Grandmothers: A Learning Institution - Basic Education and Policy ...

strated the power of participatory learning.The grandmothers did not sit and listento a lecture.They were engaged in anactivity that asked questions, and requiredthat they share their ideas and workingtogether as a group. They were activelyengaged in dialogue as they listened toone another and responded to the problempresented in a story, which then ledthem to an acceptable solution based oninput from the group. The content of thestory placed the learning in the presentand allowed the grandmothers to see theusefulness of the new knowledge theywere acquiring. This immediacy of learning,again a characteristic of nonformal education,is critical for adults.They want to seean immediate return on their investmentof time and resources participating in theactivity.Both the songs and stories were focusedon the learner. Each activity required thelearners to be engaged in order for learningto take place. As noted, this learnercenteredapproach is the opposite of themethods historically used in health interventions.The learner-centered approachused by the Mali project allowed the contentto be driven by the learner’s needsand was attentive to their involvement inthe delivery of the material.By utilizing these nonformal educationstrategies and approaches in the Mali project,grandmothers retained their culturallydefined role as respected advisors ofyounger women and families. The grandmothers’receptivity to new ideasincreased as did their involvement in theproject.The grandmother strategy was implementedin 48 villages in Mali. The stories, songs,and group discussions focused primarily,but not exclusively, on the grandmothers.The male traditional community leaderswere also involved, as well as youngerwomen and men. The extension workersinvolved in the strategy periodically visitedthe community leaders so that they understoodthe strategy and encouraged thegrandmothers to participate. In addition,for each session with the grandmothers,the village headman selected two or threeof his advisors to attend the session inorder to provide him with feedback onwhat was discussed. This mechanism contributedgreatly to eliciting the support ofcommunity elders for the strategy and forthe grandmothers. After the group sessionswith grandmothers, the communityhealth volunteers were expected to repeatthe stories and songs with groups ofyounger women and men, depending ontheir interest and availability.RESULTS OF THE NONFORMALEDUCATION ACTIVITIESThe feedback on the grandmother strategyin the Mali project was very positive onthe part of both health workers and communitymembers. Many local health officialsstated, “Most past maternal and childhealth programs have had a limited impactbecause the influential muso korobas, werenot involved.” At the community level,community leaders strongly supported thestrategy involving grandmothers. “They arethe primary advisors in the family foryounger women.” Both younger womenand their husbands stated that involving34 UNITED STATES AGENCY FOR INTERNATIONAL DEVELOPMENT