Sources
82
Chapter Five
ORGANISING WOMEN FOR ACTION
SELF-EMPLOYED WOMEN'S ASSOCIATION (SEWA)
Introduction
83
Summary
85
Anita DIghe
India's Self-Employed Women Workers
85
The Origins of SEWA
86
SEWA's Alms and Objectives
88
Major Areas of Activity
89
Some Distinctive Features of SEWA
100
4
102
Some Key Issues
105
Costs and Cost Effectiveness
105
Evaluation and Appraisal
110
Possibilities for Replication
111
References
Chapter Six
LEARNING AND ACTION IN RAJASTHAN
THE WORK OF SEVA MANDIR
113
Introduction
114
Summary
Om and Glnny Shrivastava
115
Seva Mandir: Philosophy and Evolution
120
Features of the Project
125
Cost Effectiveness
126
Issues for Consideration
129
Evaluation and Appraisal
131
Conclusions and Implications
133
References
Appendix 1
133
Basic Data
Seva Mandir
Appendix 2
135
Women's Development in Chhani Village, by Rajkumari
Chapter Seven
FROM HEALTH CARE TO COMMUNITY DEVELOPMENT:
BROADENING THE BASE OF GONOSHASTHAYA KENDRA
139
Introduction
140
Summary
Rezaul Hague
1.41
The Origins of Gonoshasthaya Kendra (GK)
143
Structure and Functioning
145
General Staffing Policy
145
'Raining Programmes and Other Activities
5
Some Distinctive Features of Gonoshasthaya Kendra
155
Issues and Implications
158
The Achievements of Gonshasthaya Kendra
162
General Conclusions
166
168
Notes
Chapter Eight
ORGANISING AGRICULTURAL LABOURERS IN SOUTHERN INDIA:
ASSOCIATION FOR THE RURAL POOR
Introduction
169
170
Summary
Felix N. Sugirtharaj
The Diversity of Micro-Projects
171
Problems of Organisation for Development from Below
172
Situation in tho Project Area
174
The Project of the Association for the Rural Poor
176
Faith and Ideology: Values and Objectives
177
180
Politicisation: Strategies and Objectives
186
Results
193
Conclusion
Appendix
194
Tamilnadu: Demands
Agricultural Labourers Union
Chapter Nine
GRASSROOT CHANGES AND SOME IMPLICATIONS
What Was Achieved?
196
203
By What Means?
208
Some Recurring Issues
212
What Are The implications
6
Preface
studies, drafted in dif-
The seven stories in this book are selected from about thirty
develop-
ferent parts of the world, of the relationship between adult education and
They were originally
ment. All had a particular focus on the reduction of poverty.
(ICAE). The World
commissioned by the International Council for Adult Education
different coun-
Bank (IBRD) provided modest financial assistance. Field workers in
prescribed by the
tries collected data In the early eighties according to a schedule
consulta-
coordinator, editor of this volume. This followed a process of inquiry and
internationally arranged
tion with the widening network of those involved in this
*commission of inquiry*.
1985 under the ti-
An earlier set of seven studies was published by Croom Helm In
National Development Strate-
tle Combatting Poverty Through Adult Education:
regional adult
gies. Those studies were all of relatively large-scale, national or
of
education programmes. Six of the seven were led or controlled by governments
right-wing
varying political persuasion, ranging from the uncompromisingly
The final study
authoritarian through social democratic to Marxist-revolutionary.
large-scale, and national in character,
was different. Although the project was also
movement: the Sarvodaya
was of a voluntary and non-governmental
it
Shramadana Movement in Sri Lanka.
the reduc-
Those Involved in the ICAE project on adult education, development and
of writing up. Each went
tion of poverty took the separate studies to different stages
schedule for collecting data
some way beyond basic data collection. The original
and drafting accounts was as follows:
the general context of the adult education project
the agency and the project aims and objectives
costs and cost effectiveness
distinctive features and methods
issues and analysis (with suggested topics to consider)
reduction
evaluation and appraisal (as adult education, and with respect to the
of poverty)
conclusions and implications, including possibilities for replication elsewhere.
of exchanges bet-
When these drafts had been prepared there followed a series
Further data were collected. Wherever
ween field authors and coordinator/editor.
and interpretation
possible, the context and meaning was further elaborated
World Bank, as a con-
clarified. In some instances comment and advice from the
drafts. The published
tracting party, was taken into consideration In revising early
the basic framework
volume of studies of large-scale adult education projects used
of each study. It is of the
of inquiry, while varying it to fit the unique circumstances
efforts presented In this se-
nature of the *micro-studies* of the local-level voluntary
often to be too limiting. It
cond volume that the initial common framework proved
7
0