More than the Three Rs: Making Education Work for Poor Women

Is the best education delivered in a classroom, with students sitting at desks and referencing textbooks? It all depends on what you're teaching and to whom.

At Freedom from Hunger, we know that effective education can be conducted in the shade of a tree, in a group discussion, and without the benefit of a single written word. And the power of this education–education that changes behaviors as well as builds knowledge–can save lives.

The women Freedom from Hunger serves are living in areas where chronic hunger is common. These women live one day at a time, each moment consumed with their efforts to earn money, care for children, cook meals and safeguard family health. There is almost never a chance to consider how to do things better. They just have to get it done.

But good lifeskills education can help these women develop their logical thinking, recognize opportunities to improve their skills and realize that change comes from within. In other words, education can help women alleviate their poverty–but only if it's done right.

It's Not as Easy as it Looks

In keeping with our objective to share what we have learned with fellow practitioners, Edouine François, Freedom from Hunger's Director of Training Services, and Maria Matilde Olazabal, Director of Freedom from Hunger in Mexico, have written an article explaining some of the key principles of effective adult education. The article was published in the November 2011 edition of Monday Developments, a journal of InterAction, the world's premiere association of development organizations.

In Confessions of Two Adult Educators Edouine and Matilde talk candidly about their respective journeys to becoming great educators, remembering both inspiring and frustrating lessons along the way. The article is particularly important because, as education is increasingly recognized as a valuable component of microfinance programs, more organizations are attempting to provide education on a variety of topics.

How Adults Learn

Most microfinance organizations–and other development practioners who seek to provide education to women living in very poor areas–understand that a lack of education can significantly limit a person's options for solving challenges and that education can empower people striving to improve their lives. But there are challenges in teaching people who did not benefit from school as children. In fact, many of the women Freedom from Hunger serves can neither read nor write and live in very remote areas where access to resources is scarce.

The principles discussed in the article include putting learners first (understanding in advance what they need and what they already know to create effective exercises); testing training materials to confirm their usefulness; letting learners make decisions and holding them accountable; reinforcing what has been learned; and promoting learner-to-learner education to both increase acceptance and honor existing knowledge.

Another important principle is giving women hands-on practice during learning sessions. Edouine recalls a woman in Benin who, after practicing the preparation of oral rehydration solution (ORS) in a learning session, had the chance to apply what she learned just days later. When the woman returned to her group the following week, she explained how her daughter fell ill with diarrhea and dehydration. She thanked her trainer excitedly for giving her the chance to prepare ORS, explaining that she confidently knew how to help her child. It probably saved the little girl's life.

Teaching the Teachers

Finally, the article explains that those who would educate adults must relearn the process of education from the outset. “We had to change ourselves as educators before we could help others to change their lives,” the article says. Without special training, everyone tends to teach others the same way they were taught in school–even though those techniques have failed in the field.

“Great adult educators understand their learners, facilitate dialogue, achieve the most appropriate balance for different learners, test materials beforehand, create space for learners to apply their learning, prioritize collaboration, reinforce messages continuously and expect the best from learners.”

It's a lot to absorb. That's why Edouine, Matilde and other Freedom from Hunger staff are not just training the staff of our local partner agencies; we're training practitioners around the world.

Learn more about Freedom from Hunger's efforts to help our fellow practioners.

Read the article.