Learning routes background documentation

FIDAFRIQUE/IFADAFRICA Knowledge Management Launch Workshop

Nairobi 20th – 24th

April 2009

1 Casilla Postal n’ 599, Ñuñoa, Santiago de Chile

(+56-2) 3416367 / www.procasur.org / [email protected]

BASIC STEPS IN THE DESIGN AND IMPLEMENTATION

OF A LEARNING ROUTE

23th April 2009

Ariel Halpern

Procasur Regional Corporation

[email protected] /[email protected]

www.procasur.org

Introduction

Learning Routes: Learning and innovating from the local talents

The Learning Routes are a continuous training process in field that aims to expand and

diversify the local markets of technical rural services; including and giving value to the best

experiences and knowledge of the institutions, associations, communities and rural families.

Each Route is thematically organized around successful experiences, cases and practices in

local and rural development, in which the local users and operators become facilitators. By

organizing workshops, interviews, conversations and field activities, the Routes creates a space

of individual and group learning for the visitors and the organizations that are being visited;

they organize their learning elaborating their Innovations Plans that they aim to implement.

Therefore, the impact of the Learning Routes is evaluated by its contribution to multiply and

facilitate the adoption of the best solutions that expand the access of new and improved

development services for the poor rural population.

Objectives

1. Training of the human resources and increasing the social capital of the local

organizations and the civil society

2. Creation of an efficient regional market of technical assistance services and exchange of

innovative experiences.

3. Add value to the accumulated knowledge of the executing organisms, IFAD projects, and

the beneficiaries’ organizations.

Results

Between 2006 and late 2008, the Learning Routes Programme, co-financed by IFAD and

other donors, carried out 29 Learning Routes, with an average of 17 participants per route,

benefiting directly 550 direct persons and indirectly around 3 300 more. On the other hand,

around 170 beneficiaries associations, rural communities and local institutions supplied

training services, mobilizing nearly 800 local talents, men and women that shared their

knowledge and experiences fighting rural poverty. The Programme worked with 30 different

nationalities and in 10 countries in LAC and Africa.

GENERAL DIAGRAMM OF THE PROCESS



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STAGE I. TO KNOW: CONSTRUCTION AND ORGANIZATION OF ACCUMULATED OR

EMPIRICAL KNOWLEDGE BY LOCAL RURAL ORGANIZATIONS.

1. Selection of the team in charge of the Route’s design. PROCASUR selects the team in

charge of the technical and operational tasks for the Route’s design. A requisite profile is

created, the relevant professionals are screened, and a selection process is conducted based

on quality.

2. Identification of the training needs of the Route’s potential users. The aim is to identify

precisely the universe of users for the services of each Learning Route, together with the

specific demands for training, so as to achieve the design of one or several alternative learning

processes, each one with direct user value. Through the review of current documentation,

interviews with managers of projects and programs for poverty alleviation in the region, and

advice from experts, relevant themes in demand by the players linked to rural development

are identified. Priority is given to: i) work with professionals, technicians, partners and users of

the projects in the region, and ii) the design and execution of Routes which underscore the

heterogeneity of the rural world, attempting to achieve a shared diagnosis and pertinent

action strategies which promote policy dialogue.

3. Selection of cases. Once the specific users are selected, the performances to be

strengthened identified, and the main training needs defined, the process of selecting

pedagogically relevant cases to be included in the Route as local talent training service

providers begins. 1 This stage considers: i) to determine through consultation with experts the

principal contents in discussions related to the topics addressed, and propose relevant

experiences which are demonstrated to have user value, which can be considered state of the

art; ii) define learning goals in which productive, economic, social and/or cultural working

practices are detailed, and over which a positive impact is sought; iii) identify local and regional

specialists on the topics of each Route as potential instructors; iv) design the itinerary of

technical knowledge to be implemented, the specific activities to be carried out in each place,

and the mechanisms to be applied for evaluating results, and v) operational planning of each

Route, including administrative and financial aspects.

4. Systematization and preparation of the cases. Once the experience or case has become

part of the activity, a process of participatory systematization is initiated in which the lessons

learned, and the materials, presentations, and activities to be employed during the Route are

prepared. At this stage, the protagonists of the cases reflect upon their own practices, an

exercise which contributes to the construction of knowledge. The contribution of the case to

the theme and the Route must be validated by experts.

For the effective valorization of knowledge, the process of systematization must not be

external. It should be participatory and lead to capacity building in its human resources.

Through the use of basic tools of systematization and the preparation of training activities, the

skills of local talents are fomented and the participation of peasant, micro entrepreneurs, and

citizen’s groups in the markets for private training services and technical assistance are

encouraged.

5. The selection of local and regional experts on the subject matter of each Route is a crucial

task when beginning the design of training services, as is the management of updated



April 2009



information on key concepts and tools and on the cases which demonstrate high levels of

innovation and educational potential.

6. Dissemination, convocation, and application. Activities are disseminated through

PROCASUR’s Web page www.procasur.org, and through those of associated organizations, and

are also published in regional media, as well as in a webfly or electronic bulletin which is sent

to the directors of the organizations of potential users. Through these means the convocation

is launched and the registration form and scholarship application may be downloaded, which

can be returned to PROCASUR by fax, e-mail, or conventional mail.

7. User selection. To select users, the information provided in the registration form is

analyzed. Applications are ranked according to basic criteria.

