What is the initiative and where is it implemented (city or country, for example)?
Lifelong learning villages are an initiative implemented in Mali by a French non-government organization Jeunesse et Développement, enabling young adults to participate in global development projects, with support from the British Embassy, the Stromme Foundation, Mali Development Group, the Methodist Relief and Development Fund, and DVV International.
The establishment of vocational training and learning circles within the villages referred to as VITAL (‘Villages de l’Apprentissage Tout Au Long de la Vie’, French for ‘Villages of Learning Throughout Life’) aimed to increase the level of literacy and provide knowledge and skills that would benefit the local population (UIL, 2015).
How was the initiative established? How was it implemented?
Jeunesse et Développement conducted a preliminary study in 1999 focusing on literacy, health, the environment and the situation of women. Based on the study results, a Community Development Programme concentrated on literacy and health was launched in 2000. Eventually, Jeunesse et Développement acquired partners and launched the VITAL programme in 2010, concentrating on literacy, vocational training and civic education. Nineteen learning circles were established in the villages, each constituted of about 30 participants, with two to three meetings conducted every week (UIL, 2015). Participants use the Stepping Stones and Reflect method, which combines participatory research techniques and communication techniques, promotes gender perspective, and focuses on active participation and raising awareness of specific gender issues (UIL, 2013).
Which stakeholders are involved in the design and/or implementation of the initiative? Which sectors do they represent?
The development and implementation process of the initiative required numerous stakeholders from both public and private sectors, such as traditional leaders, locally elected leaders and local government officials. They mobilized resources and shared their expertise with the circle members, local facilitators who were representatives of the community and received special training to conduct participatory activities. Jeunesse et Développement provided technical advice and support. The Stromme Foundation, Mali Development Group, Methodist Relief and Development Fund and DVV International also contributed to the initiative. One of the prominent roles, however, was allocated to the learning circle members. Their interest was increased by providing an external incentive – a prize for the best learning circle out of nineteen participating in the programme established in rural areas of Mali (UIL, 2015).
What are the impacts of the initiative in terms of facilitating lifelong learning? Whom does it benefit and how?
Each learning circle was provided with educational modules and handouts on specific topics that contained theoretical knowledge and practical implementations of the attained information. Literacy practice modules included information on particular areas of interest for the local population, for instance, maize production. Not only did the module include historical background on maize production, but it also provided its legal context and described possible future developments in the field, discussing marketing strategies and techniques of market surveys. Field practices ensured the immediate implementation of acquired knowledge and increasing growth. The local population benefited from the initiative regardless of their participation in the learning circles due to their collective work in the fields. When the members of learning circles implemented new techniques like composting, other villagers took notice of it and later learned to implement it.
Advanced literacy level was achieved by 161 out of 314 circle members who took the assessment (120 women, 41 men). Improvements were shown in the financial area, with increased maize production and substantial sales of locally produced soap and hand-dyed clothing. Moreover, community management skills were developed, which allowed circle members to start participating in local decision-making processes. An increase in collaborative learning proved to have positive effects on the overall development of the community. The programme met the needs for improving literacy and developing skills necessary to generate income.
Having local actors directly involved in implementation of the programme ensures active community engagement and ownership, enabling local authorities to design and implement activities to meet the community's specific needs, leading to further development (UIL, 2015).
References
UIL, 2013. Community Development Programme, Mali. [Online] Available at: https://uil.unesco.org/case-study/effective-practices-database-litbase-0/community-development-programme-mali [Accessed 5 February 2021].
UIL, 2015. Communities in action: Lifelong learning for sustainable development. [Online] Available at: https://unesdoc.unesco.org/ark:/48223/pf0000234185 [Accessed 6 February 2021].