DOCSLIB.ORG

INFORMATION and COMMUNICATION TECHNOLOGY (ICT) in EDUCATION in SUB-SAHARAN AFRICA a Comparative Analysis of Basic E-Readiness in Schools

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

INFORMATION PAPER NO. 25 AUGUST 2015 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN EDUCATION IN SUB-SAHARAN AFRICA A comparative analysis of basic e-readiness in schools UNESCO The constitution of the United Nations Educational, Scientific and Cultural Organization (UNESCO) was adopted by 20 countries at the London Conference in November 1945 and entered into effect on 4 November 1946. The Organization currently has 195 Member States and 9 Associate Members. The main objective of UNESCO is to contribute to peace and security in the world by promoting collaboration among nations through education, science, culture and communication in order to foster universal respect for justice, the rule of law, and the human rights and fundamental freedoms that are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations. To fulfil its mandate, UNESCO performs five principal functions: 1) prospective studies on education, science, culture and communication for tomorrow's world; 2) the advancement, transfer and sharing of knowledge through research, training and teaching activities; 3) standard-setting actions for the preparation and adoption of internal instruments and statutory recommendations; 4) expertise through technical co-operation to Member States for their development policies and projects; and 5) the exchange of specialized information. UNESCO is headquartered in Paris, France. UNESCO Institute for Statistics The UNESCO Institute for Statistics (UIS) is the statistical office of UNESCO and is the UN depository for global statistics in the fields of education, science and technology, culture and communication. The UIS was established in 1999. It was created to improve UNESCO's statistical programme and to develop and deliver the timely, accurate and policy-relevant statistics needed in today’s increasingly complex and rapidly changing social, political and economic environments. The UIS is based in Montreal, Canada. This report was prepared by Peter Wallet of the UNESCO Institute for Statistics, assisted by Beatriz Valdez Melgar for the production of graphs and statistical tables. Published in 2015 by: UNESCO Institute for Statistics P.O. Box 6128, Succursale Centre-Ville Montreal, Quebec H3C 3J7 Canada Tel: (1 514) 343-6880 Email: [email protected] http://www.uis.unesco.org ©UNESCO-UIS 2015 ISBN 978-92-9189-178-8 Ref: UIS/2015/ICT/TD/5/REV.2 DOI http://dx.doi.org/10.15220/978-92-9189-178-8-en This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco.org/open-access/terms-use-ccbysa-en). The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization. Table of contents Page Acknowledgements ...................................................................................................................... iv Introduction .................................................................................................................................. 5 1. Why do we measure ICT in education? ............................................................................... 5 2. Methodology: E-readiness as a framework for quantifying ICT in education ....................... 6 3. Challenges measuring ICT in education in sub-Saharan Africa .......................................... 8 4. Integrating ICT in education through policy, formal commitments and curriculum .............. 8 5. Electricity in schools .......................................................................................................... 11 6. Computer density ............................................................................................................... 14 7. Computer-assisted instruction and deployment ................................................................. 15 8. Internet to support online learning ..................................................................................... 18 9. Looking forward: A call for action ....................................................................................... 20 References .................................................................................................................................. 21 Reader’s guide..............................................................................................................................24 Annex. Statistical tables ...............................................................................................................25 List of boxes Box 1. WSIS targets on education and related indicators ...................................................................... 6 Box 2. Various ICTs in primary schools in sub-Saharan African: Evidence from the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), 2007 ...................... 7 Box 3. Supporting learning in schools and communities through broadcast community radio: Two examples of radio-assisted instruction in Uganda and Liberia .......................................... 13 Box 4. Solar-powered mobile ICT computer labs: An innovative solution to connect rural sub-Saharan African schools .................................................................................................... 16 Box 5. Using mobile phones to improve literacy skills in home-based programmes with primary children in disadvantaged districts of Uganda .......................................................................... 19 List of figures Figure 1. Proportion of Grade 6 pupils in primary schools with radio, television and computer(s), by country, 2007 .......................................................................................................................... 7 Figure 2. Education levels including an objective or course in basic computer skills or computing, 2013 .......................................................................................................................................... 10 Figure 3. Electricity in public educational institutions, primary and secondary, 2013 .............................. 12 Figure 4. Pupil (learner)-to-computer ratio, primary and secondary, 2013 .............................................. 15 Figure 5. Computer-assisted instruction and laboratories, primary and secondary, 2013 ....................... 17 Figure 6. Proportion of educational institutions with Internet, primary and secondary, 2013 .................. 18 Figure 7. Zero scores by literacy subtest at baseline and endline for all groups ..................................... 19 List of tables Table 1. Countries in sub-Saharan Africa and policy on ICT in education, 2014 ..................................... 9 Table 2. Education level for the introduction of formal recommendations to integrate ICT in all curricular subjects, 2014 ....................................................................................................... 11 - iii - Acknowledgements Data presented in this report are the result of a co-sponsored data collection by the UNESCO Institute for Statistics (UIS), the Korea Education and Research Information Service (KERIS), and the Brazilian Regional Center for Studies on the Development of the Information Society (CETIC.br). Two capacity building workshops on ICT in education statistics were held in Dakar, Senegal from 7 to 9 September 2013 and in Harare, Zimbabwe from 22 to 24 September 2014. From KERIS the UIS would like to thank Mr Byeong-gil SOHN, Director of Global Policy Research Center, Ms Bosun KIM, Chief of Global Cooperation Section, and Mr Jongwon SEO, Senior Researcher. The UIS would also like to thank from CETIC.br Mr Alexandre Fernandes Barbosa, General Manager and Ms Camila Garroux, Information Analyst. - iv - Introduction Information and communication technology (ICT) plays an ever important role in increasing economic productivity through digital economies, enhancing the delivery of public and private services and achieving broad socio-economic goals in education, health care, employment and social development. As a result, countries are advancing ICT policies to underpin growth in a variety of socio-economic sectors and help steer development and competition. Yet given the rapidly evolving ICT landscape due to a variety of newly emerging technologies, systematic examination and evaluation of these policies are essential. In the education sector, policymakers widely accept that access to ICT can help individuals to compete in a global economy by creating a skilled work force and facilitating social mobility. They emphasise that ICT in education has a multiplier effect throughout the education system, by: enhancing learning and providing students with new sets of skills; reaching students with poor or no access (especially those in rural and remote regions); facilitating and improving the training of teachers; and minimising costs associated with the delivery of traditional
Recommended publications
  • 2004-Final-Program.Pdf

