This book describes the approach of COMPAS, a network of partners that supports 'development from within', based on local knowledge and practices. The body of the book consists of case studies which illustrate how development can be based on locally available resources, knowledge, values and leadership institutions; how there can be genuinely local determination of development options; and how the benefits of development within local areas and communities can be fostered
This thematic study was produced in preparation for the World Education Forum on education for all held in Dakar in Senegal in 2000. The final product was published in 2001 following the Forum. Millions of children are excluded from education through poverty, disability, ethnic difference and gender issues. Two thirds of the 130 million million primary school age children not in school are girls. This report discusses education at all levels from early childhood development through to primary school and secondary school with respect to the most vulnerable groups: girls, children in war, indigenous children, children with disabilities and children with HIV/AIDS. It looks at lessons from good practice and debates the way forward for a more inclusive approach. It is aimed at policy makers and programme makers
This is a discussion paper by the Taskforce on Indigenous Education within the Ministerial Council on Education, Employment, Training and Youth Affairs in Australia. It focuses on the age group 0-8 years, looking at cultural inclusivity within early childhood education in Australia. It summarises advice on early childhood service provision and access, development and learning stages, cultural and linguistic diversity, literacy and numeracy, and the importance of mutual community capacity building. It identifies five issues that affect Aboriginal and Torres Strait Islands children. These are: (i) low levels of access and participation in early childhood education and parental enrichment programmes, (ii) uneven transition from early childhood practices to the primrary school curriculum, (iii) educators needs a better understanding of children's diversity of experience and diverse cultural capital, (iv) educators need a better understanding of how the literacy and numeracy development of children takes place amonst idigenous multi-linguals and (v) educators and parents need to acquire ' transitional cultural comptenencies' to create sense of community between the home and school.
This publication provides a series of case studies to illustrate how indigenous knowledge (IK) can be used to create sustainable development. It aims to suggest, by example, guidelines for development planning, as the practices described may give policy makers and development practitioners a deeper insight into the ecological and cultural complexity of sustainable development. Includes basic definition of IK and related terms, and indexes by country and theme
This book provides an examination of indigenous knowledge and what it can offer a sustainable development strategy, and offers a guide to collecting, using, and assessing indigenous knowledge. Includes a review of case studies in Indonesia, Ecuador, Ethiopia, and Venezuela
This edition of Early Childhood Matters is centred on an analysis of culturally relevant approaches in early childhood development undertaken by the Bernard Van Leer Foundation. The objective was to learn from the accumulated experiences of 11 projects. One aim was to explore how projects that work in culturally appropriate ways can pay special attention in their work with children and parents to factors such as language, cultural norms, childrearing practices and family relationships. The second aim was to highlight the ways in which projects working in different contexts handle relationships between cultures. The geographic spread covered Australia, Botswana, Malaysia, The Netherlands, USA, Colombia, Israel and the Palestinian Autonomous region. The chosen projects worked with indigenous peoples in their traditional settings, with migrants and in multi-ethnic environments
In 1990, delegates from 155 countries, as well as representatives from some 150 organisations agreed at the World Conference on Education for All in Jomtien, Thailand (5-9 March 1990) to universalise primary education and massively reduce illiteracy before the end of the decade. This is the World Declaration on Education for All: Meeting Basic Learning Needs, arising from the conference. Amongst other things, it recalls that education is a human right for all and recognises that traditional knowledge and indigenous cultural heritage have a value and validity in their own right and a capacity to both define and promote development
This document is produced by Minority Rights Group International. It is primarily about the effect of war on children from the indigenous communities in Bangladesh in the Chittagong Hill tracts. Although it reports on children of all ages up to 18, the issues it outlines impact children in the 0-8 age group just as much. These are: physical injury and death; witnessing of atrocities; separation from parents and community; lost access to health care, education and housing; eviction and forced population transfer; life as refugees and displaced persons; destruction of villages, crops and wells and neglect during humanitarian relief and reconstruction programmes. The article also gives an account of international law and the conventions and declarations which aim to protect indigenous communities in conflict situations