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Partner Proposal: multiple NGO/school holistic intervention.

Partner Proposal: multiple NGO/school holistic intervention.

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Published by Feeding_the_Self
A community development appraoch that integrates a range of partners, each with their own area of expertise, into a project designed to help bneficiaries reach support across their entire lives and needs base.


Overview

Aim The intention of this project is to introduce beneficiaries to an integrated range of support and remedial education covering curricular learning, healthcare, conservation, and life skills. The specific curricular skills developed would be science, maths, languages, and vocation-specific support.

Primary goals The modular design is intended to develop synergies with a series of specialist partners, in order to achieve and measure clear, well-adapted outcomes. Activities are designed to an ideal 5-year timeframe, with a one-year core plan and quarterly ongoing support thereafter.
The FTS project, covering in-curriculum topics, food security and community development, can also be run without partners. This would reduce overall project costs at the cost of the extended intervention frame.

Why these partners? Specific partners are variable given the particular location. Each partner has been selected for their expertise in a particular area, and it is these areas of expertise that must be filled in order for the project to be properly holistic in its support range.

How is it different for the funder?
As well as providing funding, the funder would provide C&C (command and control) locations. These would be places in which stakeholders could gather their data, photos, reports, posters and so on. They would also provide a clear independent reporting stream for the funder. The main benefit would be in locating the funder’s C&C locations within the social and community networks in a much more developed way than simple funding provision.


Problem statement The project is designed to address problems at several levels.
Education People are alienated from their education, with no epistemological access to it, and no interest in either the content of their education or the methods required for learning. This is compounded by unsuitable learning environments in a variety of ways, such as overly large classes, undertrained teachers, and so on. Finally, skill transfer levels across domains are extremely low.
Community: There is low use of available resources, such as community knowledge or practices, and there is not enough food or work.
NGOs NGOs work best when their focus is narrow. However, this causes many to operate in silos. As a result, they suffer from the same skills transfer problems that we see in education.
Hierarchies Too often, interventions are derailed by an existing authority, generally a hierarchy. The project is designed to place most weight and responsibility at the lowest possible point, thus reducing the potential impact of political structures.
Skills development Skills are not developed in a natural or autonomous manner; raer, they are learned in a narrow range. Interventions need to provide both the development and the encouragement and framework for ongoing development of skills after the intervention itself has finished.

Proposed solution The 12-session programme suggested here works by integrating education into participants lives in a much more basic manner than other courses. The idea is to teach and develop food security, community development, and educational content at once, by encouraging limited autonomy, resource maximisation, interest, and social behaviours around gained knowledge and abilities.
In short, people interact with the ready-to-hand rather than the present-at-hand, and this project makes a range of development and support options ready-to-hand.

Format The project will consist of 12 sessions integrated across activity types. These will comprise a standalone set of activities that can be done during school or work hours.

Each session will consist of In curriculum/in service training through the garden. This will b complemented by acti
A community development appraoch that integrates a range of partners, each with their own area of expertise, into a project designed to help bneficiaries reach support across their entire lives and needs base.


Overview

Aim The intention of this project is to introduce beneficiaries to an integrated range of support and remedial education covering curricular learning, healthcare, conservation, and life skills. The specific curricular skills developed would be science, maths, languages, and vocation-specific support.

Primary goals The modular design is intended to develop synergies with a series of specialist partners, in order to achieve and measure clear, well-adapted outcomes. Activities are designed to an ideal 5-year timeframe, with a one-year core plan and quarterly ongoing support thereafter.
The FTS project, covering in-curriculum topics, food security and community development, can also be run without partners. This would reduce overall project costs at the cost of the extended intervention frame.

Why these partners? Specific partners are variable given the particular location. Each partner has been selected for their expertise in a particular area, and it is these areas of expertise that must be filled in order for the project to be properly holistic in its support range.

How is it different for the funder?
As well as providing funding, the funder would provide C&C (command and control) locations. These would be places in which stakeholders could gather their data, photos, reports, posters and so on. They would also provide a clear independent reporting stream for the funder. The main benefit would be in locating the funder’s C&C locations within the social and community networks in a much more developed way than simple funding provision.


Problem statement The project is designed to address problems at several levels.
Education People are alienated from their education, with no epistemological access to it, and no interest in either the content of their education or the methods required for learning. This is compounded by unsuitable learning environments in a variety of ways, such as overly large classes, undertrained teachers, and so on. Finally, skill transfer levels across domains are extremely low.
Community: There is low use of available resources, such as community knowledge or practices, and there is not enough food or work.
NGOs NGOs work best when their focus is narrow. However, this causes many to operate in silos. As a result, they suffer from the same skills transfer problems that we see in education.
Hierarchies Too often, interventions are derailed by an existing authority, generally a hierarchy. The project is designed to place most weight and responsibility at the lowest possible point, thus reducing the potential impact of political structures.
Skills development Skills are not developed in a natural or autonomous manner; raer, they are learned in a narrow range. Interventions need to provide both the development and the encouragement and framework for ongoing development of skills after the intervention itself has finished.

Proposed solution The 12-session programme suggested here works by integrating education into participants lives in a much more basic manner than other courses. The idea is to teach and develop food security, community development, and educational content at once, by encouraging limited autonomy, resource maximisation, interest, and social behaviours around gained knowledge and abilities.
In short, people interact with the ready-to-hand rather than the present-at-hand, and this project makes a range of development and support options ready-to-hand.

Format The project will consist of 12 sessions integrated across activity types. These will comprise a standalone set of activities that can be done during school or work hours.