8. Preparation for the trip. Support is given to the cases for their final preparations and users

are introduced into the thematic and operational aspects of the Route: i) activities in support

of the case should be primarily concerned with the delivery of specific information about the

group they will receive, such as names, ages, nationalities, memberships, and organizational

expectations; assistance in the preparation of documents, presentations, and activities; the

dissemination of information regarding the activities, both within the organization and outside

of it, ii) the activities to prepare the user are both technical and operational. Basic

documentation is delivered via e-mail and through PROCASUR’s Web page. In addition, a

personal and institutional presentation is requested. This is based on a diagnostic pattern and

is designed as an initial task for developing a more personalized service. On the operational

side, a detailed itinerary and recommendations for each field visit are provided.

STAGE II. TO KNOW HOW TO, KNOWLEDGE EN ROUTE



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1. Induction workshop. This is performed at the beginning of the Learning Route and offers an

in-depth look at the approaches, concepts, tools, and experiences that are linked to the issues

of the Route, providing a critical reflection of the practices of users and identifying their needs

and expectations. Authorities knowledgeable on the theme participate, presentations relevant

to the Learning Route are made, working groups are formed, and open discussions are held. It

is also a motivational milestone in the implementation of the Learning Route.

2. Fieldwork. Corresponds to the field visits made to the cases previously selected,

systematized, and incorporated. Representatives of these experiences have been authorized to

organize the training services according to the pedagogical requirements of the users of each

Route. In this way, the principal actors are the associations and peasant communities who

present their experiences, answer questions, and exchange information pertinent to their

activities. In addition, other local actors such as technicians, field technicians, municipal

authorities, association leaders, financial operators, merchants, and small entrepreneurs who

have collaborated in the implementation of the experience participate. The purpose is for

users to achieve a comprehensive view of the case, identify the factors that have facilitated

the processes of innovation, and examine in greater depth the results obtained.

3. Panel of experts. Complementing the field work, this is a panel that includes actors from

civil society, the public and private sectors, NGOs, academia, thematic specialists, and others

with knowledge relevant to the subject.

4. Workshops for the development of Innovation Plans. During the Route at least three

workshops are carried out which are aimed at facilitating the adaptation of innovative

products or services to the reality of users of the Learning Route. For this purpose, the

Technical Coordinator has a teaching guide which covers the different parts of the trip, the

participant’s return to his or her organization, and participation in the Learning Community.

5. Case Summary Workshop. This workshop aims to review the cases, study their outstanding

aspects, and examine the concepts and approaches analyzed and discussed during the

Induction Workshop. The activity finishes with conclusions and recommendations on the daily

program, focusing on the usefulness of each experience and discussions about the

performances of the users of the Route. In addition, a commitment is made to generate a

series of recommendations for the local talents who participated in each Route,

recommendations drawn from a review of the case conducted at the end of each workday.

6. Closing Workshop: The Route concludes with a workshop that discusses the main lessons

learned during the Learning Route and the innovations available for adaptation. It provides a

collective assessment of the experience and certificates of participation are awarded.



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STAGE III. CAN DO: IMPLEMENTING INNOVATIONS

1. Activities to reinforce learning. With the aim of improving the impact of training at the

organizational level, activities will be undertaken to reinforce learning, as well as socialization,

and the transferal of contents and the skills acquired. These activities are designed in

accordance with the characteristics of each group. They are designed as activities suitable for

professionals, technicians, and others with basic connectivity, and involve the implementation

of a Virtual Learning Community (VLC). If the connectivity and digital literacy requirements are

not met, local support activities are implemented, including in the field and distance advice.

2. Innovation Plan. The design of an Innovative Plan results in improved incorporation of

learning by users through an applied exercise and also provides a concrete product for the

organization. To encourage the process of reflection and dissemination of learning - the

development of the plan considers stages of dissemination and validation by the community

and/or organization - a contest fund has been created which co-finances the execution of the

best plans, with an amount, term, and activities clearly established.

3. Systematization and dissemination of the results of the Route. Using a systematic and

uniform model for all the Routes, the main lessons generated by each case are presented. In

addition, the basic documentation (Log) and complementary information (Documentation

Center) of the Route, including the photographic and video record, and the presentations

made by participants, local talents, and the technical crew, is designed to be disseminated

through PROCASUR’s Web page and in DVD form. This material is distributed to local talents

with the aim of returning the results to the community, and is also provided to users and

others of relevance in the rural world.

Stories from the field

‘Learning routes’: sharingknowledge about market access in Ecuador and PeruSharing, discussing and learning fromsuccessful and less successfulexperiences is the ultimate goal of alllearning organizations. Since 2001, withthe support of IFAD, a Latin Americantraining organization specialized in ruraldevelopment has promoted an innovativelearning approach known as ‘learningroutes’. Participants of a learning routeon market access in poor rural territoriesvisited the business enterprises of fiveassociations in Ecuador and Peru andtook valuable lessons back to their ownactivities and communities.

Learning routes, known in Latin America as rutas

de aprendizaje, bring together a multidisciplinary

group of rural development workers and partners

in a series of thematic visits to communities that

have faced development challenges.

The learning routes are executed by the

Regional Programme for Rural Development

Training (PROCASUR) – a Latin American training

organization specialized in building capacities forrural development – and cofinanced by IFAD. Theroutes involve visits to rural development projectsto learn about the struggles and successes smallentrepreneurs encounter when trying to start theirbusinesses and make them successful. Thisapproach is enriching both to the visitors – mainlydevelopment professionals of various disciplines,community leaders and policymakers – and theirhosts, and provides opportunities for discussionand collective analysis. Themes of learning routeshave included ecotourism, rural microenterprises,rural microfinance and local development.

“The learning routes have been designed to filla vacuum of knowledge among developmentpractitioners and policymakers who have not yetfound the answer to many basic developmentquestions,” says Ariel Halpern, coordinator of thelearning route project at PROCASUR.

