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Jajarkot
Permaculture Programme (JPP) |
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Activities
This gives an insight into what the JPP does - it’s areas of
work & how different areas are linked together, such as agro
forestry & weaving, for example. It’s all explained graphically
rather than as text - systems’ integration is difficult to
describe ! The weaving program is shown as an example of one area
of work, and how it operates using local resources tp generate
employment & thus strengthen the local economy. The Community
Marketing Program then shows the larger picture of value-added
processing and its part in helping to make the JPP self reliant.
Areas of Work
Community Marketing
Program
Diagramme of Systems' Integration
Top
Weaving Program
Diagramme of Systems' Integration
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Literacy Programme
From REFLECT and Practical
Literacy - to Integrated Literacy.
The JPP Literacy programme consists - as for now - of two main
components : The REFLECT Programme and the Practical Literacy
Programme.
REFLECT
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Describe-Analyse-Write |
The REFLECT Programme is based on combining Paulo Freires ideas
with the methods of PRA. The acronym is short for REinvented
Frerian Learning through Empowering Community Techniques.
Participants desribe and analyse their own environment through the
production of maps, seasonal calendars, time lines, transects,
chipati diagrams etc. And while doing that learn to read and write
the relevant words. Participants will e.g. make a map of their
village and put labels on with the words for ‘house’, ‘well’,
‘tree’, ‘path’, ‘buffalo’, ‘irrigation canal’ etc. The labelled
diagrams will also be discussed in terms of whether the situation
is satisfactory or whether there is scope for improvements of the
village through common or individual action.
The main emphasis in REFLECT is on expressing yourself about
your own environment and problems. Writing is more important that
reading. In reading emphasis is on learner generated materials,
The participans should - through the activities - become able to
assert themselves in their written and printed environment - thus
the empowerment aspect.
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Read-Do |
Practical Literacy
Practical Literacy on the contrary is about reading what others
have produced. Reading booklets about eg. green manure and doing
it practically. And doing it - learning the skills. The plan is to
produce about 40 booklets or rather chapters on various well
established techniques and bind them in 5 volumes of ‘’The Small
Farmer’s Handbook’.
Integrated Literacy
The two approaches are complementary. But if everything about
expressing yourself in your written and printed environment is
forgotten when you go from REFLECT to Practical Literacy, then an
important aspect is lost - that of empowerment. The two approaches
will have become contradictionary.
We have therefore developed a moreintergrated approach’. It is
best expressed in negative terms. People who cannot read what
others can, who cannot write like so many others can and who
cannot speak their mind freely or understand the many words used
by the larger community have less power and can easily feel
inferior. So our programme should be about enabling people to
learn all these things. But not only that. It is also about doing
it. About actually getting the benefits from being better at
communicating : speaking out, writing information and opinions,
reading necessary information and understanding important
information. And doing this at home, in the village in the area,
the district and further out in a world that is gaining more and
more importance for rural people - for the good or the bad.
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