primary education – David South Consulting

By David South, Development Challenges, South-South Solutions

Education is recognized as critical for development and improving people’s lives. Universal primary education is a Millennium Development Goal and countries are now allocating more funds for primary education across the global South. However, the options available to youth after primary education are often very limited.

The World Bank estimates that only nine percent of youth in the developing world will be able to go to a university or benefit from higher education scholarships. For the vast majority of youth, getting a job is often the only viable option to securing a livelihood; but in most developing countries the number of formal sector jobs is low and the only option is self-employment. Acquiring relevant training and practical skills can be crucial to becoming successfully self-employed. But where will the training and skills come from and who will provide it and pay for it?

This dilemma is being addressed by the “self-sufficient schools” concept. The model combines entrepreneurship and vocational education through school-based businesses that blend training and revenue-generation. The principle is simple: entrepreneurship and entrepreneurial skills are taught by successful entrepreneurs.

The model is being pioneered in several countries and has been successfully applied by UK-based charity TeachAManToFish in Ghana and Paraguay, targeting rural youth from farming families through a network of 250 vocational experts and institutions in 45 countries. The approach promotes a model for making education both more relevant and financially sustainable in rural communities.

Self-sufficient schools share several characteristics: they produce and sell goods and services; they focus on developing an entrepreneurial culture; they make a direct connection between theory, practical work and financial reward; they encourage learning by doing; they strive to keep improving in order to remain economically competitive; students are encouraged to work cooperatively; and students receive support after graduating, often in the form of microfinance for their new businesses.

In the South American nation of Paraguay, the Fundacion Paraguaya – San Francisco Agricultural High School – run by an NGO committed to poverty reduction through supporting entrepreneurship – found that small-scale farmers not only knew how to produce food, they also knew how to make a prosperous living out of it when given the right tools. Taking over a school previously run by a religious order, the NGO had the opportunity to put the concept to the test.

The organization’s head, Martin Burt states, ”It is not a matter of knowing how to grow the crop, or raise the animal; it is a matter of how to make money and then how to be financially successful doing farming in poor countries.”

The Paraguayan school is half way through its five-year plan, and already is covering two thirds of its recurring costs from the production and sale of goods and services, including specialist cheeses.

Published: May 2007

Resources

A paper on the concept of self-sufficient schools: Click here
CIDA City Campus, Johannesburg, South Africa: CIDA is the country’s only “’free’, open-access, holistic, higher educational facility” and is “operated and managed by its students, from administration duties to facilities management. In addition every student is required to return to their rural schools and communities, during holidays, to teach what they have learnt.”
The First International Conference on Self-Sufficient Schools is being planned by TeachAManToFish. Expressions of interest are sought from all individuals and organizations interested in taking part in the conference. Email conference@teachamantofish.org.uk for more information.

Development Challenges, South-South Solutions was launched as an e-newsletter in 2006 by UNDP’s South-South Cooperation Unit (now the United Nations Office for South-South Cooperation) based in New York, USA. It led on profiling the rise of the global South as an economic powerhouse and was one of the first regular publications to champion the global South’s innovators, entrepreneurs, and pioneers. It tracked the key trends that are now so profoundly reshaping how development is seen and done. This includes the rapid take-up of mobile phones and information technology in the global South (as profiled in the first issue of magazine Southern Innovator), the move to becoming a majority urban world, a growing global innovator culture, and the plethora of solutions being developed in the global South to tackle its problems and improve living conditions and boost human development. The success of the e-newsletter led to the launch of the magazine Southern Innovator.

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ORCID iD: https://orcid.org/0000-0001-5311-1052.

© David South Consulting 2022

Landmark Study Finds Simple Toys Key to Boosting Educational Development and Meeting MDGs

By David South, Development Challenges, South-South Solutions

SOUTH-SOUTH CASE STUDY

African youth need to play more according to a new landmark study published in the UK’s leading medical journal, The Lancet. The study tackles the high rates of illiteracy and educational under-achievement in Africa and finds that malnourishment and lack of stimulation are leaving millions unable to benefit from schooling. It found projects that encouraged learning through play led to children boosting their IQs and getting better reading skills. And it comes up with a very simple and low-cost solution – but excellent opportunity for entrepreneurs – toys and play.

“These are not high tech interventions,” said team leader for the study, Professor Sally McGregor of the Institute of Child Health of University College London. “Research over decades in Jamaica (and other countries) has shown that women with only primary school-level education and a few home made toys can be trained to make a significant difference in the education, intelligence and mental health of disadvantaged children. The Millennium Goal of universal primary education for all cannot be met unless these children’s poor development is tackled.”

The paper – Strategies to Avoid the Loss of Developmental Potential among Over 200 Million Children in the Developing World – is published in three parts in the journal.

Twenty projects around the world were evaluated for the benefits they produce for children under five who use toys. McGregor, who has set up several projects in Kenya, Tanzania and Uganda designing and constructing toys using whatever materials are available, was appalled by the widespread neglect of play throughout these countries. With play, the study found children read better, have better mental health and better self-esteem. In Africa it is ‘desperate, really desperate’ she says.

African primary school enrolments and literacy rates are among the lowest in the world, with over 42 million school children in sub-Saharan Africa not enrolled in school, and many children not able to afford to go or stay in primary school. Today a little more than half of African adults are literate and some 60 per cent of children go to school, according to UNESCO. The agency has forecasted the need for an additional 1.6 million teachers in Sub-Saharan African classrooms by 2015 – an increase of 68 percent.

The materials used to construct the toys do not need to be expensive or sophisticated. Toys can be constructed from banana trees, mud, corn on the cob, old plastic bottles, or cloth and straw dolls. It is key that the toys are safe for children under five and that anyone building such toys for sale must follow existing manuals.

McGregor continues: ‘One mother in a village was doing marvellous things with tiny scraps of material to make a doll. She received no recognition in the village for the work she was doing yet it was so important. It doesn’t take much – dolls or simple wooden blocks – they are so versatile. You see schools with nothing – it is unforgivable. The problem is how poor these people are – food just takes priority over toys – it is that stark.”

Locally produced toys are key to resolving this crisis for several reasons. Cost is the most important, with those most adversely affected also the least able to pay for toys and who are already living a precarious existence where basic survival takes precedence over play. Another factor is Africa being home to the countries who import the least number of toys: Somalia, Liberia, Togo, Rwanda and Chad. But the situation for African toymakers is often desperate as well, with many craft workers living at the economic margins. Several initiatives have emerged in the last couple of years to address this problem and ensure African toys are local and toymakers earn a living.

Initiatives like the African Toyshop based in Johannesburg, South Africa – a fair trade business – work to ensure African toymakers can make a living and get their wares to as wide a market as possible. The toymakers featured all use natural resources or recycled materials. Most work at the village level and produce toys that are culturally relevant to Africa. The organization COFTA – Cooperation For Fair Trade in Africa – is a network of Fair Trade producer Organizations in Africa involved and working with disadvantaged grassroots producers to eliminate poverty through fair trade. It is an excellent resource for grassroots organizations wanting to work with African toymakers.

Published: January 2007

Resources

The UK charity TALC – Teaching-aids At Low Cost – is planning to make available toy making manuals on a CD. Tel: (0) 1727 853869

This website also has excellent resources for budding toy and play area makers in Africa.

Online exhibition of African toys: Click here

Book: Africa on the Move: Toys from West Africa Stefan Eisenhofer, Karin Guggeis, Jacques Froidevaux Stuttgart, Germany: Arnoldsche, 2004. 216 pp., 195 color, 28 b/w illustrations. $75.00, cloth.