Sunday, October 13, 2013

PROJECT CONTEXT AND BACKGROUND

The establishment of The Barefoot Cooperative capitalises on capacities acquired by women who trained at the Barefoot College in 2009 and 2012 for income generation to sustain the livelihoods of the women. While the core training they acquired was on solar electrification of rural villages, this project utilises other skills (such as chalk and candle making) that the women solar engineers acquired at their first and second training at the college. After the first training course[1] the women returned to their home villages in the Nuba Mountains[2] (South Kordofan, Sudan) and solar electrified Mirri village in February 2011 (where two of the trained solar engineers come from and which was one of two villages that was targeted with the solar electrification project). In addition to the benefits that electricity brings, the impact of project was also observed on changing the mindset about women and technology, especially in rural settings. For the women, the project was an empowering experience and their achievement was celebrated and cherished by their community. After years of stability and signs of development, the two ruling political parties disagreed on election poll counts and war erupted for the second time in June 2011 in the Nuba Mountains of Sudan (South Kordofan State).  The Mirri community was displaced as a result of the conflict; some of their solar equipment was looted in the chaos; and their triumph and plans for better living and prosperity were quashed after only a few months.

The effects of war on the Nuba Mountains region and more specifically on the lives of local women, is one of the stark and dreadful marks of Sudanese conflicts on its civilian populations. The Nuba Mountains geographic location, bordering dormant and active conflict zones e.g. South Darfur and the rich oil fields of Abyei, has inadvertently but often purposely and directly affected the region’s security and its development. During the second outbreak of the North/South war 1983 – 2005 and the involvement of the Nuba Mountains, the region suffered from displacement, migration, poverty and more significantly deep mistrust was built among the communities who live in the region where loyalties were split along SPLM and Government lines. One of the project’s contributions can be summarised in what Khadiga comment on the day they finished putting up the lights in Mirri. She said “you know I never been to Mirri before this project, we don’t like them [pause] but now, I really like them, they are really nice people”. For two communities who found themselves on opposite sides, the project not only created solar engineers but also understanding and acceptance of the other.

In 2012, a year after the project was halted, an appeal to the Barefoot College to sponsor a second training for the solar engineers and keep the know-how for Mirri and Aldorot to rebuild their villages when the time is right was granted and the solar engineers returned to Tilonia for the course of September 2012 – March 2013. This was indeed a symbol of solidarity and continued support by the College, and the Government of India. While the war still rages in South Kordofan with no signs peace returning to that region as yet, the engineers’ lives have become financially challenging with many other families who lost their livelihoods and were displaced from their villages. This project aims to alleviate this burden by establishing a small factory linked with a cooperative to produce and sell products. The long term plan is to establish a training centre to engage women from similar situations from the Nuba Mountains or other conflict-ridden areas in Sudan.




[1] This first phase of the project was managed by Ruya Organisation (under the directorship of Zeinab Balandia)
[2] See Map in Resources & References.

OBJECTIVES OF THE PROJECT

The short term objective of this project is to establish an income generating entity for the benefit of the Barefoot College Women Solar Engineers (BCWSE) that utilises soft skills they acquired alongside their solar electrification training; while the long term objective is to establish a training programme by which the BCWSE can pass their skills to other women in need and interested to join the established income generating entity or to develop their own small business.

This project draws from lessons learned from the experience of the solar electrification of Mirri; and situated in the ethos and approach of the Barefoot College (BC) for improving access of rural communities to technology and encouraging the use of traditional knowledge. The Barefoot model for rural development engages the community in the decision making process and emphasises community ownership and project sustainability. Following the conflict in 2011, and the chaos of displacement of Mirri community and the loss of much of their solar equipment, the Mirri solar engineer and some members of her community decided to conduct a situation analysis which they had to do across fire lines. They conducted surveys in Khartoum State (where many fleeing the conflict were displaced) as well as in neighbouring North Kordofan State, in various other villages, and in Mirri itself. This resilient act can be argued as evidence that Barefoot’s model not only does it empower the rural poor with appropriate technologies, but also that the concept of project ownership by the community is just not a buzz-phrase but is a real feeling that was manifested in the efforts, against all odds, of this particular community to hold on to what they saw as theirs. The model uses learning-by-doing to transfer the know-how inside the community which facilitate self-sufficiency (equipment maintenance is performed by the solar engineers) and community inter-learning (e.g. by the end of Mirri solar electrification there were nine community members who became skilful at assembling lanterns and connecting the various equipment through their apprenticeship with the solar engineers). This particular experience showed the training capability of these women and supports the project’s long term objective of incorporating a training component. The choice of candidates for training will also follow in the steps of the College in its focus on grandmothers (or “habboba” in Sudanese Arabic) as the least likely to leave the village, in the choice of candidates for the membership of the cooperative as employees, producers and trainees. Notwithstanding the giant learning curve the solar engineers and volunteer team in Sudan need for realising the Barefoot model, it will serve as the project’s underlying philosophy and guide of best practice.

