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United Nations Department of Economic and Social Affairs Sustainable Development

Approach and methodology of" women and life

The Arab Network for Literacy and Adult Education and its secretariat, The Future Eve Association (
Civil society organization
)
#SDGAction33788
    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

    Implementation of the Project/Activity

    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/Impacts

    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

    Enabling 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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    This initiative does not yet fulfil the SMART criteria.
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    Timeline
    01 April 2016 (start date)
    15 February 2021 (date of completion)
    Entity
    Arab Network for Literacy and Adult Education and its secretariat, The Future Eve Association
    Ongoing
    No
    SDGs
    1 4 5
    Other beneficiaries

    Beneficiaries Illiterate students in adult education classes and their families. Facilitators who teach classes Partners: UNESCO Regional Office in Cairo General Authority for Literacy and Adult Education The National Council for Women

    More information
    Countries
    Egypt
    Egypt
    Contact Information

    EKBAL, General Secretary