The ICT-based Social Innovation Process 1. Local Ownership (OW) 2. Competency Development in ICT (CD) 3. Institutional Integration of ICT (II) 0. Base line Facilitation of participatory identification & formulation 4. Joint learning, monitoring & evaluation of outputs, outcomes, impact & processes Support in knowledge sharing, lobby & policy formulation Advice on change management & alignment Coaching & training in social, technical & financial knowledge, skills and attitudes Adjusted strategies local partners & C4C partners
in rural areas, girls, boys and adolescents have to walk long distances in order to go to school: very physical exercise and linked with a very low nutrition, they cannot concentrate in the classroom, participate adequately in the community life, etc.
more education on food and food security from basic education level onwards
productive and technical education
- developing competences and capacities that are relevant to the rural communities economically, socially, culturally and in terms of the language, in order to enable them to become the actors of their own community development and apply the innovations and technologies that are most suitable to their context
- Learning what is rooted in one’s own culture, language, values, vision of society, knowledge sharing mechanisms. And the bilingual education means more than just teaching in two languages (Quechua and Spanish)
- In rural areas, many schools only have one teacher and they are multi-grade schools at the same time. Teachers need to be better trained to teach effectively and efficiently in this type of rural school (bearing in mind the bilingual intercultural aspects).
- Distances walking to school for teachers, and travel to school from peri-urban areas for teachers, means less teaching/study hours for kids
enables pastoralist children get the same information and (computer) skills as their peers in Nairobi, allowing them to take the same exams. Developing context specific educational materials for the children will make their education also more relevant.
very strong interlinkages with other sectors
many taking in elements of civic education for the community (elections and new constitution in Kenya), economic development (market info for community members), health education in schools and literacy training for adults
if the community understands what it can be used for, they will be more likely to accept it generate their own uses