The document summarizes a presentation given by Yogesh Jadhav on the Barli Development Institute for Rural Women in India. The Institute has trained over 8,500 rural and tribal women in agroecological practices over 32 years, empowering them and improving their communities. Trainees learn organic farming, biodiversity management, and solar technologies. Impacts include increased literacy, confidence, and financial self-reliance through new skills and rural enterprises. The Institute's programs support several UN Sustainable Development Goals, such as poverty reduction, food security, health, gender equality, clean energy, sustainable agriculture, and ecosystems protection. The presentation calls for scaling up the Institute's model training programs.
Educaterer India is an unique combination of passion driven into a hobby which makes an awesome profession. We carve the lives of enthusiastic candidates to a perfect professional who can impress upon the mindsets of the industry, while following the established traditions, can dare to set new standards to follow. We don't want you to be the part of the crowd, rather we like to make you the reason of the crowd.
Today's Effort For A Better Tomorrow
Educaterer India is an unique combination of passion driven into a hobby which makes an awesome profession. We carve the lives of enthusiastic candidates to a perfect professional who can impress upon the mindsets of the industry, while following the established traditions, can dare to set new standards to follow. We don't want you to be the part of the crowd, rather we like to make you the reason of the crowd.
Today's Effort For A Better Tomorrow
Open Access and Natural Resource ConservationFRANK Water
An alternative look at open access of knowledge in agriculture and what it was traditionally like and what are things we could learn from our own traditional systems.
Lessons Learned: Sustainable Use of Natural Resources, Mr. Balaram Kandel.PROCASUR Corporation
Learning Route on women’s empowerment, business development and sustainable natural resource management.
Scaling-up programmes for the rural poor in Nepal. 6 to 13 December, 2014. IFAD & PROCASUR.
More contents at: http://asia.procasur.org/portfolio_item/nepal-learning-route/
Impact Assessment of Agroforestry Practices on Community Socio-Economic Livel...Agriculture Journal IJOEAR
Agroforestry is the source of energy for cooking, materials for construction, domestic utensils and other products and services including fruits, medicine, livestock, feeding and fencing. This study aimed to assess the impact of agroforestry practices on community"s socioeconomic livelihoods in Karongi district, western Rwanda. The authors interviewed 45 Agroforestry Practioners (AFP) and 45 Non-Agroforestry Practioners (NAFP) from 8 cells randomly selected between July and September 2019.The data were analyzed by using the Statistical Package for Social Sciences (SPSS), version 20. The result, as asserted by 100 % of AFP, the Grevillea robustae was the frequently planted specie on contours and terraces due to its contribution on improving soil fertility and protecting the soil against erosion. The inheritance of land is the main mode of getting lands as mentioned by 69% and 62% of AFP and NAFP, respectively. In addition, it was noted that the number of reared goat, cattle and poultry is higher for the AFP than that of NAFP. Furthermore, the AFP" mean yearly income and its uses (food security, agriculture and household building) is significantly higher (p<0.05) compared to that of NAFP. Thus, in Karongi District, the agroforestry significantly enhances its practioner"s livelihoods. This study can serve as guide to other similar areas in adopting the agroforestry.
This PowerPoint presentation assists the discussion from the second City Exchange Project session. This sessions focuses on Race, Food Justice, and Policy Implications/Implementation. CRFS Project participants from 6 US cities participated in this discussion.
Transforming Agricultural Education in Southeast Asia to Include SustainabilitySIANI
Teodoro Mendoza from the University of Philippines, Los Baños (UPLB) discusses the challenges in incorporating sustainability into agricultural education curriculums in southeast Asia in order to work specifically towards the SDGs.
HESA-SIANI August 2017 Philippines Workshop
Gender issue in rural lowland management and development in Southern SumatraCGIAR
This presentation was given by Bondan Winarno (Balitbank LHK), as part of the Annual Scientific Conference hosted by the University of Canberra and co-sponsored by the University of Canberra, the Australian Centre for International Agricultural Research (ACIAR) and CGIAR Collaborative Platform for Gender Research. The event took place on April 2-4, 2019 in Canberra, Australia.