    2004-Final-Program.Pdf

    2004 Hawaii International Conference on Education Honolulu, Hawaii Welcome to the Second Annual Hawaii International Conference on Education Aloha! We welcome you to the Second Annual Hawaii International Conference on Education. This event offers a rare opportunity for academics and other professionals from around the world to share their broad array of perspectives. True to its primary goal, this conference provides those with cross-disciplinary interests related to education to meet and interact with others inside and outside their own discipline. The international attendees to this conference bring a variety of viewpoints shaped by different cultures, languages, geography and politics. This diversity is also captured in the Hawaii International Conference’s unique cross-disciplinary approach. The resulting interaction energizes research as well as vocation. With Waikiki Beach, Diamond Head and the vast South Pacific as the backdrop, this venue is an important dimension of this conference. For centuries a stopping place of explorers, Hawaii has historically been enriched by the blend of ideas that have crossed our shores. The Hawaii International Conference on Education continues this tradition in the nurturing spirit of Aloha. Along with its ideal weather and striking beauty, the Hawaiian Islands provide natural elements to inspire learning and dialogue. The 2003 conference was a great success. We hosted more than 1,200 participants representing more than 40 countries. Thank you for joining the 2004 Hawaii International Conference on Education! Planning Committee Members Dr. William Pearman Dr. Melinda Wood Dr. Mary Mallott Dr. Ernest Oshiro Dr. Roland Stiller Dr. Eric Flower Dr. Terry Gregson Dr. David Yang The 2005 Hawaii International Conference on Education is scheduled for January 4 – 7, 2005.
  • PAULO FREIRE (1921–97) Heinz-Peter Gerhardt1

    PAULO FREIRE (1921–97) Heinz-Peter Gerhardt1

    The following text was originally published in Prospects: the quarterly review of comparative education (Paris, UNESCO: International Bureau of Education), vol. XXIII, no. 3/4, 1993, p.439–58. ©UNESCO:International Bureau of Education, 2000 This document may be reproduced free of charge as long as acknowledgement is made of the source. PAULO FREIRE (1921–97) Heinz-Peter Gerhardt1 Paulo Reglus Neves Freire was born in Recife, the capital of Brazil’s northeast province, one of the most impoverished parts of this large Latin American nation. Although raised in a middle-class family, Freire became interested in the education of the poor people in his region. He qualified as a lawyer and developed a teaching ‘system’ for all levels of education. He was imprisoned twice in his own country and became famous outside it. Today, Paulo Freire must be considered as the most well known educator of our time. The fundamentals of his ‘system’ point to an educational process that focuses on the students’ environment. Freire assumes that the learners must understand their own reality as part of their learning activity. It is not enough to assume a student can read the phrase:‘Eve saw a grape’. The student should learn to understand Eve in her social context, find out who worked to produce the grape and who profited from this type of work. This ‘system’ brought about Freire’s exile in 1964, following seventy-five days in prison, after having been accused of being a ‘revolutionary and an ignorant’. He then spent four years in Chile and one year in the United States.
  • EQUIP2 Final Report Policy • Systems • Management

