Transforming Education and Development Policies for Pastoralist Communities in Kenya PDF Download
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Author: Ibrahim Oanda Ogachi
Publisher: African Books Collective
ISBN: 9994455605
Category : Education
Languages : en
Pages : 150
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Book Description
This study is a contribution towards exploring alternative but sustainable education policies for pastoralist societies and sets out to explore how pastoralist IKSs (Indigenous Knowledge Systems) can be integrated or used as an entry point to provide formal schooling to pastoralist communities in Kenya. Pastoralists constitute the majority of the socially and economically vulnerable groups in the country. Children, among pastoralist communities, face detrimental hardships that compromise their growth and development. One of these hardships is the imposition of an education and development paradigm that is irrelevant to their existence and which compounds their problems. This study therefore sought to explore how, through better government policies, the indigenous knowledge (IK) of pastoralists could be integrated into the curriculum of formal schooling. Specifically, the study discusses the following issues: Gaps in policies for schooling provision for pastoralist groups, with particular reference to the content of the curriculum and methods of delivery; Aspects of pastoralist IKS that can be integrated into the context of national education policy to enrich their schooling within; and General recommendations regarding the use of participatory and social engineering approaches in designing education and development policies affecting pastoralist communities in Kenya.
Author: Ibrahim Oanda Ogachi
Publisher: African Books Collective
ISBN: 9994455605
Category : Education
Languages : en
Pages : 150
Get Book
Book Description
This study is a contribution towards exploring alternative but sustainable education policies for pastoralist societies and sets out to explore how pastoralist IKSs (Indigenous Knowledge Systems) can be integrated or used as an entry point to provide formal schooling to pastoralist communities in Kenya. Pastoralists constitute the majority of the socially and economically vulnerable groups in the country. Children, among pastoralist communities, face detrimental hardships that compromise their growth and development. One of these hardships is the imposition of an education and development paradigm that is irrelevant to their existence and which compounds their problems. This study therefore sought to explore how, through better government policies, the indigenous knowledge (IK) of pastoralists could be integrated into the curriculum of formal schooling. Specifically, the study discusses the following issues: Gaps in policies for schooling provision for pastoralist groups, with particular reference to the content of the curriculum and methods of delivery; Aspects of pastoralist IKS that can be integrated into the context of national education policy to enrich their schooling within; and General recommendations regarding the use of participatory and social engineering approaches in designing education and development policies affecting pastoralist communities in Kenya.
Author: Alexander W. Wiseman
Publisher: Emerald Group Publishing
ISBN: 1781906998
Category : Education
Languages : en
Pages : 519
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Book Description
This volume of the International Perspectives on Education and Society series investigates the challenges and prospects for higher education in Africa, especially issues of development, expansion, internationalization, equity, and divergence.
![Indigenous Peoples [4 volumes] PDF](https://books.google.com/books/content/images/frontcover/TxjOEAAAQBAJ?fife=w80-h100)
Author: Victoria R. Williams
Publisher: Bloomsbury Publishing USA
ISBN: 1440861188
Category : Social Science
Languages : en
Pages : 1338
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Book Description
The book is an essential resource for those interested in investigating the lives, histories, and futures of indigenous peoples around the world. Perfect for readers looking to learn more about cultural groups around the world, this four-volume work examines approximately 400 indigenous groups globally. The encyclopedia investigates the history, social structure, and culture of peoples from all corners of the world, including their role in the world, their politics, and their customs and traditions. Alphabetically arranged entries focus on groups living in all world regions, some of which are well-known with large populations, and others that are lesser-known with only a handful of surviving members. Each entry includes sections on the group's geography and environment; history and politics; society, culture, and tradition; access to health care and education; and threats to survival. Each entry concludes with See Also cross-references and a list of Further Reading resources to guide readers in their research. Also included in the encyclopedia are Native Voices inset boxes, allowing readers a glimpse into the daily lives of members of these indigenous groups, as well as an appendix featuring the United Nations Declaration on the Rights of Indigenous Peoples.
Author: James Sumberg
Publisher: Policy Press
ISBN: 1529226058
Category : Africa
Languages : en
Pages : 328
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Book Description
EPDF and EPUB available Open Access under CC-BY-NC-ND licence. Millions of children throughout Africa undertake many forms of farm and domestic work. Some of this work is for wages, some is on their family's own small plots and some is forced and/or harmful. This book examines children's involvement in such work. It argues that framing all children's engagement in economic activity as 'child labour', with all the associated negative connotations, is problematic. This is particularly the case in Africa where many rural children must work to survive and where, the contributors argue, much of the work undertaken is not harmful. The conceptual and case-based chapters reframe the debate about children's work and harm in rural Africa with the aim of shifting research, public discourse and policy so that they better serve the interest of rural children and their families.
