ERPflagship.docx

ERPflagship.docx

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ERPflagship

EducationforRuralPeople

ERPFlagship,abroadpictureofpartners

Contents

IntroductionPag.2

1.ThepurposeofthisthisstudyPag.3

2.Thecharacteristicoftheanalysistool（thequestionnaire）Pag.4

3.Theanalysisofthedata-ThecharacteristicsofthepartnersPag.5

3.1Analysisoftheopenanswers（Otherusefulinformation-Pag.5

Describeherethetypeofexperiencesyouwishtosharewithothers）.

Themainfinding（Theopinionsandtherequestsofthepartners）

3.2Geographicaldistributionofthepartners（byheadquarter）.Pag.8

3.3Geographicaldistributionofthepartners（byareasofactivities）Pag.10

3.4DistributionofthepartnersbycontinentandbytypeoforganizationPag.10

3.5DistributionofthepartnersbykindoftechnologyusedforERPPag.11

3.6DistributionofthepartnersbytypeofERPactivitiescarriedoutPag.11

3.6SectionofthewebsitePag.15

3.7NumberofpeoplereachedbyERPactivitiesofthepartnersPag.16

Annexen.1ThequestionnairePag.18

Annexen.2Listofthepartners-（1March2005）Pag.21

Introduction.

FAOandUNESCOleadaflagshiptopromoteaworldwideinitiativecalledEducationforRuralPeople.Thisinitiative,launchedattheWorldSummitonSustainableDevelopment（WSSD）inJohannesburgon3September2002,seekstocontributetotheachievementoffoodsecurity,sustainabledevelopment,EducationForAll（EFA,Jomtien,1990andDakar,2000）aswellastheMillenniumDevelopmentGoals（NewYork,2000）.

TheWorldFoodSummit（FAO,Rome,1996）alsofocusedontheneedtoensureandenableanenvironmentconducivetopovertyandhungereradication,durablepeaceandfoodsecurityandengagedgovernmentsincollaborationwithcivilsocietytosupportinvestmentsinhumanresources,suchaseducation,literacy,andotherskillstraining,whichareessentialtosustainabledevelopment.TheSummitstressedtheneed"forpromotingaccessforall,especiallythepoorandmembersofvulnerableanddisadvantagedgroups,tobasiceducation".

FAObelievesthatthekeyforachievingthesegoalsisthepromotionofanappropriateeducationfortheworld’sbiggestneglectedmajority:

ruralpeople.

Infacttheworld’spoorestmajority,illiteratesandchildrennotattendingschoolliveintheseareas.

FAOhasacceptedtobetheEducationalforRuralPeople（ERP）leadagencysinceitisconvincedthateducationisakeytosustainabledevelopment,foodsecurityandpovertyreduction.

“Educationisapowerfulinstrumentofeconomic,socialandculturalchange”andruraldevelopmentcanallowtoachievebothpovertyreductionandEducationforAll.“Thiscanbeachievethroughnewmultisectoralandinterdisciplinaryalliancesandpartnershipsamongaidspecialistsworkingineducationandthoseworkinginagricultureandruraldevelopment”.

“Sustainedpovertyreductionalsorequirespro-poorinstitutionsandthebuildingofpartnershipbetweentheruralpoorandtheotherstakeholders”;thepoorcanhelpthemselvestoescapefrompoverty.

Thereforethisflagshipisastepinthisdirectionandithasthefollowinggoals:

ØToassureabetteraccesstobasiceducationtoruralpeople

ØToreducethedifferenceintheareaofeducationbetweenruralandurbanareas

ØToimprovethequalityofeducationinruralareas

Øtocontributetotheeradicationofhungerandpovertyandtoasustainabledevelopment

ØtoincreasecoordinateandcollaborativeeffortswithandforruralpopulationsandexchangeinformationonactivitiesandgoodpracticesintheareaofEducationforRuralPeopledevelopedbypartners.

Besides,inthiscontext,FAOcoordinatesandincreasestechnicalsupporttocountrieswillingtoaddressthebasiceducationforruralpeople.

“Theflagshipshouldbealightmechanismofadvocacyandcoordination,shakeitselffreefrombureaucraticconstraintsanddaretobehaveasapioneering,activist,lobbyingmechanism”.

1.Thepurposeofthisstudy

Withintwoyearsofthelaunchoftheflagship（fromseptember2002toFebruary2005）114organizations（seeannexn°2）,governmental,non-governmentalandinternational,hadpledgedthemselvestoworkwithFAOandUNESCOinpushingforwardtheprogrammesoftheflagship.

AstrongnetworkiscurrentlybeingbuiltamongthepartnersoftheflagshipthatareNGOs,Fondations,Universities,privateandpubliceducationtraininginstitutions.

ManyactivitieswereundertakenbyFAO:

ØAtinternationallevel:

Organizationsofworkshopsandseminarsonthistopic,

ØAtnationallevel:

StudiesandpilotprojectsinBosnia,Croatia,Egypt,KosovoandSerbia.

Communicationinstrumentswerecreatedforsupportingtheexchangeofinformationandgoodpractices:

ØTheinformalnewletter,

ØThewebsite

ØThequestionnairefilledbythepartners.