Read more: https://www.canberra.edu.au/research/faculty-research-centres/aisc/seeds-of-change and https://gender.cgiar.org/annual-conference-2019/
The mid-day meal programme for school children is an initiative of the Government of India. This programme acted as an impetus to the progress of Sarva Shiksha Abhiyan (SSA) to promote primary education. The motto of The Akshaya Patra Foundation ‘unlimited food for education’ reiterates the interdependency of food and education towards the government school children.
The 1st session of the City Exchange Project focuses on municipal policy and how it affects food systems in different communities across the United States.
Social Capital and Poverty Reduction : Community-Based organic farmingSidi Rana Menggala
Economic development is proven if the community are willing to become a unit which increase their welfare. I want to show you a sample of that possibility by triger the concept of organic farming
Open Access and Natural Resource ConservationFRANK Water
An alternative look at open access of knowledge in agriculture and what it was traditionally like and what are things we could learn from our own traditional systems.
Lessons Learned: Sustainable Use of Natural Resources, Mr. Balaram Kandel.PROCASUR Corporation
Learning Route on women’s empowerment, business development and sustainable natural resource management.
Scaling-up programmes for the rural poor in Nepal. 6 to 13 December, 2014. IFAD & PROCASUR.
More contents at: http://asia.procasur.org/portfolio_item/nepal-learning-route/
Impact Assessment of Agroforestry Practices on Community Socio-Economic Livel...Agriculture Journal IJOEAR
Agroforestry is the source of energy for cooking, materials for construction, domestic utensils and other products and services including fruits, medicine, livestock, feeding and fencing. This study aimed to assess the impact of agroforestry practices on community"s socioeconomic livelihoods in Karongi district, western Rwanda. The authors interviewed 45 Agroforestry Practioners (AFP) and 45 Non-Agroforestry Practioners (NAFP) from 8 cells randomly selected between July and September 2019.The data were analyzed by using the Statistical Package for Social Sciences (SPSS), version 20. The result, as asserted by 100 % of AFP, the Grevillea robustae was the frequently planted specie on contours and terraces due to its contribution on improving soil fertility and protecting the soil against erosion. The inheritance of land is the main mode of getting lands as mentioned by 69% and 62% of AFP and NAFP, respectively. In addition, it was noted that the number of reared goat, cattle and poultry is higher for the AFP than that of NAFP. Furthermore, the AFP" mean yearly income and its uses (food security, agriculture and household building) is significantly higher (p<0.05) compared to that of NAFP. Thus, in Karongi District, the agroforestry significantly enhances its practioner"s livelihoods. This study can serve as guide to other similar areas in adopting the agroforestry.
This PowerPoint presentation assists the discussion from the second City Exchange Project session. This sessions focuses on Race, Food Justice, and Policy Implications/Implementation. CRFS Project participants from 6 US cities participated in this discussion.
Transforming Agricultural Education in Southeast Asia to Include SustainabilitySIANI
Teodoro Mendoza from the University of Philippines, Los Baños (UPLB) discusses the challenges in incorporating sustainability into agricultural education curriculums in southeast Asia in order to work specifically towards the SDGs.
HESA-SIANI August 2017 Philippines Workshop
Gender issue in rural lowland management and development in Southern SumatraCGIAR
This presentation was given by Bondan Winarno (Balitbank LHK), as part of the Annual Scientific Conference hosted by the University of Canberra and co-sponsored by the University of Canberra, the Australian Centre for International Agricultural Research (ACIAR) and CGIAR Collaborative Platform for Gender Research. The event took place on April 2-4, 2019 in Canberra, Australia.
Read more: https://www.canberra.edu.au/research/faculty-research-centres/aisc/seeds-of-change and https://gender.cgiar.org/annual-conference-2019/
The mid-day meal programme for school children is an initiative of the Government of India. This programme acted as an impetus to the progress of Sarva Shiksha Abhiyan (SSA) to promote primary education. The motto of The Akshaya Patra Foundation ‘unlimited food for education’ reiterates the interdependency of food and education towards the government school children.
The 1st session of the City Exchange Project focuses on municipal policy and how it affects food systems in different communities across the United States.
