• Contribute to a world without poverty through education

Our pedagogy

770 million

Over 770 million people in the world lack basic literacy, a majority are women. Research shows that girls and women in many parts of the world encounter different types of discriminatory structures early and in different domains, within their own families, in the surrounding society and in education. This discrimination is shown by the fact that girls are still least likely to go to school and that girls are overrepresented when it comes to dropouts in the early school years, often linked to unwanted pregnancies, marriage, traditions and poverty. The difficulties that exist in reducing inequality for women in relation to access to education mean that this education needs to be rethought and changed so that more women can take part in it (Unesco 2016).

There are thus many factors that mean that these girls and women never get the chance, traditional gender roles and structures that limit girls' and women's life choices to take care of home and family but which also force them to work hard for the family's livelihood which limits the possibility of taking part in education in the traditional way, where attendance is required and where the school day is long, both in hours and years.

To have the opportunity to develop a basic literacy is, according to UNESCO, a lever into society, to be able to get a job, to gain power over your own life and participate in the society in which you live. When women have the opportunity to learn to read and write, it has also been seen that the health of women and their children increases, and that child mortality decreases. There is also a link between women's literacy and increased participation in schools for their children, as well as reduced poverty in women's families and households (Unesco 2016).

Our starting point 

We see it as our task to offer our participants an education characterized by a clear resource perspective where all the individual's languages, previous experiences and culture should be the starting point for learning.

Therefore, we continuously strive to be able to offer all our participants an education that takes advantage of their resources and gives them the opportunity to develop a basic literacy that is functional and digital and that can be a first step in their lifelong learning.

Do you want to know more about our pedagogy? Watch the video below

Resource Model

We have the Resource model as the theoretical starting point for the development of our education and our application FOCUS.

The resource model is a didactic model, presented by Qarin Franker 2016. The model is based on Freebody & Luke (1999) and their "The Four Resources Model". The resource model includes a strong resource perspective where the individual and its resources, linguistic, literacy-related and socio-cultural, are the starting point for the design and content of teaching (Franker 2016).

Qarin Franker (2016) highlights the resource model with the four literacy practices as a tool for the teacher to use when planning, implementing and evaluating the teaching. The purpose of the model is to offer the participants a teaching of a basic literacy that takes the starting point in their resources and gives them the space to use and develop all four literacy practices. The model clearly shows how the individual's resources should be used and serve as a starting point in the work within the four different literacy practices.

Join us and create a better life for women

Over 770 million people in the world lack basic literacy. Of these, a majority are women. This is a figure that we at Dispurse want to change. Support us and take part in the fight for everyone's right to education!