2nd ETG Review 20042008

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2nd ETG Review2004-2008
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What is it about ?
Introducing the book

• What are the Etats Généraux (ETG) ?
• An international discussion process that makes
  possible to define the main orientations of the
  organizations project.
• A process involving volunteers, sponsors,
  members of the governance body, employees and
  partners.
• In 2004, Aide et Action organized the 2nd Etats
  Généraux, stating on the main orientations for
  the years to come.

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What is the review of the 2nd ETG for ?
Introducing the book

• The review holds a double objective
• Assessing evaluating changes since the new
  orientations were initiated during the 2nd ETG
  process
• Leading questioning and nurturing reflections
  in order to give the necessary impetus to launch
  the 3rd ETG
• The book presenting the review puts an end to
  the 2nd ETG process. Here you will find its
  condensed summary.

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How is the review book structured ?
Introducing the book

• I. What has changed ?
• The evolution of the context around AEA.
• II. Have we changed ?
• Aide et Actions evolution.
• III. What have we changed ?
• Aide et Actions impact.
• IV. Which expertise for which change ?
• Aide et Actions expertise.

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First chapter the changes in the global
educational context
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The changes in the global context
First chapter A global context undergoing major
change

• Aide et Action evolves in a changing world,
  undergoing some instability
• Among these unstable contexts migrations,
  urbanisation, natural disasters
• Also, the world faces new forms of poverty and
  exclusion that sometimes change the role of
  education.
• These new global issues modify the educational
  requests of countries or regions, and the answers
  that civil society actors can bring to them.

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Instability and inequalities
First chapter A global context undergoing major
change

AEA addresses the issue of natural disasters by
providing schooling to displaced people through
its Emergency and Post-Emergency intervention
program. In 2004/2005, AEA facilitated
educational rehabilitation programs for victim
children of cyclone Jeanne. 3363 children have
directly benefited from these interventions.
The Inclusive Education theme enables AEA to
fight back new trends of social and economic
exclusion. Thanks to a project implemented in
India, girls from tribal and marginalized
communities have now the possibility to attend
and complete secondary school.
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Questioning the goals of education
First chapter A global context undergoing major
change

• These changes show that beyond the schooling
  system, education should also provide the
  necessary knowledge and skills for a personal
  development that supports a sustainable
  integration of individuals in the society .
  (2nd ETG review pg.26)
• Each community answers differently the question
  
• What is school for ?
• Therefore, it is necessary to know the goals of
  education before evolving an appropriate
  educational offer.

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Meeting educational needs
First chapter A global context undergoing major
change

• In South Asia, employability
• iLEAD is an innovative program that offers a
  training to marginalized youth. Oriented towards
  market needs, iLEAD guarantees an employability
  rate of 80. 70 000 youth benefited from the
  initiative in India and Sri Lanka.

In France, citizenship The theme Education to
Global Citizenship and Sustainable Development
(ECMDD) makes possible to meet educational needs
on some crucial global issues, like environment.
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Second chapter the changes in Aide et Actions
social mission
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The changes in the social mission
Second chapter The changes in AEAs social
mission

• Aide et Actions social mission is based on its
  accompanying agent approach.
• An accompanying agent follows and supports local
  actors to help them set up their own projects,
  rather than doing instead of them. AEA does not
  implement substitution-based interventions (
  doing instead ) but offers local stakeholders a
  participation-based approach (doing with).
• This original approach guarantees to the
  organization a strong added-value in all projects
  implemented.

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The organizations added value
Second chapter The changes in AEAs social
mission

• Proximity with stakeholders
• in local communities, AEA is perceived as an
  accessible organization
• through the emphasis on solidarity, thanks
  to sponsorship
• Listening skills ability to facilitate dialog
  and networking among various stakeholders,
  participative consultation skills
• Thirty years of experience (1979-2009!) in the
  field of development through education

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The organizations added value
Deuxième axe lévolution dAide et Action
Second chapter The changes in AEAs social
mission

• Skills in planning and managing projects
• Skills in innovation and strategic reflection
  in the field of education

• A professionalism recognized by many States
  in Haiti for example (photo), AEAs offices host
  the technical secretariat of the presidential
  commission and helps it in elaborating public
  policies on some specific issues.

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Adapting the organization to the mission
Second chapter The changes in AEAs social
mission

• Beyond geographic issues, AEA has chosen to
  act wherever education does not have rights
  (ETG Review, pg.40).
• The organization adapts its structure to its
  mission
• Setting up of an international mode of governance
  based on the sharing of decisions and
  responsibilities
• A gradual geographical expansion
• Identification of nine themes leading AEAs
  interventions

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Third chapter Aide et Actions mission
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What is an impact ?
Third chapter Aide et Actions impact

• The concept of impact
• An impact is the sum of the long term effects
  produced by the changes in the project
  environment. (2nd ETG Review p.52)
• Assessing the impact of a project amounts to
  measuring the deep changes the project has
  produced in society.

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The reinforcement of impacts
Third chapter Aide et Actions impact

• Every projects has impacts, which means
  long-term effects upon society. Aide et Action
  reinforces its impacts through different
  processes
• (1) Innovation being able to foster changes
• (2) Project scaling developing projects that
  can be extended at a national level
• (3) Influence on education policies

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Examples in Togo and Cambodia
Third chapter Aide et Actions impact
In Togo, advocacy led by Aide et Action has
decisively contributed to the upgrading of
clandestine schools to the status of Locally
Initiated Schools (EDIL). This innovative status
is now taken into account by the Ministry of
Education and the school maps (influence
strategy). In 2007-2008, 252 EDIL changed status
and became Public Primary Schools.
In Cambodia, the Education Centre for All program
led by Aide et Action was extended by the
government from 4 provinces to all the 24
provinces of the country (project scaling
strategy). Thanks to the innovative work carried
out in Cambodia, the Laotian government also
asked AEA to intervene in Laos.
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Fourth chapter Aide et Actions expertise
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The notion of expertise
Fourth chapter Aide et Actions expertise

• Aide et Action has acquired an expertise in the
  field of development through education.
• Expertise experience driven from the history
  of the organization and its deep knowledge in the
  education field.
• AEA gained an in-depth form of expertise through
  its practical approaches.

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A knowledge based on approaches
Fourth chapter Aide et Actions expertise

• Mobilization and solidarity through sponsorship
• The organization comprises 63 000 sponsors and
  donors.
• Adapting to the changing context
• AEA developed themes that distinguish specific
  fields of expertise and action.
• Innovation and research-action
• In Latin America-Caribbean, AEA bases its
  intervention on a methodology involving three
  types of actors  local communities, research and
  political decision-makers. Aide et Action plays
  the role of a facilitator.

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Sharing and developing expertise
Fourth chapter Aide et Actions expertise

• AEA seeks to favour the sharing of expertise and
  to develop tools to spread information
  efficiently in order to promote fruitful
  exchanges within the organization.
• Benefiting from long-term expertise, AEA can
  distinguish itself through a clear position
• Define a clear stance for an global influence
  strategy
• Formulate a position consistent with local
  experience
• Develop and assert this position at an
  international level, in order to act upon all
  levels of decision-making

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Conclusion
Dont suffer from change but
initiate it