Author: Anja Heikkinen
Publisher: Cambridge Scholars Publishing
ISBN: 1443883239
Category : History
Languages : en
Pages : 260
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Book Description
This book discusses whether certain approaches to (vocational) education have become mythicized and branded, and the reasons for and consequences of this commodification. Additionally, the book also investigates how researchers are contributing to mythicizing and branding in education. Although transnational and comparative studies are increasingly taking into account historical and cultural ideas, is this a result of the exploitation of historical and cultural research for industrial purposes and education export? Educational brands should attract global customers and advertise countries as smart environments for global investments.
Author: Izzy Birch
Publisher: IIED
ISBN: 1843697947
Category : Nomads
Languages : en
Pages : 40
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Book Description
Author: Sheila Aikman
Publisher: Oxfam
ISBN: 9780855985295
Category : Social Science
Languages : en
Pages : 276
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Book Description
This book combines analysis of policy and empirically based studies on gender, education, and development.
Author: Anne-Trine Kjørholt
Publisher: Springer
ISBN: 3319913190
Category : Political Science
Languages : en
Pages : 227
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Book Description
This edited volume provides a critical account of the theories and policies that have informed work in the field of early childhood and explores how they have operated in practice. Underpinning the theoretical debates are the familiar tensions between global norms and local contexts; increasing inequality alongside economic progress, and the increasing prominence of business and the private sector in delivering aid programs. The authors offer a profound critique on an increasingly important topic and discuss alternative models of policy and practice.
Author: Lucy A. Wakiaga
Publisher: Springer Nature
ISBN: 3030956229
Category : Business & Economics
Languages : en
Pages : 276
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Book Description
This book provides deep insights about women in higher education and their contributions to society. Using Kenya as a case study, it places women in higher education at the center of the socioeconomic, political and cultural discourse both within and outside the higher education institution. It is notable that even with the progress made, both in Kenya and globally, gender considerations in social, economic, political and cultural spheres is still minimal. In higher education, gender imbalance is still distinct in varied areas such as career advancement, leadership, mentorship, and scholarship opportunities. In society, women’s efforts still seem to go unnoticed. The aim of these chapters, therefore, is to share women’s research in higher education and in society especially innovative policy and practice concepts, all aimed at contributing to social transformation.
Author: Caroline Dyer
Publisher: Routledge
ISBN: 1136188185
Category : Education
Languages : en
Pages : 207
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Book Description
Current paradigms of ‘development’ generally serve mobile pastoralist groups poorly: their visibility in policy processes is minimal, and their mobility is constructed by the powerful as a ‘problem’, rather than as a rational livelihood strategy. Increasingly damaged eco-systems, shrinking natural resources, globalisation and urbanisation all put pressure on pastoralist livelihoods. Such processes often worsen, rather than alleviate, poverty and socio-economic marginalisation among pastoralists, but they also precipitate engagement with forms of education that may improve their future livelihood security and social status, and enhance occupational diversification. Opening with a discussion of how the relationships between education, poverty and development have been conceived in dominant development discourses, this book reviews the disappointing international experience of education provision to mobile pastoralist groups. It highlights a lack of sufficient flexibility and relevance to changing livelihoods and, more fundamentally, education’s conceptual location within a sedentarist paradigm of development that is antagonistic to mobility as a legitimate livelihood strategy. These global themes are examined in India, where policy and practices of education inclusion for mobile, marginalised groups are critiqued. Empirically-based chapters drawing on ethnographic research, provide detailed insights into how the Rabaris of Kachchh – a pastoralist community in Gujarat, Western India – engage with education as a social and economic development strategy for both adults and children, and show how ethnographic and participatory research approaches can be used for policy advocacy for marginalised groups. Livelihoods and Learning highlights the complex, contested and often inconsistent role of education in development and the social construction of poverty, and calls for a critical reappraisal of the notion of ‘education’. The book will be key reading for postgraduates and academics in education, development studies, international and comparative education and research methodology, as well as policy-makers, ministries and related agencies with responsibility for education.
