Ethiopian Community Education Initiatives: Communities, NGOs and Government Partnerships in Action.

Autor/inn/en	Edo, Mengistu; Ali, Kedir; Perez, Marisol E.
Institution	Save the Children, Westport, CT.
Titel	Ethiopian Community Education Initiatives: Communities, NGOs and Government Partnerships in Action.
Quelle	(2002), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Adult Basic Education; Community Involvement; Developing Nations; Elementary Education; Foreign Countries; Leadership Training; Nongovernmental Organizations; Nontraditional Education; Participative Decision Making; Partnerships in Education; Program Descriptions; Relevance (Education); Rural Education; School Community Relationship; Womens Education; Ethiopia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult education; Erwachsenenbildung; Developing country; Developing countries; Entwicklungsland; Elementarunterricht; Ausland; Führungslehre; Non-traditional education; Alternative Erziehung; Hochschulpartnerschaft; Relevance; Relevanz; Ländliche Erwachsenenbildung; 'Women''s education'; Frauenbildung; Äthiopien
Abstract	In Ethiopia, Save the Children has been working with other nongovernmental organizations (NGOs), community-based organizations, and the government to develop projects that focus on nonformal strategies for improving access to basic education in marginalized communities. Common to all projects are a partnership approach, collaborative capacity building, and innovations to address the unreached. Partnerships are characterized by two-way communication, response to community-defined needs, and support of community-created initiatives. Partners have developed curricula relevant to the lifestyle of rural pastoralist communities. Capacity-building strategies include training, workshops, organized experience sharing, and experiential learning. Primary participants are community leaders, partner NGO members, local education officials, school administration and staff, parents, and teachers. Continuous training enables partners to plan and implement their own projects. Child-centered, active learning approaches are emphasized. Innovations to reach marginalized groups include training community-selected teachers, including communities in curriculum development, flexible school schedules, home-based schooling for girls, separate latrines for girls and boys, and employing female teachers to provide female role models for girls. Program successes have caused the government to consider nonformal strategies more seriously, as indicated by the ministry of education's sponsorship of a conference on working with NGOs. An appendix presents sample capacity-building sessions and objectives. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC