United NationsDepartamento de Asuntos Económicos y Sociales Desarrollo Sostenible

Approach and methodology of" women and life

The Arab Network for Literacy and Adult Education and its secretariat, The Future Eve Association (
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    Description
    Intro

    The importance of the methodology for empowering women in literacy and adult education is that it is based on monitoring the needs of the target population and has sought to empower women based on different life values and skills. Empowering women and girls to understand and address their different and varied life problems, leading to adopting more positive life trends that ensure in terms of bridging the sources of illiteracy and not turning back to them, as well as preparing them to participate effectively in serving their societies, the content of the "Women and Life" curriculum was prepared with the support of the German Cooperation Agency (GIZ). The curriculum won the International Gender Competition (GIZ) for the 13th position, which was submitted to it by 86 countries from all over the world for the year 2015/2016. The UNESCO Regional Office also sponsored the provision of technical support. Mali was trained in the curriculum and implementing it in literacy classes, in addition to converting the curriculum into an electronic curriculum for literacy in cooperation with Microsoft Egypt. About a thousand women benefited from the curriculum, whose illiteracy was eradicated, and they were economically empowered with vocational training in addition to building the capacity of 50 facilitators in local workplaces

    Description

    The curriculum and methodology objectives were prepared taking into account the global pillars of the fourth goal of education (within the 2030 Sustainable Development Goals): Knowledge and lifelong learning is a right for everyone, especially women- -Starting from the needs and experiences of women, taking into account the cultural specificities of societies (urban / random / rural / tribal ... etc.) -Active learning and knowledge production through participation and teamwork with female students. -Promoting the concept of sustainable development and the right of future generations to available natural resources, especially water. -Enhancing the systemic and developmental approach in creating partnerships in financing and managing small projects and providing a package of social, cultural and economic services to achieve comprehensive empowerment of women and the local community. -Supporting concepts of citizenship, rejection of violence, acceptance of difference, and public and political participation. -In addition to technology investment in achieving sustainable development

    Contribution to SDG Implementation

    the methodology responded to the SDG, and this was demonstrated as follows: 1- Focusing on the principles of sustainable development in the sense of how the teaching and learning processes contribute to the development of different aspects of studies socially, economically, environmentally, politically, etc., in a way that does not detract from the right of future generations to a better life. 2- Taking the principle and concept of empowerment as a fundamental pillar in this methodology, by directing women and girls to create a positive role for them in decision-making and policy processes and their implementation, and this can only be achieved by removing the obstacles in front of them as well as enhancing their capabilities and skills so that they can perform this role Based on their self-confidence, which was a natural result of strengthening and building capabilities and skills. 3- Relying on dialogue and participation as a basis for this methodology because of the importance of dialogue as a tool for change, by discussing important life issues for the students, and analyzing the reasons that led to what they live while helping them to reach the best solutions and results according to their capabilities and capabilities, taking into consideration the nature of societies In which they live and their attempt to make changes, either on their personal level as individuals, or on the societal level in which they live. 4- Benefiting from the experiences and experiences of life studies and their diverse environment; To develop patriotism, adhere to positive values, and work to spread them on a wider scale, guided by positive models that have already made positive leaps in their societies, by studying and benefiting from them. 5- The cultural content and the popular heritage represent an impact on our life and culture. Therefore, it was an essential and important entry point for presenting many of the methodology topics in a positive, artistic and supportive manner, while reflecting, analyzing and adhering to the positive ones, as well as trying to change what is negative with positive behavior and trends, with which we guarantee the empowerment of women in a way that contributes to the progress and growth of society. 6- Taking into consideration the close relationship in the methodology to the link between illiteracy and poverty, especially among women. Therefore, the methodology mainly adopts economic empowerment and small project management for the poorest and marginalized women while working on their integration in society and a positive impact on it.

    Implementation methodologies

    It is worth noting that the "Women and Life" curriculum is the first specialized curriculum concerned with women in all areas of their life, in addition to that it is mainly based on assessing the actual needs of the targets and with a balanced geographical representation of women in both rural and urban areas in the tribal and marine sectors. Work methodology and selection criteria: A - The program worked to ensure the quality of program inputs (facilitators - followers - work team), which was evident in the development of codified standards for each of the aforementioned elements in addition to selection through the personal interview mechanism with the adoption of specific forms for periodic follow-up. B - The program relied on a management structure that establishes the idea of partnership, in addition to each of the parties carrying out their tasks in a way that works to achieve the objectives of the project (this became clear later in the project exceeding its quantitative goals achieved by a large percentage). - C - The necessary scientific tools have been prepared to follow up and measure the impact of the elements of the system (teacher - attracting and regular students - level of learning - life skills - community participation - empowerment): 1- Pre / Post measurement form for training. 2- A periodic follow-up form for the implementation of the training content of the teacher's guide and the methodology guide according to what is planned and in a way that achieves the general objective of the methodology Objectives of the training process: Qualifying facilitators cognitively / skillfully / emotionally and providing them with the necessary content to achieve the philosophy and methodology of Women and Life through: Providing them with the capabilities of modifying behavior and attitudes for female students to be responsible female citizens. Providing them with the necessary life skills to increase the motivation and motivation of female students and develop their ability to make rational decisions and assume personal and community responsibility. - Qualifying the facilitators to take into account the individual differences between the students. Training on investing in oral language and the experiences of female students and using them in lessons and directing them to the path of the learning process more effectively. - Investing the stimuli of dialogue through pictures, drawings, activities and the interaction of the studies. The diversity and multiplicity of sources of knowledge related to their issues and target environments.

    Results

    Outputs of education and literacy activities: Opening of 50 literacy classes divided into two stages. 960 women passed the literacy test, with an achievement rate of 98% Outputs of digitization activities: Through the main partner of the program (UNESCO Regional Office in Cairo), a partnership was concluded with Microsoft Egypt under the auspices of the Ministries of Education and Communications to convert the Women and Life curriculum into an electronic application available through various technological media. The digitization experiment targeted twenty classes in Giza Governorate, where: • Qualifying 20 female facilitators and three observers on technological skills and the use of computers (windos - word - excel - office - powerpoint - social media app). • Providing 250 tablets and twenty laptops and training on them for both the female and male students and facilitators in the classroom and on the job through professional trainers in cooperation with (YAT). The application, by using technology, has contributed to increasing the attractiveness of female students and their participation in the classes, in addition to the positive results achieved related to the axes of learning and empowerment for women. Outputs of social and economic empowerment activities: Implementing 4 meetings to raise awareness and awareness in implementation governorates and local work communities. Implementation of art development meetings that included interactive theater performances. Holding 30 workshops for economic empowerment, craftsmanship for women, and training for small enterprises

    Factors and Constraints

    success factors : Empowerment activities contributed to the fact that the classroom environment liked the female students and helped to connect them to the class and their regularity in the educational process. - Empowerment activities focused on the psychological and spiritual side of female students, which is very clear in the travel activity, as they expressed their happiness and that this is the first time in their life that they engage in a recreational activity, according to one of them, "I am Omar, so I will be blessed." The activities also focused on topics that are not mostly stereotyped, as a workshop such as the manufacture of cosmetics met a great turnout, and with the discussion of women, they reported that the issue of beauty for women is a very important issue, but because of their poverty they do not have what they pay to buy cosmetics, but they learned in the workshop to manufacture these products from natural sources at the lowest cost It is possible with materials that are in their local environment. - The facilitators ’efforts have attracted supporters for the program, whether in awareness-raising activities or in economic empowerment activities. The facilitators in Badrashn found a donor to support the construction and equipment of a place as a permanent operator in the village and also volunteered to provide 6 sewing machines and start-up materials and in a generous gesture from the team they named the operator the name of Hawa Al-Mustaqbal. (Name of the association responsible for the technical secretariat of the Arab Network) The following factors contributed to the project's success: The technological attraction achieved by the experience of digitization and stimulating the students' passion for classes. The funding provided by UNESCO and contributed to the effective implementation of activities The multiple partnerships established by the network with different sectors in order to maximize the benefit and impact

    Sustainability and replicability

    The cadres of facilitators who have been empowered achieve sustainability, in addition to the fact that the women themselves freed from illiteracy have become community cadres that achieve development. * COVID-19 Impact and Support in building back better (Max 800 characters including spaces) Please, indicate if COVID-19 has impacted the implementation of this practice and any mitigation measures put in place. Please, also indicate how this practice can support in efforts to building back better from COVID-19 impacts

    COVID-19 Impact

    The Women and Life curriculum came as a proactive approach to the Covid 19 crisis, since it is prepared electronically to allow distance learning. Indeed, some facilitators who were trained in previous stages were able to open literacy classes using the distance learning mechanism and teaching the electronic curriculum

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    Timeline
    01 April 2016 (start date)
    15 February 2021 (date of completion)
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