Simple questions, complex answers In March 2007, a learning route on Rural PoorTerritories and Successful Access to DynamicMarkets included visits to five small-scale

Photo: Members of a weavers’ associationtalked to learning route participants aboutthe ups and downs of making their businessa success

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Enabling poor rural peopleto overcome poverty

businesses in poor rural communities in Ecuadorand Peru. The 18 participants from eightcountries included producers’ representatives,development workers, market experts andmembers of the communities.

The aim of the route was to try to determinewhich factors make or break a poor ruralproducer’s business.

“There are no simple answers,” says NuriaFelipe Soria, IFAD’s regional communicationofficer for Latin America and the Caribbean and aparticipant in the route. “There are manyvariables, including management capacities,capacity for innovation, leadership styles andmarket opportunities, that determine howsuccessful a small business will be. The learningroutes programme understands this complexity,and that is why it takes a multidisciplinaryapproach to seeking answers and knowledge.”

Participants in the market access learning routevisited the businesses of five rural associations: • Quesinor, a cheese-processing union of small

producers’ associations in the sierra norte

of Ecuador • Jambi Kiwa, an association of traditional

indigenous medicinal plant growers inRiobamaba, at the foot of the Chimborazovolcano in central Ecuador

• CACH, an association of weavers andproducers of artisanal handicrafts in rural areasof Chordeleg, in southern Ecuador

• Café Femenino, an association of womencoffee growers in Agua Azul, in the departmentof Cajamarca in Peru

• ACOPAGRO, an association of cocoa producerslocated in the valley of Huallaga Central, in thejungle highlands of north-eastern Peru

Learning from success – and from failureParticipants studied the successes and failures ofthe enterprises in the areas of markets andmarketing opportunities, organization andleadership, technology and innovation, andbusiness management.

One of the discussions among the participantscentred on the opportunities and constraints of fairtrade markets. Four out of five of the communitieson the learning route chose to focus almostexclusively on international organic and fair trademarkets without considering local markets. Thisstrategy has its benefits but also its risks.

Fair trade markets usually offer higher prices,which translate into higher profit margins and canabsorb small production volumes, unlike traditionalmarkets. Small-scale Latin-American producers

Rosa Guamán, head of the Jambi Kiwacooperative, shows participants the areaswhere members collect and sell medicinalherbs and tea

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are taking advantage of the current situation onglobal markets, even though it is highly unstable.

However, the fair trade market is starting toreach the saturation point because of itspopularity and the continual entrance onto themarket of small producers from all over the world.

Recommendations for successBased on their observations and interaction withmembers of the five associations, the participantsdeveloped several recommendations.

Markets and marketing opportunities: Smallrural producers should diversify their marketsrather than earmark all of their production for saleon the international solidarity market. One solutionis to increase production to cater to a range ofmarkets instead of only one, even though it maybe the most attractive.

Organization and leadership: Businesses thatrevolve around a specific product or skill shouldbe established by the producers themselves. If anumber of members are not producers, thereshould be mechanisms in place to ensure that thecontribution of non-producers and producers tothe business is equivalent.

Technology and innovation: Many of thebusinesses analysed operate in markets that arenot yet fully formed and are not very demandingor competitive, as in the case of the producers of coffee and handicrafts for export. For theothers, innovation is an essential way of makinga difference.

Business management: Before starting abusiness, no matter how small, it is necessary todevelop a strategic plan and an operational plan,and then develop mechanisms for implementingthe strategy.

Taking the lessons homeDuring interviews at the completion of the route,participants indicated that the end of the routewas actually just the beginning for them and their organizations.

Participant Cesar Visarrea is a capacity-buildingspecialist at Consejo de Desarrollo de lasNacionalidades y Pueblos de Ecuador (CODENPE)in Ecuador. CODENPE is a public institutionwhose role is to promote the social, economicand cultural development of indigenous identitiesand peoples of Ecuador.

“I’m particularly interested in strengthening thecapacity of these communities,” he said. “Thisroute is a great opportunity for me to learn aboutthese experiences and about opportunities inaccessing markets, so that I can then share thisknowledge with the communities we work with. I was pleased to see that external partners anddonors played an important role in stimulating thecommunities to outdo themselves and overcomemarket access difficulties. I think the methodologyof the route is excellent, and I would like todevelop similar thematic routes in Ecuador onspecific themes such as how fair trade andorganic markets, bio-certification and qualityrequisites function. This is a work plan I’m takingaway with me.”

Participant Ana Lucia Palaquibay, a financialadvisor for Banco Solidario in Ecuador, said shelearned a lot about what needs to be done andwhat should not be done in business management.

The learning route on Rural PoorTerritories and Successful Access toDynamic Markets included visits to fivesmall-scale businesses in poor ruralcommunities in Ecuador and Peru

Learning route participants go through apurification ceremony at Jambi Kiwa, anassociation of traditional indigenousmedicinal plant growers in Riobamaba,Ecuador

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“I work in a bank that provides credit to small rural producers,” she said. “For me, thisroute is an excellent opportunity to better understand the realities of living in poor ruralcommunities, and the challenges and difficulties poor people face when starting their ownbusinesses.”

Flor Salazar, a weaving teacher at the Fundación CholChol in Chile works withindigenous Mapuche women, helping them develop their weaving skills and textile designs.

“I’m very interested in reconciling tradition and innovation in our textile production toopen up new markets for our products,” she said. “I see this route as a chance to learnhow to do this. What I learned here is how other organizations with similar activities havedealt with accessing new markets, which is my main focus at present. I will take home withme a lot of what I have seen in these last 10 days.”