Social Capital and Poverty Reduction : Community-Based organic farmingSidi Rana Menggala
Economic development is proven if the community are willing to become a unit which increase their welfare. I want to show you a sample of that possibility by triger the concept of organic farming
Addressing Food Security In Tanzania - Joint Nutrition Initiative Workshop (Morogoro, Tanzania - March 2014).
A look at how GSC are addressing the issue of Food Insecurity in Tanzania, Africa. The aim of GSC's work is to increase agricultural productivity at a household level and also to improve education and nutrition. As a result, we hope to boost the income and health of rural families. Ultimately, our aim is to reduce the prevalence of hunger & poverty in Tanzania by improving food security.
Effectiveness of Nutrition Education Program, and Dietary Pattern Assessment ...ijtsrd
Background Being active and adhering to a right dietary regime perpetuates physiological, psychological and social health of the individual. To ameliorate nutritional well being at the time of Covid 19 especially among farmers still a challenge due to lack of awareness and nutrition education program. Farmers are prominent in our nation and source of dependent for safe food they are unperturbed about their dietary pattern which effectuates illness, infection and diseases among farmers. Hence it is necessary to study about their dietary pattern, and educate those regarding safe eating practices, and to sustain good hygiene practices during Covid 19. Objectives The present study was conducted to elicit information regarding the socio demographic profile, medical history and dietary pattern of the farmers. To conduct and to analyze the effect of nutrition education program using the pretest and post test questionnaire. Methodology This experimental research was conducted among one hundred and sixty farmers between 20 to 60 years of age residing in the villages of Ramanathapuram district Tharakudi and Kokkarasankottai respectively using an Interview schedule. This study was conducted in the period of October 2020 to April 2021 after first wave hits India. Flex, Posters and Pamphlets were prepared and used as a tool for conducting Nutrition Education Program. Culmination of Nutrition education program was live demonstration and distribution of Foxtail millet pongal and kabasura kudineer to the farmers as to ignite the importance of traditional millets consumption, locally available fruits and Zinc and Vitamin C rich foods in farmer’s diet to combat the transmission of virus. Pre test and Post test questionnaire were used to assess the practice of eating right and to appraise the impact of nutrition education program. Statistical analysis’t’ test was used to determine the significance of the nutrition education program. Results Majority thirty five percent of the farmers aged above 50 and ninety five percent of the farmers are re using the oil which may induce affliction among farmers. It has been found that forty nine percent of the farmers reported with knee and joint pain and twenty six percent of the farmers had hyper tension. Almost all the farmers are including cereals daily in their diet and Palm oil is the main source of oil which was used in their cooking widely beside sunflower oil. Live demonstration of Foxtail millet pongal and kabasura kudineer were administered. Group counseling and in matter of necessity, personal counseling was also given to the farmers. Result reveals that there is a significant difference p 0.05 before and after the nutrition education program. Conclusion Value of Traditional foods, consumption of fruits and vegetables has been re recognized during the times of Covid 19. Nevertheless they don’t give great significance to their dietary pattern, Nutrition Education Program was conducted to empower the farmers and to fil
Item 9: Soil mapping to support sustainable agricultureExternalEvents
SOIL ATLAS OF ASIA
2ND EDITORIAL BOARD MEETING
RURAL DEVELOPMENT ADMINISTRATION, NATIONAL INSTITUTE OF AGRICULTURAL SCIENCES,
JEONJU, REPUBLIC OF KOREA | 29 APRIL – 3 MAY 2019
Markus Anda (Indonesia)
Item 8: WRB, World Reference Base for Soil ResoucesExternalEvents
SOIL ATLAS OF ASIA
2ND EDITORIAL BOARD MEETING
RURAL DEVELOPMENT ADMINISTRATION, NATIONAL INSTITUTE OF AGRICULTURAL SCIENCES,
JEONJU, REPUBLIC OF KOREA | 29 APRIL – 3 MAY 2019
Satira Udomsri (Thailand)
SOIL ATLAS OF ASIA
2ND EDITORIAL BOARD MEETING
RURAL DEVELOPMENT ADMINISTRATION, NATIONAL INSTITUTE OF AGRICULTURAL SCIENCES,
JEONJU, REPUBLIC OF KOREA | 29 APRIL – 3 MAY 2019
Shree Prasad Vista (Nepal)
Item 6: International Center for Biosaline AgricultureExternalEvents
SOIL ATLAS OF ASIA
2ND EDITORIAL BOARD MEETING
RURAL DEVELOPMENT ADMINISTRATION, NATIONAL INSTITUTE OF AGRICULTURAL SCIENCES,
JEONJU, REPUBLIC OF KOREA | 29 APRIL – 3 MAY 2019
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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National Experiences - Agroecology and women’s empowerment: transforming the life of rural communities
1. Agroecology and women’s empowerment:
transforming the life of rural communities
4 April 2018
Presented by:
Yogesh Jadhav
Barli Development Institute for Rural Women, (Indore, INDIA)
