"The summary of findings for this study is drawn from extensive research conducted in the form of questionnaires and focus groups. The aim of the study was to assess the level at which community radio stations in Africa are involved in programming of content on sustainable development themes/ topics
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. Investigations conducted through the study indicate that in general, community radio stations are still struggling with producing content on sustainable development. One of the reasons is the lack of understanding and distinction of what sustainable content is especially in the specific context of the different communities. Findings however also indicate that despite challenges faced by the sector, community radio stations are making some efforts to produce programmes on sustainable content although they are also faced with challenges on identifying and working with relevant stakeholders for content development. This report makes specific recommendation on how community radio stations can improve on sustainable programming." (Executive summary of findings, page 5-6)
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"2004 marked the 50th anniversary of the major UK book charity Book Aid International (BAI), which is active in many countries in sub-Saharan Africa, and is involved in strengthening the book chain, building capacity, and leadership skills, supporting advocacy and resource mobilization, hosting trai
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ning workshops, and working with both African partners and Northern organizations. This article is an appraisal of BAI’s many and diverse activities that aim to empower people and communities in Africa through access to books and appropriate information. The article also looks at aspects of monitoring and evaluation of BAI’s and its partners’ work." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 1425)
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"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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"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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"Appuyer la production dÃune information de qualité dans les médias africains sur les conflits et assurer sa diffusion à travers la région et à un niveau international, sont les principaux objectifs de lÃInstitut Panos Paris dans le cadre de ses programmes MPA Médias pour la Paix en Afrique
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centrale et DRIM Droits et Renforcements Institutionnels des Médias. Au cours de l'anné 2004, l'Institut Panos Paris, en collaboration avec l'agence de presse InterCongoMedias (ICM), a soutenu la production dÃarticles de cinq journaux congolais : Le Potentiel, La Référence Plus, Uhuru (Kinshasa), Le Peuple Souverain (Goma) et Mukuba (Lubumbashi) sur les origines et les développements des conflits en Afrique centrale et tout particulièrement sur la place des femmes dans la guerre, la résolution des conflits, la démobilisation des ex-combattants et des enfants soldats, les médias dans la guerre et les actions en faveur de la paix. Afin d'engager une réflexion régionale sur ces situations conflictuelles, les journaux Arc-en-ciel (Burundi) et The Khartoum Monitor (Soudan) ont été associés à cette série de reportages. Cette publication des Cahiers des médias pour la paix propose une sélection des meilleurs articles publiés par ces journaux." (Dos de couverture)
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"Estimates of the impact of libraries on reading in eight villages in Burkina Faso and costs of running libraries enable us to suggest that the cost of getting an extra book read a year varies from $.74 to $1.30, according to the size of the school in the village, and the cost of an extra school yea
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r equivalent likewise varies from $43.42 to $75.98 per year. These costs are comparable to the costs of increasing schooling, and suggest the desirability of more careful assessment of the choice between schooling and book availability." (Abstract)
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