Jesús A. Pérez, a rural development expert at the Programme for the EconomicDevelopment of the Dry Region in Nicaragua, said that the main lesson he learned was howcomplex and difficult it is to give the correct support to people in their fight against poverty.

“As a rural development expert I work with poor farmers in the dry region of Nicaragua. I came to this route to learn about product innovation and how to introduce changes in business management. In my country, there are families that have been producing thesame product in the same way for generations, and it’s important to me to be able toprovide them with new options.”

Louise McDonald, IFAD’s country programme manager for Swaziland, said the route wasa valuable opportunity to experience and learn about enterprise development and marketaccess in another region.

“A significant difference between group formation in the two regions is the originalpurpose,” she said. “In Latin America most groups were formed around issues of cultureand tradition and have since turned into enterprises. The organizational and planning skillsof these groups were impressive to say the least – even over large distances – and ourregion, Eastern and Southern Africa, could benefit from some of the lessons learned here.”

Since 2002, a total of 40 learning routes have been implemented in six Latin Americancountries, and in 2007 some transcontinental routes were added. At the end of 2007, Asian and African development experts visited 15 successful microfinance projects in LatinAmerica. In June 2008, the same experience was carried out in Africa.

Enabling poor rural peopleto overcome povertyInternational Fund forAgricultural DevelopmentVia Paolo di Dono, 4400142 Rome, ItalyTel.: +39 0654591Fax: +39 065043463E-mail: [email protected]

Building a poverty-free worldIFAD was created 30 years ago to tackle rural poverty, a key consequence of the droughts

and famines of the early 1970s. Since 1978, IFAD has invested more than US$10 billion

in low-interest loans and grants that have helped over 300 million very poor rural women

and men increase their incomes and provide for their families.

IFAD is an international financial institution and a specialized United Nations agency.

It is a global partnership of OECD, OPEC and other developing countries. Today, IFAD

supports more than 200 programmes and projects in 84 developing countries.

CONTACTSRoberto Haudry de SoucyCountry Programme Manager, IFADCalle 72 No 7-82 of 702Bogotá, ColombiaTel: +571 2177234 ext 200 or 202Fax: 0571 2103064E-mail: [email protected]

Raul HopkinsRegional Economist, IFADVia Paolo di Dono, 4400142 Rome, ItalyTel: +39 06 54592332Fax: +39 06 5043463E-mail: [email protected]

LINKSIFAD in Latin America and the Caribbeanhttp://www.ifad.org/operations/projects/regions/pl/index.htm

Learning route on market accesshttp://www.ruralpovertyportal.org/english/regions/americas/rutas/index.htm

PROCASURwww.procasur.org/fida

Stories from the fieldhttp://www.ifad.org/story/index.htm

KEY FACTS

Regional Programme for RuralDevelopment Training (PROCASUR)

Total cost: US$1.5 million

IFAD grant: US$900,000

Cofinancing: US$400,000participants in the programme andUS$200,000 PROCASUR

Duration: 3 years

Geographical area: Argentina, Bolivia,Brazil, Colombia, Ecuador, Paraguay,Peru, the Bolivarian Republic ofVenezuela and Uruguay

Directly benefiting: 200 fieldtechnicians, 60 farmers associationsand 400 rural organizations

Partners: IFAD projects in the region,farmers’ associations and ruralorganizations

Status: ongoing

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Fernando Zelada, directorof a marketing consultancyfirm in Lima, analyses themarketing strategy ofQuesinor, a cheese-processing union of small-scale producers IF

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“Itinéraires d’apprentissage”:partager les savoirs sur l’accès aumarché en Équateur et au PérouPartager, débattre et tirer desenseignements d’expériences heureuseset moins heureuses, tel est l’objectiffondamental de toute organisationd’apprentissage. Depuis 2001, avecl’appui du FIDA, une organisation deformation latino-américaine spécialiséeen développement rural promeut uneapproche d’apprentissage novatriceconnue sous le nom d’“itinérairesd’apprentissage”. Les participants à unitinéraire d’apprentissage portant surl’accès au marché dans les territoiresruraux pauvres ont visité les entreprisesde cinq associations en Équateur et au Pérou et en ont ramené desenseignements précieux pour leurspropres activités et communautés.

Les itinéraires d’apprentissage, connus en Amériquelatine sous le nom de rutas de aprendizaje,rassemblent un groupe multidisciplinaired’intervenants et de partenaires du développementrural pour une série de visites thématiques dans des

communautés ayant été confrontées à desproblèmes de développement.

Les itinéraires d’apprentissage sont mis enœuvre par le Programme régional de formation au développement rural (PROCASUR) – uneorganisation de formation latino-américainespécialisée dans le renforcement des capacités pour le développement rural – et sont cofinancéspar le FIDA. Les itinéraires prévoient des visites deprojets de développement rural pour écouter lespetits entrepreneurs parler des luttes et des succèsqui ont marqué le lancement de leur activité et de leurs efforts pour la faire prospérer. Cetteapproche, enrichissante tant pour les visiteurs –essentiellement des spécialistes du développementissus de diverses disciplines, des dirigeantscommunautaires et de hauts responsables – que pour leurs hôtes, favorise la discussion etl’analyse collective. Les thèmes des itinérairesd’apprentissage ont couvert l’écotourisme, lesmicroentreprises rurales, la microfinance rurale et le développement local.

“Les itinéraires d’apprentissage ont été conçuspour pallier l’insuffisance des connaissances despraticiens du développement et des hauts

Photo: Les membres d’une association detisserandes évoquent, pour les participants àl’itinéraire d’apprentissage, les hauts et les basayant jalonné l’histoire de leur entrepriseaujourd’hui prospère.