Each session will consist of In curriculum/in service training through the garden. This will b complemented by acti

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Published by: Feeding_the_Self on Oct 05, 2012
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 (1)
Partner Project Proposal
 
Example partners & domains .................................................................................................. 4
Example costs (gloss) .............................................................................................................................. 5
 
Anticipated outcomes ............................................................................................................................. 6
 
Deliverables ............................................................................................................................................. 7
 
Budget ................................................................................................................................... 8
 
Example costs (detail) .................................................................................................................................. 8
 
Cost breakdown ......................................................................................................................................... 10
 
Appendix 1: FTS course overview .......................................................................................... 11
 
Appendix 2: Organisational details........................................................................................ 15
 
Appendix 3: Operational details ............................................................................................ 18
 
Appendix 4: detailed timetable ............................................................................................. 22
 
Overview
Aim
The intention of this project is to introduce beneficiaries to an integrated range of support and remedial education covering curricular learning, healthcare,conservation, and life skills. The specific curricular skills developed would bescience, maths, languages, and vocation-specific support.
Primary goals
The modular design is intended to develop synergies with a series of specialistpartners, in order to achieve and measure clear, well-adapted outcomes. Activitiesare designed to an ideal 5-year timeframe, with a one-year core plan and quarterlyongoing support thereafter.The FTS project, covering in-curriculum topics, food security and communitydevelopment, can also be run without partners. This would reduce overall projectcosts at the cost of the extended intervention frame.
Why these partners?
Specific partners are variable given the particular location. Each partner has beenselected for their expertise in a particular area, and it is these areas of expertise thatmust be filled in order for the project to be properly holistic in its support range.
How is it different for the funder?
As well as providing funding, the funder would provide C&C (command and control) locations. Thesewould be places in which stakeholders could gather their data, photos, reports, posters and so on. They wouldalso provide a clear independent reporting stream for the funder. The main benefit would be in locating the
funder’s
C&C locations within the social and community networks in a much more developed way than simplefunding provision.
Problem statement
The project is designed to address problems at several levels.
 
 (2)
Education
People are alienated from their education, with no epistemological access to it, andno interest in either the content of their education or the methods required forlearning. This is compounded by unsuitable learning environments in a variety of ways, such as overly large classes, undertrained teachers, and so on. Finally, skilltransfer levels across domains are extremely low.
Community 
: There is low use of available resources, such as community knowledge or practices,and there is not enough food or work.
NGOs
NGOs work best when their focus is narrow. However, this causes many to operatein silos. As a result, they suffer from the same skills transfer problems that we see ineducation.
Hierarchies
Too often, interventions are derailed by an existing authority, generally a hierarchy.The project is designed to place most weight and responsibility at the lowestpossible point, thus reducing the potential impact of political structures.
Skills development 
Skills are not developed in a natural or autonomous manner; raer, they are learnedin a narrow range. Interventions need to provide both the development and theencouragement and framework for ongoing development of skills after theintervention itself has finished.
 
Proposed solution
The 12-session programme suggested here works by integrating education intoparticipants lives in a much more basic manner than other courses. The idea is toteach and develop food security, community development, and educational contentat once, by encouraging limited autonomy, resource maximisation, interest, andsocial behaviours around gained knowledge and abilities.In short, people interact with the ready-to-hand rather than the present-at-hand,and this project makes a range of development and support options ready-to-hand.
Format
The project will consist of 
 
12 sessions integrated across activity types. These willcomprise a standalone set of activities that can be done during school or workhours.Each session will consist of In curriculum/in service training through the garden. This will b complementedby activities developed by each stakeholder in their area of expertise (Healthcare, schools eco-support,community eco-support and conservancy, sports & life skills.Between the 12 sessions there will be networking events & field trips with the intention of overlappingactivities and beneficiaries. Building a social group is critical to the long-term sustainability of the network, andto the local partners taking full ownership of the project. The sessions are both adaptable and relativelyindependent, with on-site stakeholders making all decisions with FTS support.
 
 (3)
Why modules?
In short; if something doesn’t work, there’s a replacement waiting in the wings
, andthere
s always something interesting to move on to, regardless of your personalinterests or engagement in the course. Operating with variable multiple redundancyhas several benefits:
Repeatability 
Modules allows for repeatability, since a participant can completely run through the coursefour or five times, with a different focus each time, before running out of ready-to-handideas. It also significantly increases their investment in their activities, since it gives thefeeling of personalisation.
Cheap
Using a network of partners means having the relevant contacts and resources available tohand, and much more flexibility in execution of individual aspects of the project.
 Adaptable
 
Any one of the modules can be made the core of the project, allowing the specific course tobe tailored to the particular needs of the local community.
Effective
Each sector is managed by an expert partner, and is supported by all other materials andactivities.
Deliverables
 
Provides specific measurement, recording, analysis, based on each partner’s
effective
activities. This also means that it readily produces a universal ‘scorecard’, formatted
according to CSI requirements.
Support 
 
Ongoing support is available from several sources, both local and general. This multipleredundancy also allows for robustness, expansion possibilities.
Relevance
the intervention is as holistically and visibly useful as possible, and provides clear paths intoother support systems. It is made as relevant as possible to the lives of the stakeholdersconcerned, necessary because interventions often do not account for beneficiaries needinghelp in many areas of their lives
 
Why this model?
The intervention uses cell structures with limited autonomy. This means that atevery level, workgroups and activities are adaptive, quick to learn, focused, andproductive. This is true for workgroups of 4 students and at every scale above oraround them.The node/ ancillary system formalises a structure that has become the norm ineverything from ECD and NGO working groups to engineering projects and modernmilitaries. It is at the heart of most project management, and thus a skill base thatcan be used for a significant range of further development.

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