ydjadhav@gmail.com , 00919827557489 , www.barli.org
2nd FAO International Symposium on Agroecology
3-5 April 2018
2. Discussion questions:
1. What were the key impacts of the initiative in contributing to the SDGs?
2. Why did the initiative work? What were the enabling factors? What were
the constraints?
3. What are the next steps for the initiative?
3. How can we catalyse the SDGs through synergising
agroecological principles with women’s empowerment ?
4. Contents:
• Rise above stereotypes by building bridges: Agroecological principles, SDGs and
women’s empowerment
• Need for integrating agroecological elements in India’s developmental paradigm
• Barli Development Institute for Rural Women (BDIRW): empowering rural and
tribal women since past 32 years
• About the Institute
• Training and empowerment programs
• Impacts
• Recognitions
• The 9 SDGs and the Institute’s training programs
• The need for scaling-up the Institute’s training programs
5. Rise above stereotypes by building bridges:
Agroecological principles, SDGs and women’s empowerment
Gender equality is neither just an emotional issue, nor just another
subject for feminist activism !…
Rather, it is:
• A global human resource management concern (affecting 50% of humanity)
• A necessary prerequisite for optimally achieving the SDGs
• A highly neglected/overlooked social justice paradigm which needs immediate
attention
• And a viable means for the development of collective wisdom and evolution of
humanity
Thus it encompasses almost all the Agroecological elements and the SDGs !(in
addition to human and social values)
6. Need for integrating agroecological elements in India’s
developmental paradigm
• Growing demand and preference for chemical-free, organic and ‘healthy’
products
• Deterioration and Depletion of natural resources due to over-use of pesticides
• Shrinking forests due to deforestation and rapid urbanisation
• Population explosion
• Rising social inequality due to urban materialism and migration
• Pollution and environmental concerns
• Health concerns of GMOs and inorganically grown foods
• Displacement and migration of rural communities due to vagaries of rainfall
patterns, droughts, and floods due to unpredictable climate change
7. Barli Development Institute for Rural Women
- empowering rural and tribal women since past 32 years
• Remaining patches of biodiversity rich lands –
the tribal areas in India (especially central
Indian tropical forests of Madhya Pradesh
state (MP)
Tribal and rural women:
• Primary users of forests (are also the
custodians and direct users of indigenous
knowledge)
• The impacts on agroecological elements due
to climate change and environmental
degradation are first sensed by the rural and
tribal women
• Hence the need to empower and train the
women in sustainable agroecological practices
The need for training rural and tribal women in managing agro-biodiversity and
ensure rural ecosystem sustainability:
8. Barli Development Institute for Rural Women (BDIRW)
• BDIRW has been involved with implementation of agroecological practices and impart its trainings to
tribal and rural women-farmers in India since past 32 years
• Institute conducts free residential training program of 6-months twice a year ; currently training its
114th batch (with 260 women-farmers trained per year)
• Has trained more than 8500 rural and tribal women who came from more than 850 villages in India;
• Provides an enabling environment for farmers (women farmers and their families) in achieving SDGs.