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Oeuvrer pour que lespopulations rurales pauvresse libèrent de la pauvreté Récits recueillis sur le terrain

responsables qui n’ont pas encore trouvé deréponse à bon nombre de questions de fond dans le domaine du développement”, déclare ArielHalpern, coordonnateur du projet des itinérairesd’apprentissage au sein du PROCASUR.

Des questions simples, des réponses complexes En mars 2007, l’itinéraire d’apprentissage“Territoires ruraux pauvres et accès réussi à desmarchés dynamiques” a prévu la visite de cinq petites entreprises de communautés ruralespauvres en Équateur et au Pérou. Les 18 participants provenant de huit pays étaient des représentants de producteurs, des agents du développement, des experts du marché et des membres de communautés.

L’objectif de l’itinéraire était de tenter d’identifierles facteurs susceptibles de favoriser ou, aucontraire, de couler une entreprise de petitsproducteurs ruraux pauvres.

“Il n’existe pas de réponse simple”, déclare NuriaFelipe Soria, chargée de la communication régionalepour l’Amérique latine et les Caraïbes au FIDA etparticipante à l’itinéraire. “Il y a de nombreusesvariables, par exemple les capacités de gestion,l’aptitude à l’innovation, les styles d’exercice del’autorité et les créneaux commerciaux, qui influentsur le succès futur d’une petite entreprise. Leprogramme des itinéraires d’apprentissage tientcompte de cette complexité, et c’est pourquoi iladopte une approche multidisciplinaire pour dégagerdes réponses et des savoirs.”

Les participants à l’itinéraire d’apprentissage sur l’accès au marché se sont rendus dans lesentreprises de cinq associations rurales: • Quesinor, une union d’associations de petits

producteurs fabriquant du fromage dans la Sierranorte, en Équateur

• Jambi Kiwa, une association de producteurs deplantes médicinales autochtones traditionnellesde Riobamba, au pied du volcan Chimborazo,dans le centre de l’Équateur

• CACH, une association de tisserands et deproducteurs d’articles artisanaux dans les zonesrurales de Chordeleg, dans le sud de l’Équateur

• Café Femenino, une association de productricesde café d’Agua Azul, dans le département deCajamarca au Pérou

• ACOPAGRO, une association de producteurs decacao de la vallée de Huallaga Central, dans lajungle des hauts plateaux du nord-est du Pérou.

Tirer les enseignements des succès – et des échecsLes participants se sont penchés sur les succès etles échecs des entreprises dans les domainessuivants: possibilités d’accès au marché et créneauxcommerciaux, organisation et exercice de l’autorité,technologie et innovation, et gestion de l’entreprise.

L’un des débats entre les participants a porté surles perspectives et les contraintes des marchés ducommerce équitable. Quatre des cinq communautésde l’itinéraire d’apprentissage ont choisi de ciblerquasi exclusivement les circuits internationaux desproduits issus de l’agriculture biologique et du

Rosa Guamán, directrice de la coopérativeJambi Kiwa, montre aux participants leszones où les membres collectent etvendent des plantes médicinales et destisanes.

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commerce équitable, et d’ignorer les marchéslocaux. Cette stratégie présente des avantages maisaussi des risques.

Les marchés du commerce équitable, qui offrentgénéralement des prix plus élevés, se traduisent par des marges bénéficiaires plus importantes etpeuvent absorber de petits volumes de production,à la différence des marchés traditionnels. Les petitsproducteurs latino-américains profitent de lasituation actuelle sur les marchés mondiaux, mêmesi celle-ci est extrêmement instable.

Toutefois, en raison de sa popularité et de l’arrivéecontinuelle sur le marché de petits producteurs du monde entier, le marché du commerce équitablecommence à frôler la saturation.

Recommandations pour réussirForts de leurs observations et de l’interaction avecles membres des cinq associations, les participantsont élaboré plusieurs recommandations.

Marchés et créneaux commerciaux: Les petitsproducteurs ruraux devraient diversifier leursmarchés au lieu d’affecter toute leur production au marché de la solidarité internationale. Unesolution consiste à accroître la production pourapprovisionner une gamme de marchés au lieu d’un seul, même si celui-ci est le plus attractif.

Organisation et exercice de l’autorité: Lesentreprises fondées sur un produit ou unecompétence spécifique devraient être établies par les producteurs eux-mêmes. Si certains membres ne sont pas producteurs, il faudrait mettre en placedes mécanismes en mesure de garantir que lacontribution des non-producteurs et des producteursà la marche des activités soit équivalente.

Technologie et innovation: Bon nombre desentreprises analysées opèrent sur des marchésencore en devenir, ni très exigeants ni trèsconcurrentiels, comme c’est le cas pour lesproducteurs de café et d’artisanat destinés àl’exportation. Pour les autres, l’innovation est unmoyen essentiel de marquer des points.

Gestion des affaires: Avant de lancer uneentreprise, aussi petite soit-elle, il est nécessaired’élaborer un plan stratégique et un planopérationnel, puis de concevoir les mécanismespermettant la mise en œuvre de la stratégie.

Rapporter les enseignements chez soiAu cours des entretiens clôturant l’itinéraire, lesparticipants ont précisé que la fin de l’itinérairen’était, en fait, que le commencement pour eux etleurs organisations.

Cesar Visarrea (participant) est un spécialiste durenforcement des capacités auprès du Consejo de

Desarrollo de las Nacionalidades y Pueblos deEcuador (CODENPE), en Équateur. Le CODENPE estune institution publique dont le rôle est de promouvoirle développement social, économique et culturel desidentités et peuples autochtones de l’Équateur.

