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Educationally, 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)
This 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].
Six per cent of the Africans still lead a nomadic lifestyle. Marginalized by their highly mobile and harsh way of life, nomadic communities pose a particular challenge for education. This book draws on a wide range of literature bringing together the disparate views and experiences in providing education for nomadic communities. It provides a comprehensive insight into the challenges, as well as the constraints and opportunities in developing the right programs.--Publisher's description.
Educational 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.
This 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].
How can children in nomadic communities get access to education? This publication deals with the necessity and the development of a mobile school system for pastoralists (wandering shepherds) in Northern Kenya. The underlying system Ladders of Learning guides pupils and teachers with a reliable system for individualized learning in heterogeneous learning communities. The book gives a practical insight into international development cooperation, learning material development and teacher training in the school development project INES (Illeret Nomadic Education System).
This 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.