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Author: Caroline Dyer
Publisher: ITESO
Published: 2006
Total Pages: 296
ISBN-13: 9781845450366
DOWNLOAD EBOOKThis volume provides a series of international case studies, prefaced by a comprehensive literature review and concluding with an end note drawing together the themes and key issues relating to educational services for nomadic groups around the world. [Book jacket].
Author: Saverio Krätli
Publisher:
Published: 2001
Total Pages: 90
ISBN-13:
DOWNLOAD EBOOKEducationally, pastoralists appear to be a paradox. From the perspective of official education, they are a complete failure, scoring badly in terms of enrollment, achievement, attainment, and gender balance. However, pastoralists are far from being unskilled. Their daily lives require them to perform tasks involving high levels of individual and social specialization. A consideration of this paradox should be central to analyses of the continuous failure, with regard to nomads, of the universal project of education. Instead, education programs appear to oppose nomadic culture at all levels--from principles and goals to evaluation. As a universal project, education has had a very broad goal of the fulfillment of all individuals as human beings and a very narrow view of educational structure and content. With regard to education of nomads, this literature review suggests that such attitude should be reversed to a broader view and focused goals. Policies should expand the view from statistics and the classroom to education as a broad phenomenon. Education for nomads should be flexible, multifaceted, and focused enough to target specific structural problems such as social and economic marginalization, lack of political representation, or coping and interacting successfully with the challenges of globalization. Sections of this literature review cover the educational rationale (education as basic need and right, education for development and integration); practical problems and solutions (mobility, remoteness, poverty, sparse population, distance education, staff, motivation, language); cultural problems (conservatism, ignorance, child labor, cultural alienation, education of girls, parent choice, relevance); impact and outcomes of education; a Mongolia case study; and key issues for future policy. (Contains 194 references.) (TD)
Author: Caroline Dyer
Publisher: Berghahn Books
Published: 2006-06-01
Total Pages: 288
ISBN-13: 1789203937
DOWNLOAD EBOOKEducational provision for nomadic peoples is a highly complex, as well as controversial and emotive, issue. For centuries, nomadic peoples educated their children by passing on from generation to generation the socio-cultural and economic knowledge required to pursue their traditional occupations. But over the last few decades, nomadic peoples have had to contend with rapid changes to their ways of life, often as a consequence of global patterns of development that are highly unsympathetic to spatially mobile groups. The need to provide modern education for nomadic groups is evident and urgent to all those concerned with achieving Education For All; yet how they can be included is highly controversial. This volume provides a series of international case studies, prefaced by a comprehensive literature review and concluding with an end note drawing themes together, that sets out key issues in relation to educational services for nomadic groups around the world.
Author: Saverio Krätli
Publisher: IIED
Published: 2009
Total Pages: 76
ISBN-13: 1843697599
DOWNLOAD EBOOKAuthor: Anita Sharma
Publisher: Anchor Books
Published: 2011
Total Pages: 91
ISBN-13: 9780901881656
DOWNLOAD EBOOKAuthor: Theresa Schaller
Publisher: Verlag Barbara Budrich
Published: 2020-12-14
Total Pages: 230
ISBN-13: 3847416561
DOWNLOAD EBOOKWie kann mobil lebenden Kindern Zugang zu Bildung ermöglicht werden? Diese Publikation beschäftigt sich mit der Notwendigkeit und dem Aufbau eines mobilen Schulsystems für Pastoralisten (Wanderhirten) in Nordkenia. Das zugrundeliegende System der Lernleitern bietet Schüler*innen und Lehrer*innen ein zuverlässiges System für individualisiertes Lernen in heterogenen Lerngemeinschaften. Das Buch gibt einen praktischen Einblick in die internationale Entwicklungszusammenarbeit, die kooperative Lernmaterialentwicklung und Lehrerbildung in dem Schulentwicklungsprojekt INES (Illeret Nomadic Education System).
Author: Beatrice Forbes Manz
Publisher: Cambridge University Press
Published: 2021-12-02
Total Pages: 545
ISBN-13: 1009213385
DOWNLOAD EBOOKA history of pastoral nomads in the Islamic Middle East from the rise of Islam, through the middle periods when Mongols and Turks ruled most of the region, to the decline of nomadism in the twentieth century. Offering a vivid insight into the impact of nomads on the politics, culture, and ideology of the region, Beatrice Forbes Manz examines and challenges existing perceptions of these nomads, including the popular cyclical model of nomad-settled interaction developed by Ibn Khaldun. Looking at both the Arab Bedouin and the nomads from the Eurasian steppe, Manz demonstrates the significance of Bedouin and Turco-Mongolian contributions to cultural production and political ideology in the Middle East, and shows the central role played by pastoral nomads in war, trade, and state-building throughout history. Nomads provided horses and soldiers for war, the livestock and guidance which made long-distance trade possible, and animal products to provision the region's growing cities.