9. Agroecology elements and Institute’s training programs
Some of the agro-ecological practices learnt by the
women-trainees at the Institute are given below:
• Composting: use of leaf litter for making farm-yard
manure
• Biological control of weeds through crop rotation, inter-
cropping, and hand-weeding
• Bio-dynamic control of insects and pests through using
herbal and locally available plant materials (e.g. 5 leaf
extract)
• Managing soil fertility through reuse and recycling of
treated septic waste-water
• Shelter-belts and windbreaks for conserving soil
moisture
• Use of selective agri-horticulture techniques for on-
farm conservation of biodiversity
• Cultivation of medicinal plants and fruiting trees as
safety nets
10. Since 25 years, trainees have been planting trees in campus during Raksha bandhan
festival (sacred festival for siblings: brothers and sisters) ; wherein women plant
saplings in memory of their brothers and tie a sacred thread to it (Rakhi)
They pledge to take care of the saplings till it becomes a tree
Blending indigenous traditions with agroecology
11. Barli Development Institute for Rural Women (BDIRW) contd…
The 6-month training Curriculum includes (among other subjects):
• Hands-on training in organic farming, biodynamic-agriculture, indigenous
methods of weed and pest control utilising the agroecological elements
• Use of solar technologies for food processing (including cooking, food
drying, power generation, among others),
• Cultivation and use of medicinal plants for rural health
• Imparting literacy (Hindi) through innovative rapid learning, peer tutoring
and other participatory interventions
• Vocational training (stitching and tailoring) for sustainable livelihoods
• Community development through self-involvement in service activities
after going back home
13. Impacts of training programs on women-trainees
• Creative learning techniques and pedagogy results in rapid learning -100 % become literate
• Inter-personal skills training- boosts self-confidence, enhances informed decision-making as
regards managing their agricultural activities in their villages
• Health curriculum training helps in achieving holistic rural health (maternal and natal care)
• Hands-on training in agroecological practices results in better management of rural farmlands
• Solar food processing training – assists in conserving the rural environment and forests
• Vocational training (stitching and tailoring) – makes women self-reliant and self-confident
• Majority of pass-outs start their own small-scale rural enterprise and become financially self-
reliant
• Most of these women take up or restart their formal studies after going home
• All the trainees assist in improving the village communities and their rural landscapes through
knowledge sharing, imparting health knowledge to other women, educating the men-folk in
agro-ecological practices, organise village-level campaigns for tree plantation, and cleanliness
drives, among others.
14. Recognitions and awards
• UNEP’s Global 500 Roll of Honour (in 1992)
• Gold Award certification by GuideStar India for organisational best practices
(transparency and accountability) (2016)
15. Recognitions contd…
• OBE conferred by HM the Queen Elizabeth II in 2008
• Padma Shree by Government of India 2015
• Numerous state and regional awards for services to empowerment of
rural and tribal women conferred by civic bodies, and including Rotary
and Lions club
16. Women’s empowerment interventions at BDIRW and
achievement of the SDGs
• SDG Goal no 1 & 8: By learning vocational skills
the women are able to come out of the poverty
loop by shifting from their migratory and labour
intensive vocations (i.e. of farm labourers) to
obtain a gainful and stable employment in their
villages (viz: in Aanganwadis i.e. local creches, &
as Aasha karyakarta i.e. rural health workers &
teachers in primary schools). They get
empowered to start their own rural enterprise
and become self-employed (like stitching-
tailoring boutique, a grocery shop, telephone
booth). This contributes to the SDG Goal no: 1
(i.e. End poverty in all its forms everywhere); and
Goal no. 8 (i.e Promote sustained, inclusive and
sustainable economic growth, full and productive
employment and decent work for all)
17. Women’s empowerment interventions at BDIRW and
achievement of the SDGs
• SDG Goal no 2: Through use of advanced
food preservation and processing
techniques (including solar drying,
heating, among others) the Institute
trains the women in preservation of farm
products including seasonal vegetables,
fruits and other food items, thus
ensuring food security in rural areas, and
contributing towards achieving the SDG
Goal no: 2 (viz: End hunger, achieve food
security and improved nutrition, and
promote sustainable agriculture)
18. Women’s empowerment interventions at BDIRW and
achievement of the SDGs
• SDG Goal no 3 & 6: The training curriculum on Health (published by MacMillan India)
covers hands-on knowledge on ensuring balanced health-care of rural communities
(including children and women) by covering personal and social health issues (like
sanitation, immunization, vaccination, prevention and cure of both infectious and
contagious diseases, first-aid, women’s health, use of herbal cures, among others) thus
contributing towards achieving both the SDGs viz: Goal no: 3 (viz: Ensure healthy life and
promote wellbeing for all at all ages); and Goal no: 6 (viz. Ensure availability and
sustainable management of water and sanitation for all).
