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Another way to learn : case studies

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION
2007

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These case studies come from an initiative that supports non-formal education projects in Africa, South Asia, the Caribbean and Latin America. The long-term goal of these projects is to develop sustainable livelihoods for low-income, low-literate populations by addressing vulnerability to HIV and AIDS and drug misuse, a lack of education and social exclusion. Central to all of these projects are the creative and innovative methods used to communicate in a meaningful way, engage people and encourage their participation. The projects all focus on capacity building, empowerment, and creating learning opportunities. A DVD has been produced to accompany this publication

Social capital and poverty reduction : which role for the civil society organizations and the State?

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION
Ed
2002

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This volume brings together four papers on the role of social capital in development. These are : "Social capital Formation: a poverty reducing strategy?" by Else Øyen; "Citizen participation and social capital formation: resource mobilisation for social development: the experience of Comunidade Solidária in Brazil" by Miguel Darcy de Oliveira; "Social capital in theory and practice: reducing poverty by building partnerships between states, markets and civil society" by Michael Woolcock; and "Social capital and the rural poor: what can civil actors and policies do?" by Sanjeev Prakash

Dependence to independence : young people, drugs and marginalisation in Asia

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION
2001

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This position paper has two broad purposes. First, it seeks to make explicit key aspects of the strategic thinking which has informed the design and development of the UNESCO Drug Abuse Prevention Programme for Marginalized Youth in Asia (DAPPA), as well as articulating some specific issues with which the programme engages within the context of over-arching UNESCO mandates on education and poverty eradication. Second, drawing upon experience among programme partners, the paper describes some of the key components of the project and highlights their mutually complementary nature

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