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Aikuiskoulutuksen eurooppalainen foorumi

 
 
Posted by IVANA ĆUK on 13/12/2018 - 23:59

How to motivate women in agriculture and rural areas to engage in the concept of lifelong learning

Women’s empowerment has been an issue of concern for decades.  
Women have an enormous impact on the well-being of their families and societies but their potential is not realized because of discriminatory social norms, and legal institutions, especially in less developed countries.
Adult Education is a powerful tool for Empowerment of Rural Women.
We want to explore positive examples of motivating this group to include them in the lifelong learning process.

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  • Käyttäjän Hansina B Einarsdóttir kuva
    In my company Step by Step Iceland -  we have created many project for women - and for the past year we have been working with women entrepreneurs in the rural areas. From my point of view and based on my experience the most important is to build up trust and self-esteem and have them to believe in what they can do in the future.
    This we can do in networking and creating a save good training environment - creating a good small seminars based on their interest and culture and understanding.
    We should create a project about this - our last project with the EU Erasmus plus Minds into Matter gave us a very good experience and tools to work with - see here www.mindsintomatters.hsvos.eu
    Hope to hear from you
    Hansina B Einarsdóttir manager Step by Step Iceland

     
  • Käyttäjän Maria Kiouzepi kuva
    I'm working in an evening adult school in a rural area so I can fully understand what Ivana comments on her texts.My students are mostly women between 30-55 mainly and I often crash to their lack of motivation or lack of bellieving on oneself and the power of knowledge and life long learning.Despite this,I've been surprised many times to see women overcome barriers.This might not be enough but it's a start.
  • Käyttäjän IVANA ĆUK kuva
    Whether motivation in adult education should be seen as a relational concept, rather than as residing within the individual?
    With this issue, I want to address the barriers that stand in the way of adult participation in the lifelong education process.
    Namely, numerous theories of motivation and adult education emphasize that individuals are innately motivated to learn, and conclude that motivation problems result from various dispositional, situational and structural impediments. If such barriers are removed, adults will be naturally motivated to educate themselves.
    In this context, this discussion raises the question of whether motivation should not be regarded as something residing within the individual.
    It further wants to highlight the obstacles that discourage women in rural areas to improve their skills, knowledge and to participate in continuous education.
  • Käyttäjän IVANA ĆUK kuva
    Equipping women on small farms with the skills to improve production and manage change is an important step towards securing livelihoods and reducing poverty. Understanding the barriers women face in accessing and utilising training is essential to improve the productive situation for women smallholders. Much to be learned from successful projects and examples of good practice with regard to facilitating access to training and ensuring training meet women’s needs. Also, one should not ignore the importance of enterprise skills in rural contexts and the use of self-help groups to support training. In this context, it is necessary to clearly point out the value of enterprise training for rural women. 
    In relation to the above, I found interesting text and I quote it below. 
    "Integrating agricultural training with enterprise training can help women smallholders to manage and market their farm production more effectively, to take advantage of new agricultural opportunities. Enterprise training can help farmers take – and manage – the risks involved in introducing progressive production technologies. It can also help women diversify their productive activities by branching out into non-farm enterprises, an important mechanism in reducing susceptibility to crisis and developing a more stable year-round income.
    Women face significant barriers to accessing training, including low literacy levels, domestic obligations, and training that is targeted primarily at men. Addressing these challenges to improve women smallholders’ access to advanced and more relevant training is an important step in increasing agricultural productivity. These barriers can be overcome using a variety of approaches:
    • Initial capacity building training is important to assist women in identifying their own challenges, initiating change and understanding of how training could impact their lives and activities. The presence of a person in the village whom the women trust and can discuss their needs with ensures that a project can gain the information required to understand the needs and day to day pressures of the women.
    • Training must fit with women’s existing skill levels. Groups need to be able to realize the benefits from training before they are willing to invest in ‘capacity building’, like literacy training. Practical literacy training is, however, valuable. It builds confidence and reduces the perception among illiterate women that they are excluded from the training process.
    • Providing women with the opportunity to select a combination of training programmes can enable them to accumulate a portfolio of skills that is targeted at their personal interests and meets the needs of both the immediate future and the longer term.
    • The evidence suggests that women need to see short-term improvements to ensure that they understand the value of training, for projects to survive in the long-term."