Author: Catriona Bass
Publisher: Zed Books
Published: 1998-12
Total Pages: 324
ISBN-13: 9781856496742
DOWNLOAD EBOOKThis work provides a comprehensive overview of education provision and policy in the Tibet Autonomous Region (TAR) during the half century since China asserted control over the region. Catriona Bass sets her modern history of education in the TAR against the wider context of the political and educational shifts which have taken place in China since the Communist Party came to power in 1949.
Author: Andy Catley
Publisher: Routledge
Published: 2013-05-07
Total Pages: 315
ISBN-13: 1136255850
DOWNLOAD EBOOKOnce again, the Horn of Africa has been in the headlines. And once again the news has been bad: drought, famine, conflict, hunger, suffering and death. The finger of blame has been pointed in numerous directions: to the changing climate, to environmental degradation, to overpopulation, to geopolitics and conflict, to aid agency failures, and more. But it is not all disaster and catastrophe. Many successful development efforts at ‘the margins’ often remain hidden, informal, sometimes illegal; and rarely in line with standard development prescriptions. If we shift our gaze from the capital cities to the regional centres and their hinterlands, then a very different perspective emerges. These are the places where pastoralists live. They have for centuries struggled with drought, conflict and famine. They are resourceful, entrepreneurial and innovative peoples. Yet they have been ignored and marginalised by the states that control their territory and the development agencies who are supposed to help them. This book argues that, while we should not ignore the profound difficulties of creating secure livelihoods in the Greater Horn of Africa, there is much to be learned from development successes, large and small. This book will be of great interest to students and scholars with an interest in development studies and human geography, with a particular emphasis on Africa. It will also appeal to development policy-makers and practitioners.
Author: Food and Agriculture Organization of the United Nations
Publisher: UNESCO/FAO
Published: 2003
Total Pages: 416
ISBN-13:
DOWNLOAD EBOOKAn international joint study by the Food and Agriculture Organization of the United Nations (FAO) and UNESCO's International Institute for Educational Planning (IIEP) was conducted on education and rural development to review the status of the topic from the standpoint of public policies and the conceptual frameworks on which they are based and also to shed light on what may be called "good practice." The findings of the study are meant to serve not as models, but rather as points of reference for all those who are seeking ways of developing education in rural areas and contributing more effectively to rural development. Chapter I, "Education and Rural Development: Setting the Framework" (David Atchoarena and Charlotte Sedel), provides a contextual and theoretical introduction to the new rural development and poverty reduction thinking, as well as a discussion on the contribution of education to rural development. In Chapter II, "Basic Education in Rural Areas: Status, Issues and Prospects" (Michael Lakin with Lavinia Gasperini), the book reviews in depth the provision of basic education in rural areas and offers some policy directions for improvement. Further exploring a particular dimension of basic education, Chapter III, "Making Learning Relevant: Principles and Evidence from Recent Experiences" (Peter Taylor, Daniel Desmond, James Grieshop and Aarti Subramaniam), devotes specific attention to strategies linking the formal school teaching with students' life environment, including agriculture, and to garden-based learning. The intention is to provide updated information and new insights on much-debated aspects which are often associated with rural areas although their application is much broader. Chapter IV, "Strategies and Institutions for Promoting Skills for Rural Development" (David Atchoarena, Ian Wallace, Kate Green, and Candido Alberto Gomes), shifts the analysis from education to work and discusses the implications of the transformation of rural labor markets for skill development. A particular concern is the rise in rural non-farm employment and the need to enlarge the policy focus from agricultural education and training to technical and vocational education for rural development. This debate is taken further in Chapter V, "Higher Education and Rural Development: A New Perspective" (Charles Maguire and David Atchoarena), which considers higher level skills and the contribution of the tertiary education sector to rural development. Special attention is given to the reform of higher agricultural institutions and lessons based on case studies are provided to document good practice in institutional reform. Finally, Chapter VI, "Main Findings and Implications for Policy and Donor Support" (David Atchoarena with Lavinia Gasperini, Michael Lakin and Charles Maguire), concentrates on the main findings of the study and discusses policy implications and possible responses for donors and countries. (Contains 28 tables, 14 figures, and 64 boxes.).
