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Interactive Education

ETF Hubs are model projects which are helping to break the cycle of poverty. Our small dedicated teams, our supporters and our advisors, work together to design and run project activities which best suit local opportunities and needs. ETF Hubs initiatives are designed for scaling up to support strong economies, including through the work of the Clarity Coalitiion.

Our first focus is EDUCATION and training through knowledge exchange and hands-on experience.

Example 1. Delicias de Alicia Children’s Cooking Workshops

Delicias de Alicia cooking workshops for children create low cost nutritious and delicious meals with ingredients which are affordable and purchased within the children’s neighbourhoods.

In 2019 Delicias de Alicia is in its fifth year and has given a series of six cooking and nutrition workshops to groups of 20 to 40 children aged between 8 and 12 years old in seven large city neighbourhoods and one rural community. The workshops are entirely interactive, employing games to teach about the importance of nutrition and hygiene. Recipies for fruit salad, fresh vegetable pasta, lentil burgers and banana cake, source easily accessible ingredients for cooking these familiar dishes in more healthy ways. After a first introductory workshop on the importance of nutrition, four cooking workshops cover fruits, vegetables, (limiting the use of) flours and sugars, and proteins. In the final workshop the children celebrate their graduation with healthy party food which they have learned to cook and receive a diploma. After the course of workshops the children also take away a book compiled of their worksheets and recipies.

Example 2. Ashok Khosla’s Development Alternatives

One long-standing interest of Ashok Khosla has been Technology and Action for Rural Advancement (TARA). Amongst its business strategies, this initiative provides livelihood support services to marginalised people, including vocational training to help aspiring entrepreneurs to set up their own businesses. Success also requires a few basic things, such as a reading light so that people can study in the evenings.

There are good reason for focusing on basic education specifically for women. Dr Khosla has highlighted the practical positive consequences of tackling illiteracy, including female illiteracy, in rural India. Where the opportunity for education is available, it will generally be taken. One such TARA enterprise, an Indian all-women paper recycling business producing hand-made paper, had 25 women workers between 23-35 years old starting in 1988. In 2009, 23 of those women still worked there. The women were empowered, and the outcome was welcome for them and the wider community.

And there are even wider impacts. Between 1988 and 2009 the paper-producers had two additional children. On average, twenty-three additional births would have been expected of rural Indian women with the same demographic. Noting that this was not a forced choice for the ‘TARA’ women and their families, this has major implications for the future pressure on resources arising from that reduction in births.

To illustrate one aspect, the combined package of education and enterprise creation, Ashok estimates, would have cost between $4 and $10 per ton of carbon (CO2eq) emissions saved which substantially undercuts traditional thinking about abatement costs including CCS (Carbon Capture and Sequestration for fossil fuel electricity), energy efficiency and afforestation.

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