“Je m’intéresse en particulier au renforcementdes capacités de ces communautés,” explique-t-il.“Cet itinéraire me donne une excellente occasion dem’informer sur les expériences et les possibilitésd’accès aux marchés afin de pouvoir transmettreensuite ces connaissances aux communautés aveclesquelles nous travaillons. J’ai été heureux deconstater que les partenaires et donateurs extérieursjouaient un rôle important en stimulant lescommunautés afin qu’elles se surpassent etsurmontent les difficultés d’accès aux marchés. Jepense que la méthodologie des itinéraires estremarquable et j’aimerais créer des itinérairesthématiques similaires en Équateur sur des thèmesspécifiques tels que le mode de fonctionnement desmarchés du commerce équitable et des produitsissus de l’agriculture biologique, de la biocertificationet des normes de qualité. C’est un plan de travailque j’emporte avec moi.”

Ana Lucia Palaquibay (participante), conseillèrefinancière au Banco Solidario en Équateur, déclarequ’elle a beaucoup appris sur ce qu’il faut faire et nepas faire en matière de gestion des entreprises.

“Je travaille dans une banque qui offre du créditaux petits producteurs ruraux,” déclare-t-elle. “Pourmoi, cet itinéraire est une excellente occasion demieux comprendre les réalités de la vie descommunautés rurales pauvres, et les défis et lesdifficultés rencontrés par les pauvres quand ilslancent leur propre entreprise.”

L’itinéraire d’apprentissage “Territoiresruraux pauvres et accès réussi à desmarchés dynamiques” prévoyait la visitede cinq petites entreprises decommunautés rurales pauvres enÉquateur et au Pérou.

Les participants à l’itinéraired’apprentissage sont soumis à unecérémonie de purification pendant leurvisite à Jambi Kiwa, une association de producteurs de plantes médicinalesautochtones traditionnelles de Riobamba,en Équateur.

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Flor Salazar, enseignante en tissage de la Fundación CholChol au Chili, travaille avec lesfemmes mapuche autochtones en les aidant à perfectionner leur art du tissage et à diversifierles modèles de tissu.

“Je suis très intéressée par la façon de concilier tradition et innovation dans notre productiontextile dans la perspective d’ouvrir de nouveaux débouchés pour nos produits,” déclare-t-elle.“Je considère que cet itinéraire m’a donné la chance d’apprendre comment y parvenir. J’aiappris ici comment d’autres organisations conduisant des activités similaires ont réussi àprendre pied sur de nouveaux marchés, ce qui est mon souci principal à l’heure actuelle. Jerapporte avec moi beaucoup de ce que j’ai vu ces 10 derniers jours.”

Jesús A. Pérez, expert du développement rural dans le programme de développementéconomique dans la région aride du Nicaragua, explique que le principal enseignement qu’il atiré est combien il est complexe et difficile de fournir un appui adéquat aux personnes quiluttent contre la pauvreté.

“En tant qu’expert du développement rural, je travaille avec les agriculteurs pauvres dans larégion aride du Nicaragua. J’ai participé à cet itinéraire pour m’informer sur l’innovation au niveaudes produits et sur la façon d’introduire des changements dans la gestion des entreprises. Dansmon pays, il y a des familles qui font le même produit de la même façon depuis des générations,et il est important pour moi de pouvoir leur proposer de nouvelles options.”

Selon Louise McDonald, chargée de programme de pays du FIDA pour le Swaziland,l’itinéraire lui a donné une occasion précieuse de découvrir le développement des entreprises etl’accès au marché dans une autre région et d’en tirer des leçons.

“Une différence importante au niveau de la formation des groupements dans les deuxrégions est l’objectif initial,” observe-t-elle. “En Amérique latine, la plupart des groupements sesont constitués autour de caractéristiques culturelles et de traditions avant de se muer enentreprises. Les capacités d’organisation et de planification de ces groupements sont, pour lemoins, impressionnantes – même sur de grandes distances – et notre région, l’Afrique orientaleet australe, pourrait mettre à profit certains des enseignements tirés ici.”

Depuis 2002, 40 itinéraires d’apprentissage au total ont été mis en œuvre dans six paysd’Amérique latine et, en 2007, des itinéraires transcontinentaux y ont été ajoutés. Fin 2007, desexperts du développement asiatiques et africains ont rendu visite à 15 projets de microfinanceperformants en Amérique latine. En juin 2008, la même expérience a été réalisée en Afrique.

PERSONNES À CONTACTERRoberto Haudry de SoucyChargé de programme de pays, FIDACalle 72 n° 7-82 de 702Bogotá, ColombieTél: +571 2177234 poste 200 ou 202Télécopie: +571 2103064Courriel: [email protected]

Raul HopkinsÉconomiste régional, FIDAVia Paolo di Dono, 4400142 Rome, ItalieTél: +39 06 54592332Télécopie: +39 06 5043463Courriel: [email protected]

LIENSLe FIDA en Amérique latine et aux Caraïbeshttp://www.ifad.org/operations/projects/regions/pl/index.htm

Itinéraire d’apprentissage sur l’accès au marchéhttp://www.ruralpovertyportal.org/english/regions/americas/rutas/index.htm

PROCASURwww.procasur.org/fida

Sur le terrainhttp://www.ifad.org/story/index.htm

PRINCIPALES CARACTÉRISTIQUES

Programme régional de formation audéveloppement rural (PROCASUR)

Coût total: 1,5 million d’USD

Prêt du FIDA: 900 000 USD

Cofinancement: 400 000 USD desparticipants au programme et 200 000USD du PROCASUR

Durée: 3 ans

Couverture géographique: Argentine,Bolivie, Brésil, Colombie, Équateur,Paraguay, Pérou, Républiquebolivarienne du Venezuela et Uruguay