ThispublicationaimsatdrawingabroadpictureoftheERPflagshippartnersafteritsfirsttwoyearsofactivitiesthroughtheanalysisofthedataretrievedfromthequestionnaires.

ItalsoaimsathelpingthepartnersoftheflagshiptoknowbetterthemselvesanditcouldbeaninstrumentofcommunicationbetweenalltheERPpartners.

2.Thecharacteristicoftheanalysistool（thequestionnaire）

Thequestionnaire,thepurposeofwhichistoanalysethepartnerscharacteristicsismadeof7closedquestionsand2openquestions（“experiencesthatyouwouldliketoshare”and“Anyotherinformationonyouractivity”）.

Thelattertwoquestionsallowtherespondentstoexpresstheiropinionsevenifinalimitedway.

TheanswersobtainedemphasizedtheaspectsandproblemsofparticularimportanceforthepartnersaboutERP.

Thedatacollectedallowedforamorefocussedandpreciseanalysis.Thequestionnairehasbeensenttothepartnersbye-mailfollowingtheirsubscriptiontothepartnershipandtheirreplieswerenotsolicited.Thefilledquestionnaireswerealsoreturnedbythepartnersbye-mail.

Thenumberofquestionnaires（60）answeredrepresent43%ofthetotalsubscribers（142）

（NGOs,foundations,Universitiesandothers）.

（totalofpartners,NGOs,Fondations,Universities）

Continent

Numberofpartners

Perc.

Africa

31

21.83

Asia

28

19.72

Australia

2

1.41

CentralAmerica

5

3.52

Europe

57

40.14

NorthAmerica

7

4.93

SouthAmerica

12

8.45

Total

142

100.00

（sample,partnersthatfilledinthequestionnaire）

Continent

Numberofpartners

Perc.

Africa

14

23.33

Asia

15

25.00

CentralAmerica

2

3.33

Europe

25

41.67

NorthAmerica

1

1.67

SouthAmerica

3

5.00

Total

60

100.00

Thissampleissufficientlyrepresentativeofthewholeofthepartners.

Thematerialcollectedwasquitesufficienttomeettherequirementsoftheresearch:

i.e.todrawaclearpictureofthesituation;butprovedalsoveryusefulandrichtoallowforthedesignofa2ndquestionnairemoreextendedandmoretargeted.

Theintegraltextofthequestionnaireisattachedinannexn°1.

3.Theanalysisofthedata-Thecharacteristicsofthepartners

3.1.Analysisoftheopenanswers（Otherusefulinformation-

Describeherethetypeofexperiencesyouwishtosharewithothers）

Themainfinding.Theopinionandtherequestsofthepartners

Fromtheanalysisofthe60questionnairesfilledinbythepartnersitresultedalotofinterestingpointsandaverypositivepictureoftheinitiative,bothemphasizedbythenumberofthepartnerswhosubscribedtothepartnership（187）andbythecharacteristicanddiversityofthepartners.Asamatteroffactnearly40,64ofthepartnersarenationalNGOs.

Fromthetablewecanseethatnationalnon-governmentalorganizationsconstitutethemostimportantactorsoftheflagship.

NGOshavedemonstratedlargecapacityanddynamismtocarry-outimportantprogrammesintheeducationarea.

Partnersbytypeoforganization

TypeofOrganization

Numberofpartners

Perc.

InternationalOrganization

15

8.02

Governmentalentity

34

18.18

NationalNGO

76

40.64

InternationalNGO

7

3.74

Publiceducation/traininginstitution

12

6.42

Privateeducation/traininginstitution

21

11.23

Fondation

4

2.14

Other

18

9.63

Total

187

100.00

NGOshavetheirheadquarterinlow-incomecountries.

Partners byheadquarter

Continent

Numberofpartners

Perc.

Africa

35

18.72

Asia

37

19.79

Australia

2

1.07

CentralAmerica

15

8.02

Europe

68

36.36

NorthAmerica

9

4.81

SouthAmerica

21

11.23

Total

187

100.00

Thisshowsthattheinitiativehaselicitedtheinterestfromtheorganizationswhichworkinthecountrieswherethereisaneedfordevelopingandimprovingeducationforruralpeople.

ThesenationalNGOsareorganizationswhichbetterknowtheneedandtheproblemsofruralpeopleandarebettersuitedtoproposebottom-upactionaswellasinnovativeeducationalprogrammestailoredtotheneedsofruralcommunities,trulyparticipatoryandnorpreconceivedpackage.

Thisprogramsaremoresensitivetotheneedsofrurallearners,dedicatedtooutreachactivitiesandmorecommunityfocused.

“Thereisanawarenessoftheneedtoharmonizemodernknowledgeandlocalwisdom”.

Theactivitiesregisteredinthequestionnairedifferfromcommunitytocommunitydependingontheirsituationandspecificneedsbecauseruralareasarenothomogeneous.

Thepartnersinvolvethecommunityintheidentificationandmanagingofprogramsbasedonthesocialandculturalenvironment.

Theyunderlinetheneedforrespectfuldialoguewithparents,othersadultsincommunitiesandlocalauthorities.

Theeducationalprogramsproposedrespondtotheexpressedwishesofthecommunity.

Theschoolcurriculaaremeaningfulregardingthelifesituationofruralpeopleandincludeskillsrelatedtolocalcustomsandlivelihoodsandd