19. Women’s empowerment interventions at BDIRW and
achievement of the SDGs
• SDG Goal no 5: The rural women undergo
the Institute’s full-time residential training
courses (of six months’ duration, twice a
year) which builds their self-confidence. The
integrated training pedagogy involving peer-
to-peer tutoring, experiential learning
approaches and the hands-on training in
vocational skills empowers the rural and
tribal women to acknowledging their self-
worth, thus contributing towards
achievement of SDGs Goal no. 5 (viz:
Achieve Gender equality and Empower all
women and girls).
20. Women’s empowerment interventions at BDIRW and
achievement of the SDGs
• SDG Goal no 7: The Institute’s campus is
powered by solar electricity and the
trainees are trained in the use and
maintenance of these installations. They
also get hands-on knowledge and
training in use and maintenance of solar
concentrating technologies (viz: solar
cookers, heating devices and solar
dryers) and are encouraged to start using
these technologies when they go back to
their village homes; thus contributing
towards the SDG Goal no 7 (viz: Ensure
Access to Affordable, Reliable,
Sustainable and Modern Energy for All)
21. Since past 20 years the trainees’ kitchen
at Barli Development Institute has been
cooking all food for 130 persons using
large Scheffler solar cookers, 3 meals per
day for approximately 300 days per year.
SDG7 contd….
22. Village level impacts:
Use of solar cooking in income generation by rural women’s groups in their villages
23. Solar cookers in the villages:
>It is gender friendly : the men want to cook on it.
>Small children don’t get burns.
>Saves the toil as women no longer need to visit forests to gather firewood.
>Prevents crimes like rapes and molestation which take place while women visit
forests for collecting woodfuel
>Useful for cooking cattle food
24. Women’s empowerment interventions at BDIRW and
achievement of the SDGs
• SDG Goal no 12 and 15: The women are
also provided hands-on training in eco-
agriculture and use of sustainable
agriculture techniques using organic
methods and processes, thus contributing
to the two SDGs viz: Goal no. 12 (viz:
Ensure sustainable consumption and
production patterns); and Goal no. 15
(viz: Protect, restore and promote
sustainable use of terrestrial ecosystems,
sustainably manage forests, combat
desertification, and halt and reverse land
degradation and halt biodiversity loss).
25. Our partners and supporters
Since 1985, we have successfully partnered with renowned developmental
organisations, grant-making agencies and liaised with national and international
donors including Swedish-SIDA, NGO networks (viz: Forum-Syd), women's
organisations from institutions like Harvard University, USA (viz: Circle of Women),
and other 501(c)(3) charity foundations along with projects and activities funded
by embassies based in India, national NGOs, and governmental agencies (like
CAPART), among others.
26. Need for scaling up …
• Barli Development Institute for Rural Women is the only Institute in India which
has attained a niche in the rural women’s empowerment domain using holistic
approaches, and has substantial experience of 32 years in training and
development of rural and tribal women as agents of social and environmental
change
• Its robust training curricula and pedagogical methodologies have been organically
(indigenously) developed, evolved and tested since past 32 years
With financial support from donor agencies and technical assistance from
research institutions the Institute proposes to enhance its training facilities and
infrastructure in its 6-acre campus (for increasing the intake and improving
training facilities for rural women)
The Institute could become a nodal center of Excellence in Asia-Pacific for
training, incubation and dissemination of agro-ecological practices among rural
communities in India and the Asia-Pacific
27. Please Visit
http://www.barli.org
Though this web site still under development,
already there is access to more than 70 pages of
information including downloadable information
including online versions of the Institutes
newsletter Barli Ki Duniya
28. Thank You
Barli Development Institute for Rural Women
180 Bhamori, New Dewas Road, Indore MP India
Web Site http://www.barli.org
Email ydjadhav@gmail.com; barli01@gmail.com
Telephone 0091 731 2554066 , 9827557489