TOOLS, PHASES AND MILESTONES

The first objective will utilise the model of community cooperatives following the local registration conditions and procedures, while the second objective will utilise a combined approach of literacy and trainers-of-trainers programmes. The following table lists the main steps, timeline and milestones of Phase (I) which covers the first 6 months of the project. The next two phases of the project, 6 months and 12 months respectively, are aimed at improving business sustainability (such as extending local material use in production), incorporating a social responsibility component (such as provision of training programme) and supporting BCWSE own business plans (e.g. whether to continue as a single entity or to each establish own business).

Phase I: Establishing Cooperative 
Expected Duration (Weeks)
Milestone
1.    Register with local authority
8
Certificate of registration
2.    Prepare working environment
4
Rented and furnished space
3.    Establish management structure
         i.       Capacity building of BCWSE on small business management
       ii.       Planning of marketing campaign
4
   i.     Procedures/templates for Monitoring, evaluation and reporting
 ii.     Marketing plan
4.    Test production process
2
Samples of quality assured products
5.    Execute first production/sales cycle
4
Sales report
6.    Evaluate cycle and make recommendations
2
Report on process/product improvement
Phase II: Establishing Profit(business sustainability)
6 months
   i.     Self-sustained cooperative
 ii.     Training programmes blueprint
Phase III: Establishing Social Responsibility (literacy and trainers-of-trainers programmes)
1 year
   i.     Assessment of training programmes
 ii.     Recommendations on expansion of cooperative
Table 1. Project Phases, Duration and Milestones

In consultation with project donors, the findings from the first 6 months will be utilised to improve processes of production, marketing and management of the project, and to plan the next phases of the project (Phases II & III) by considering what the project achieved in Phase (I), the challenges it faced and its sustainability and training prospects. 

REQUIREMENTS AND BUDGET

There are 3 skills that the BCWSE will utilise to produce the types of products to be marketed through the cooperative. The requirements for production are split along product types, namely, sanitary pads, chalk and candles making. The budget is in formation stage pending more information on Chalk and Candle making to be able to estimate productivity and the quantities of raw material required, as well as expert advice for selecting appropriate components that are environment-friendly and utilises local material.  The profile of the Sudanese BCWSE, raised through the various presentations at local and international levels (Resources & References), opens possibilities for fund raising as well as for seeking governmental or non-government support. The volunteer group working on this project will be engaged in fund raising activities when the budget is finalised and the deficit estimated more accurately.
Table (2) presents the estimates of expenses in Sudanese pounds (SDG) that cover Phase I (6 months) and the budget available are presented in sections (i) and (ii) respectively.

               i.     Production expenses[1]:
Product
Requirements
Item
Quantity
Price/unit (SDG)
Total (6 month)
Notes
Sanitary pads

[Expected output = 4000 piece per month]
Sewing machine
2
2000
4000
Non-recurring expense, maintenance cost to be estimated
Pressing machine
1
-
-
Donated by BC
Sewing materials
1
20
120

Cotton
45
4 per roll
1080

Paper
2
80
960

Gauze
5
10
300

Linoleum
-
-
-
Not available locally
Glue
5
10
300

Chalk
[Expected output=?]
Chalk making machine
1
-
-
Donated by BC
Gypsum
?
1 per kg
?

Fillers (such as calcium carbonate, zinc oxide or talc powder)

10 per kg (talc powder)
?

Candle
[Expected output=?]
Candle making machine
1
-
?
Donated by BC
Paraffin wax
?
?
?

Citric acid
?
?
?

Dyes and colours
?
60
?

Thread
?
10 per roll
?

TOTAL (SDG)
6760 + unknown amounts
Working space expenses
Item
Quantity
Price/unit (SDG)
Total (6 months)
Notes
Rental
1
500
1 * 500 * 6 = 3000
Uses donation from (1) SH and (2) TE
Electricity
200
50
200 * 50 * 6 = 6000
Salaries
2
480
2 * 480 * 6 = 5760
Misc (10% of total of working space expenses)
1476
TOTAL (SDG)
16,236
GRAND TOTAL (SDG)
22,996
Table 2. Estimated Budgetary Requirements
             ii.     Budget:
It can be observed from Table (2) that some of the major expenses are covered by donations. These include:
·        In kind support from the Barefoot College in the form of Machinery that will be used in production (except sewing machines that can be procured locally), in addition to raw materials required for a production cycle.
·        Other donations that will be used to support start-up funds covering mainly working space expenses include (1) 2000 US$ (from Sondra Hale) which approximately amounts to 11,000 SDG at current exchange rate of 5.5; and (2) rental cost for the first 6 months (from Tarig Eltigay) which is estimated at 3,000 SDG.
In addition, BC will donate goods for resale (e.g. universal eyes glasses) that can augment this budget and sustain the project in the first year (Phases I & II). Raw material expenses shown on table represent the cost of materials if procured locally which will utilise return from initial sales. The pricing of goods (produced and resale) will be defined after a market survey (to be conducted during steps 3 & 4 in Phase I) which adds to the budget available. However, the current deficit is approximately 8996 SDG (in addition to “unknowns of chalk and candle making in Table 2” and “additional/unaccounted for expenses in section 6vii”).



[1] “?” denotes missing amounts that require knowledge on quantities required and productivity rates.