Themis/IDEAL:

IDEAL is a programme for social integration, based on the participatory pedagogical method Themis, which is characterised by its use of creative sense-activating didactic tools, a semi-structured curriculum, and a mother-tongue-based dual language approach. Two key principles of the programme are: learning about things that matter and learning by exposure to different perspectives. Topics include health, communication and parenting.

Further reading: General information, Themis website (NL) or IDEAL website (EN)


 

Prepare:

A participatory training module in order to train teachers and trainers of teachers (as well as social workers and therapists) to recognise and treat trauma: the Programme for Education on Peace and Reconciliation (PREPARE).

Further reading: Prepare


 

Satellite Schools:

Low cost / high effective primary schools in remote areas in Africa, including contextualised curriculum and child centred approaches.

Further reading: The_concept_of_Satellite_Schools


 

The Youth Development Chain:

A model for developing coherent youth policies.

An overall comprehensive view on youth development initiatives is important because it helps to require insight and understanding in the many connected aspects that are related to youth development, starting with the pregnancy of the mother, via early childhood care, primary education and secondary education, towards the world of work. For an efficient implementation of all youth related activities it is important to have a thorough understanding of all connected aspects.

Further reading: Youth Development Chain


The Education Value Chain:

When introducing educational projects or programmes of any kind, and for the purpose of ownership, sustainability, effectiveness and impact, it is necessary to cover the full Educational Value Chain (EVC) from beginning to end:

  1. Building sound knowledge and understanding about the psycho-social, cultural and economic conditions of the potential learners and schools, for identification of the major pedagogical and educational needs, and opportunities;
  2. Development of a results oriented logical framework for monitoring and evaluation, including indicators;
  3. Identification and linking of partner organisations;
  4. Development of an appropriate pedagogical approach, and of a well-adapted implementation strategy;
  5. Training of stakeholders (management, leadership, teachers, inspectors), creating ownership via awareness raising;
  6. Identification and linking with related government strategies and programmes;
  7. Careful piloting in schools, with appropriate professional and financial support, and a significant emphasis on raising awareness for attitudinal change;
  8. Monitoring and evaluation of the piloting process;
  9. Adaptations and mainstreaming, with appropriate professional and financial support.

A consequence of this value chain is the fact that the careful implementation of educational projects whereby attitudinal change is required, takes a considerable amount of time, in general three to five years at least. The incubation phase (1 to 6) takes minimal more than a year already, and then mainstreaming is still beyond the horizon. Therefore short term projects in education cannot create any sustainable impact.

The other way round, the more projects or programmes are implemented in accordance with this Education Value Chain, also implementing learner centred pedagogical approaches (see Empowerment and Quality in Learning Processes, below), the more likely it will be that they appear to be effective, with a view on sustainable impact.

The EVC could be used as well for developing and implementing a sound and comprehensive results oriented logical framework, whereby each element represents a benchmark.

Rogier van ’t Rood – 2015


Empowerment and Quality in Learning Processes:

Since the nineties’ Education for All (EFA) and Millennium Development Goal 2 (MDG 2) have put formal education on the agenda of governments, international organisations and donor agencies. Lots of efforts and means have been mobilised to ensure equal access for all to foremost primary education, but to secondary education as well. Large and impressive improvements on access have been achieved, including access for girls. But we also need to admit that the successful access-story has its serious drawbacks …

Further Reading: Empowerment and quality in learning processes