By United States. Agency for International Development. Bureau for Africa. Office of Sustainable Development, Academy for Educational Development. GreenCOM Project
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Examine the Limits of Participation In contrast, schools that inherited trained TIPE teachers from other institutions reaped little benefit from their past training. The transferees would take no initiative unless the administration became involved. This is especially true in Mali because of the local hierarchical system that requires that innovation work from the top down. Advocates for Partnerships and Resources. The TIPE program illustrates the importance of designing a program with the hierarchy of the entire local school system in mind.
Such work also provides a model for positive practices in the community. Stronger programs reached out farther. One Roots and Shoots club organized a city-wide beautification campaign. Another club mobilized a major clean-up of the local market. Sustained projects tended to focus on tree planting and nurseries. A Malihai club built a nursery with its own water storage facility to serve both the school and adjacent areas. These projects often had income-generating aspects. Many clubs grew seedlings or tended fish ponds.
Discuss ideas and possible joint activities with other local schools. # Solicit support from local businesses for projects and outings. Reflections — 33 Even connections with tourist lodges benefitted the operators as much as the schools. Students were able to participate in game drives and their schools often received funds for basic improvements; lodges could rely upon students to raise awareness about the value of the game parks. Sometimes clubs simply need money, and the search for mutuality might seem irrelevant.
