This document discusses lessons learned from promoting social inclusion through functional adult literacy (FAL) groups in Ethiopia. While the groups aimed to be inclusive, in practice the poorest members of communities faced barriers to participation. Key lessons included conducting thorough context analyses to understand obstacles faced by the poor; addressing mindsets towards the poor through various means; ensuring donor commitment to long-term inclusion goals; identifying and removing social, economic, and psychological barriers; designing creative, inclusive programs; and monitoring inclusion through indicators and stories.

1. CONNECTING
PEOPLE WORLDWIDE

2. 20 countries / 39 partners)
Benin, Burkina Faso, Chad, Ethiopia, Sierra Leone, Somalia, South Africa, Uganda,
Zambia, Bangladesh, India, Pakistan, the Philippines, Thailand, Sri lanka,
Colombia, Guatemala, Haiti, Honduras, Nicaragua, the Netherlands

3. MKC-RDA
 Church-based organization, partner organisation Woord en Daad
 Works in Jeldu (rural area, located at 3 hours driving West of Addis Ababa)
 FAL/SHG approach: Vocational education is given to around 200 trainees who
participate in adult functional literacy training
Combined with group savings

4. FAL groups in Ethiopië
Context in rural setting
 Through FAL (functional Adult Literacy) groups many saving groups formed
 Groups members choose a topic for learning and saving
 Skill training is provided
 It is a must that all groups members participate / contribute to saving
 Group members are excepted by selection criteria and procedures

5. Social exclusion
Despite the fact that:
 All persons were welcome and have access to the groups ( clear selection criteria)
 All people participated in the group (even the poorest)
 Positive changes/transformation was seen in individuals / families and community
The REALITY was:
During the ( two months) in-dept study by an external the reality came out. The
feelings of the poor(est) were expressed what was different from what we thought.
EYE OPENER !
http://www.padev.nl/video.htm

6. Dilemma’s
More man as woman join the group
Hardly no disability people are seen
Social inclusive is preached but not practised (poorest did not join)
Selection criteria clearly defined, poor(est) are welcome but in reality not.
The poorest feel not free to join (shame, lack of confident, low esteem)

7. Who are the poorest?
 Very poor include often: widows, single-mothers, elderly people
 In the case of Jeldu: also young people who do not have access to land
Characteristics: work for food at the rich, dirty and difficult work, children
don’t go to school, do not have any land or cattle

8. Factors for exclusiviness
 Disability
 Age
 No assests (like land, house, capital)
 Sickness
 Death of family members

9. Lessons learned (1)
Context analyses
 Inclusion starts with a précised context analyses (like power structures,
characteristics of the poor(est), obstacles for the poor, mindset of poor and mindset
of community to the poor).
This will provide right information/data for the type of intervention/programs
needed not to exclude

10. Lessons learned (2)
Mind set stakeholders
Inclusion takes extra effort / time and sometimes change in mindset of the poor and
towards the poor.
This needs and can be addressed in different ways ( though government policies,
religion, families and community structures, media, etc..). be creative and innovative.
Give the poor an active voice in this

11. Lessons learned (3)
Information/commitment donor
Right from the program design/planning take social inclusion as a serious point.
Inclusive takes extra time/effort while donors want quick results and impact
It is time and needed to put inclusion on the agenda of the donors to address a
long term solution

12. Lessons learned (4)
Know / remove obstacles
It is obvious to assume that the poorest are included for the start by having good
selection criteria and to keep them by good procedures. There is more like: social
pressure, groups attitude to the poorest, unwritten laws / prejudices in communities,
self esteem poor. Etc.
Give the poor an active voice in this!

13. Lessons learned (5)
Program design
Inclusion needs te right mindset / approach / skills of the particular organisation
and staff. Awareness and training is needed
Inclusive assumes creativity in program design and implementation as we have to
make adjustments like literacy training, assertively training, self-esteem etc.

14. Lessons learned (6)
PMEL
Right from the program design / planning take social inclusion as a serious point.
Include creative and adequate M&E mechanism ( indicators or other monitoring
tools like life stories) in the planning / monitoring and for the evaluation