Bénéficiaires directs: 200 techniciensde terrain, 60 associations paysannes et400 organisations rurales

Partenaires: les projets du FIDA dans larégion, les associations paysannes et lesorganisations rurales

État d’avancement: en cours

Fernando Zelada, directeur d’unesociété de conseil en marketingà Lima, analyse la stratégiecommerciale de Quesinor, uneunion de petits producteursfabriquant du fromage. FI

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Oeuvrer pour que lespopulations rurales pauvresse libèrent de la pauvreté

Fonds international dedéveloppement agricoleVia Paolo di Dono, 4400142 Rome, ItalieTél.: +39 06 54591Télécopie: +39 06 5043463Courriel: [email protected]

Bâtir un monde libéré de la pauvretéLe FIDA a été créé il y 30 ans pour s’attaquer à la pauvreté rurale, principale conséquence dessécheresses et des famines du début des années 70. Depuis 1978, le FIDA a investi plus de 10 milliards d’USD sous forme de prêts à faible taux d’intérêt et de dons, aidant ainsi plus de 300 millions de femmes et d’hommes vivant dans une grande pauvreté en milieu rural àaccroître leurs revenus et à faire vivre leur famille.

Le FIDA est une institution financière internationale et une institution spécialisée desNations Unies. Il représente un partenariat mondial entre l’OCDE, l’OPEP et d’autres paysen développement. Le Fonds soutient actuellement plus de 200 programmes et projets dans 84 pays en développement. S

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08

Steps, Tones, and Sounds: the successful valorization of Afro Latin American

music as a cultural asset in rural contexts

16 to 23 April, Colombia

1 Casilla Postal nº 599, Ñuñoa, Santiago de Chile


Learning Route

Steps, Tones, and Sounds: the successful valorization of Afro Latin American music as a

cultural asset in rural contexts


WHAT IS A LEARNING ROUTE?

The Learning Route is a training methodology of an experiential nature, which provides

opportunities for exchange, reflection, and analysis in an on-going learning process. During the

Route, testimonies are shared and all of the actors involved in the cases studied participate in

the experience.

The Route developed by the ACUA Program and PROCASUR Regional Corporation fits into the

theme of bringing value and recognition to cultural expressions, specifically musical, as assets

for the development of the rural territories of Afro-descendant communities in Latin American

included in the Program (Brazil, Bolivia, Columbia, Ecuador, Panama, Peru and Venezuela), by

generating associated abilities and skills for local management.

During the Route, participants will visit and exchange lessons learned with rural afro

descendent musical groups who have been successful in bringing value and recognition to

cultural assets, and where the local administration, in conjunction with other important

players, has led to better income opportunities and an improved quality of life in the African-

descendant communities where these kinds of experiences are located.

The Route is organized and implemented within the framework of strategies developed by the

Program Support for Rural Populations of African Descent in Latin America - ACUA - which is

focused on providing value and recognition of their cultural expressions and assets, as well as

fomenting closer links among and between networks and Afro peoples of the region, by

achieving the following fundamental aims: i) develop the territory on the basis of cultural

identity, ii) improve the quality of life of rural communities of African descent, and iii)

strengthen the identity of communities through the formation of social networks, including

the consolidation of regional institutions which seek an exchange of knowledge and

experience among communities.

WHAT IS THE PURPOSE OF THIS LEARNING ROUTE?

Transfer to Afro rural leaders/developers of organizations and groups/communities included in

the ACUA Program’s area of coverage the skills to develop processes for valorization of music

as a cultural asset, so as to improve their capacities to manage, in a collective, sustainable and

replicable way, within their areas of activity, actions to improve the quality of life and alleviate

poverty in their territories.






WHAT ARE THE RESULTS OF THIS LEARNING ROUTE?

It is expected that participants of this Route can:

1. Identify the cultural assets of their associations and communities, on three reference

levels (potential, in development, and sustained).

2. Exchange experiences with peers (hosts and fellow participants of the Route) and capture

their experiences, lessons and recommendations – emphasizing the development of

innovations - to improve their management skills in association with other groups so as to

expand opportunities for valorization of their cultural assets potential.

3. Systematize the lessons learned in terms of processes for cultural valorization (identity,

heritage, territorial, and commercial).

4. Communicate their experience during the Route to other members of their organizations

and communities, in order to trigger processes identified as valuable and likely to be

replicated in their territories for the valorization of music as a cultural asset.

WHAT TOPICS WILL BE ADDRESSED?

1. Particularities of afro Latin-American music in rural contexts relating to identity and

territorial issues.

2. The potential of Afro-Latin American music to become an asset in sustained local

development.

3. Specific characteristics of the music industry, with emphasis on the channels for broadcast

and marketing, the legal and regulatory framework relating to intellectual property rights

and the relevant public and private actors.

4. The chain of processes for the valorization of cultural activities: music as a dynamic

springboard ie. as an activity capable of attracting market demand for other cultural

manifestations.

5. Obstacles, innovative solutions, and the principal challenges for local administration of

cultural manifestations, with particular emphasis on music.

WHAT EXPERIENCES WILL WE VISIT?

The Route will visit eight outstanding experiences in the valorization of Afro Latin American

music as a cultural asset. Located in the Pacific region of Columbia, each experience will

contribute relevant and novel elements relating to the central theme of the Route, and in

accordance with their specific territorial, identity, and experiential characteristics.

The learning itinerary will allow participants to study different experiences of the valorization

of music as an asset for local development, through the development of learning and collective

reflection of innovative and successful strategies with emphasis on the novel solution of

obstacles, as well as visualizing future opportunities.

HOW LONG DOES THE ROUTE LAST AND WHEN WILL IT TAKE PLACE?

