"Describes the programmes, activities, and modus operandi of the Community Publishing Project (CPP) at the Centre of the Book in South Africa, which assists self-publishers to acquire basic skills in book publishing, marketing and distribution, and which also provides small grants to groups of write
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rs and would-be publishers to cover printing costs of small prints runs of books that are of interest to specific readerships, but that would not be of interest to commercial publishers." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 2508)
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"This study examines the empowerment effects of film and video among participants of various nonformal education programmes. It provides recommendations for changes in the legal system as well as in the use of video in development co-operation." (Cat. IKO 2004)
"Traditional indigenous education and its structures should be respected and supported. Our knowledge has not been written down by us – on the contrary: we dance it, we draw it, we narrate it, we sing it, we practise it. There is a need for a deeper understanding of what knowledge and learning are
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and the many paths that lead to them. This is in line with what was observed by the Delors Commission: Western formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of learning (UNESCO, 1997). I believe that indigenous peoples can contribute significantly both to our own education systems and to the renewal of education systems of other peoples. We need to: establish effective arrangements for the participation of indigenous parents and community members in decisions regarding the planning, delivery and evaluation of education services for their children, young people and other community members; increase the number of indigenous people employed as education administrators, teachers, coaches, curriculum advisers, teachers assistants, home-school liaison officers and other education workers, including community people engaged in teaching indigenous culture, history and contemporary society, and indigenous languages; provide education and training services to develop the skills of indigenous people to participate in educational decision-making; develop arrangements for the provisions of independent advice from indigenous communities regarding educational decisions at all levels; and to achieve the participation of indigenous children, young people and adults in education for a period similar to that for other students." (Preface, page 7-8)
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"The concept of a Regional BCC Network for HIV/AIDS for East, Central and Southern Africa (ECSA) grew out of a common interest and understanding among a number of BCC practitioners dealing with HIV/AIDS in the region that something needed to be done to help address common challenges and needs, impro
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ve strategies, and build capacity in the area of BCC. In October 2001, they formed a BCC Task Force to recommend specific activities for addressing key areas of interest in BCC and for coordinating BCC efforts in the region, including organising a wider regional meeting for initiating a formal regional BCC Network [...] The objectives of the meeting were to: share lessons learned and interventions in BCC in the ECSA region; discuss key current issues and BCC tools for HIV/AIDS; discuss the expansion and operationalisation of the BCC Network for HIV/AIDS; foster linkages among BCC practitioners and those in allied professions in ECSA. The main themes of the meeting agenda highlighted the emerging issues in planning and programming for BCC; developing BCC for care and treatment; addressing stigma; reaching youth; and strengthening research, monitoring, and evaluation of BCC interventions [...] This report is an overview of the proceedings of the meeting and is intended to serve as a resource and learning document for meeting participants as well as for other BCC practitioners in the region. The structure of the report follows that of the meeting agenda and includes a summary of all plenary and concurrent session presentations and all group work discussions." (Executive summary)
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"Herr Könsgen wies auf die Bedeutung einer professionellen Außendarstellung des DED hin und betonte den Stellenwert der entwicklungspolitischen Bildungsarbeit für den DED. Beides kann durch die Fachkräfte für Informations- und Bildungsarbeit (IBA-EH) unterstützt und vorangetrieben werden. Der
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Workshop solle den Erfahrungsaustausch unter den IBA-EH, aber auch mit den Hauptamtlichen aus der Zentrale ermöglichen. Ziel sei es, auf der Basis einer gemeinsamen Auswertung der Arbeitspraxis der IBAEH, den programmatischen Ansatz des Konzepts zu überprüfen und Empfehlungen für seine Aktualisierung zu formulieren. Dabei sollten Bedarf und Notwendigkeiten der Kolleginnen und Kollegen aus der DED-Zentrale, der Landesbüros sowie der IBA-EH berücksichtigt werden. Nach nunmehr gut fünf Jahren Laufzeit des Programms – der erste IBA-EH reiste Ende 1997 nach Uganda aus – gehe es nun darum zu prüfen, ob eine Erweiterung des Programms sinnvoll und möglich ist." (Eröffnung und Zielsetzung des Workshops, Seite 4)
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