The Learning Route lasts eight days and will be held between June 16 to 23, 2009.






WHO CAN PARTICIPATE?

The Learning Route has 18 places for managers and generators of cultural activities, and

leaders of rural Afro descent, who will be selected according to the following criteria:

1. Local leaders, cultural managers and/or musical creators of Afro descent, with a proven

track record in their chosen field.

2. Afro descendents who represent organizations with experience of at least two years in the

valorization of Afro Latin-American music as a cultural asset.

3. Women of Afro descent who are local leaders, cultural and/or musical managers or

generators.

4. Young people of Afro descent who are local leaders, cultural and/or musical managers or

generators.

Application is open to Afro descendents from Africa and those countries included in the

ACUA Program, namely Brazil, Bolivia, Columbia, Ecuador, Panama, Peru, and Venezuela. It

should also be noted that six places are contemplated for Columbian nationals and 12 for

nationals of the other above-mentioned countries.

Conditions for application require applicants to:

1. Complete and submit the application form before Wednesday April 30, 2009 (email

[email protected]).

2. Submit an overview of up to two pages detailing previous experiences relevant to the

themes of the Route.

3. Provide a sponsoring letter form the organization/musical group/community to which you

belong.

WHAT ARE THE COMMITMENTS OF THE PARTICIPANTS?

1. Review prior to the commencement of the Route the proposed educational content and

participate actively in each and every activity that the Route entails, both during the

preparation of the Route, while the Route is being carried out, and following its

termination.

2. Design an innovation plan during the Route, and concentrate your efforts on implementing

it, taking into consideration activities for the dissemination of lessons learned. The plan is a

proposal to improve the management of your group/organization/community in the

association with other groups, and in relation to the valorization of music as a sustainable

cultural asset for local development, based on learning acquired during the Route. It is

important to note that there will be a competition for the co-funding of the best ideas.

3. Participate actively in initiating and promoting actions of regional co-ordination among the

organizations/groups/communities involved in the Route which respond to shared goals,

as well as with other relevant associations/institutions.

For additional information, write to: [email protected].

Learning Route in Green Markets

Colombia, May 17 to 24, 2009



CALL Learning Route in Green Markets

Colombia

May 17 to 24, 2009

WHAT IS A LEARNING ROUTE?

It is an in situ experience involving an on-going training process, organized thematically around successful cases and best practices in biotrade and biobusiness. The Route is highlighted by the learning and testimonials from its users and makes possible the active participation of the actors directly involved in the development of each experience, who become the training service providers. The Learning Route in Green Markets will enhance participants' knowledge on the sustainable use of biodiversity and its connection to productive development, with criteria for environmental, social, and economic sustainability as alternatives to greater and better development for the rural poor. WHAT IS THE OBJECTIVE OF THIS LEARNING ROUTE? Foster exchange and reflection on practices and processes in order to convert knowledge and experience into socialassets that improve living conditions in rural communities. The Route is an opportunity to see things from a different perspective, within a cultural context and with production and commercial processes that provide more effective ways of doing things.

WHAT ARE THE EXPECTED RESULTS OF THE LEARNING ROUTE? Internalized in small and medium-sized enterprises or marketing institutions the sustainable management of natural resources, the revaluing of social and cultural assets allowing for the sustainable development of the rural poor. Users are expected to achieve: 1. Assess the knowledge of players who take advantage of and use in a sustainable way

Colombian biodiversity. 2. Increase knowledge about sustainable use of biodiversity and its connection with the

productive development, with criteria for environmental, social, and economic sustainability.

3. Identify investment opportunities with organizations working in green markets, 4. Use the acquired learning to design an Innovation Plan in which solutions analyzed during

the Route are creatively adapted to the diagnosis of participant’s own needs, conditions, and opportunities.

5. Contrast critically the contextual and internal elements of the case studies to identify the internal and external factors that make a green market organization successful.

6. Establish the difference between biobusiness and BioTrade.

Learning Route in Green Markets

Colombia, May 17 to 24, 2009



WHICH EXPERIENCES WILL BE STUDIED? Successful cases are selected for this Route, all with recognized trajectory and clear evidence of impact on the sustainable use of biodiversity in Colombia, including following areas:

1. Models of partnership and resource management 2. Investment in areas of socio-cultural and environmental conflict. 3. Good agricultural practices with results in productivity. 4. Businesses structured around native biodiversity. 5. Innovation for product development (diversification, packaging, bar code, etc.). 6. Marketing strategies. 7. The relationship between research, technological development and sustainable use

of biodiversity products. 8. Community monitoring of environmental impacts.

WHEN WILL IT TAKE PLACE? The Route will take place between May 17 and 24, 2009. WHO CAN PARTICIPATE? This Route is aimed at professionals of projects, companies or institutions that could potentially: (i) provide services to this kind of community/initiatives; (ii) purchase its products, or (iii) invest in building their business plans. CONDITIONS OF APPLICATION:

1. Complete and submit the entry form. 2. Submit a description of up to two pages of your previous experience in matters

relating to the theme of the Route.

HOW MUCH DOES IT COST TO PARTICIPATE? The organizers of the Route on Green Markets will cover all costs relating to:

1. Transportation: The cost of all ground and air transfers required from the beginning to the end of the Route

2. Accommodation and meals required during the execution of the route. Pedagogical materials.

3. Insurance required by the participants. 4. Training materials for activities and experiences to be visited.

Participants have to cover costs of travel to the Route and back and other personal expenses. ENQUIRIES For inquiries please contact: Ariel Halpern: [email protected] Phone: (56-2) 341 63 67) www.procasur.org / www.accionambiental.org