    EQUIP2 Final Report Policy • Systems • Management

    Educational Quality Improvement Program EQUIP2 Final Report Policy • Systems • Management By Anne Smiley, Ed.D. EQUIP2: Educational Policy, Systems Development, and Management is one of three USAID-fund- ed Leader with Associates Cooperative Agreements under the umbrella heading Educational Quality Improvement Program (EQUIP). As a Leader with Associates mechanism, EQUIP2 accommodates buy-in awards from USAID bureaus and missions to support the goal of building education quality at the national, sub-national, and cross-community levels. FHI 360 is the lead organization for the global EQUIP2 partnership of education and development or- ganizations, universities, and research institutions. The partnership includes fifteen major organizations and an expanding network of regional and national associates throughout the world: Aga Khan Founda- tion, American Institutes for Research, CARE, Center for Collaboration and the Future of Schooling, East-West Center, Education Development Center, International Rescue Committee, Joseph P. Kenne- dy, Jr. Foundation, Michigan State University, Mississippi Consortium for International Development, ORC Macro, Research Triangle Institute, University of Minnesota, University of Pittsburgh Institute of International Studies in Education, Women’s Commission for Refugee Women and Children. EQUIP2 Leader Award Final Report Nine years of experience in education policy, systems, and management. Anne Smiley, Ed.D. 2012 This paper was made possible by the generous support of the American people through the United States Agency for International Development (USAID) under Cooperative Agreement No. GDG-A-00-03-00008-00. The contents are the responsibility of FHI 360 through the Educational Quality Improvement Program 2 (EQUIP2) and do not necessarily reflect the views of USAID or the United States Government.
  • Higher Education in Portuguese Speaking African Countries a FIVE COUNTRY BASELINE STUDY

    Higher Education in Portuguese Speaking African Countries a FIVE COUNTRY BASELINE STUDY

    Higher Education in Portuguese Speaking African Countries A FIVE COUNTRY BASELINE STUDY Patrício Vitorino Langa CapE Verde Guinea Bissau Sao Tome & Principe Angola Mozambique Higher Education in Portuguese Speaking African Countries A FIVE COUNTRY BASELINE STUDY Patrício Vitorino Langa Published in 2013 by African Minds 4 Eccleston Place, Somerset West, 7130, South Africa [email protected] www.africanminds.org.za ISBN: 978-1-920677-03-9 2013 Patrício Langa For orders from within South Africa: Blue Weaver PO Box 30370, Tokai 7966, Cape Town, South Africa Email: [email protected] For orders from outside South Africa: African Books Collective PO Box 721, Oxford OX1 9EN, UK [email protected] www.africanbookscollective.com Design and lay-out by COMPRESS.dsl | www.compressdsl.com Published in collaboration with the Association for the Development of Education in Africa (ADEA). The author of the study is responsible for the choice and presentation of the data and facts contained in this document and for the opinions expressed therein, and which are not necessarily those of ADEA nor the various individuals who were interviewed or provided data. Contents Tables vi Figures vii Acknowledgements viii Acronyms and abbreviations ix Preface xi Executive summary and structure xiii Chapter one: Introduction and background 1 1.1 Introduction 1 1.2 Objectives of the study 2 1.3 Methodology of the study 2 Chapter two: Angola 5 2.1 Country profile 5 2.2 Background and historical context of higher education 6 2.3 Trends of expansion,
  • Djibouti-Expanding-Opportunities-For

    Djibouti-Expanding-Opportunities-For

    Public Disclosure Authorized FOR OFFICIAL USE ONLY Report No: PAD3053 INTERNATIONAL DEVELOPMENT ASSOCIATION PROJECT APPRAISAL DOCUMENT ON A PROPOSED CREDIT IN THE AMOUNT OF SDR 7.3 MILLION (US$10 MILLION EQUIVALENT) AND A Public Disclosure Authorized PROPOSED GRANT FROM THE IDA18 SUB-WINDOW FOR REFUGEES AND HOST COMMUNITIES IN THE AMOUNT OF SDR 3.7 MILLION (US$5 MILLION EQUIVALENT) WITH CO-FINANCING FROM THE GLOBAL PARTNERSHIP FOR EDUCATION TRUST FUND IN THE AMOUNT OF US$9.25 MILLION TO THE Public Disclosure Authorized REPUBLIC OF DJIBOUTI FOR A EXPANDING OPPORTUNITIES FOR LEARNING PROJECT September 9, 2019 Education Global Practice Middle East And North Africa Region Public Disclosure Authorized This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. “This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENTS (Exchange Rate Effective April 30, 2019) Currency Unit: Djibouti Franc (DJF) US$1: 178 DJF US$1: SDR 0.72162568 FISCAL YEAR January 1 - December 31 Regional Vice President: Ferid Belhaj Country Director: Marina Wes Regional Director: Keiko Miwa Practice Manager: Andreas Blom Task Team Leaders: Samira Halabi, Simon Thacker ABBREVIATIONS AND ACRONYMS ACIGEF Strengthening Institutional Capacity and Management of the Education System
  • Common Curriculum Framework for BE Teacher Training ECOWAS

    Common Curriculum Framework for BE Teacher Training ECOWAS

    Common curriculum framework for basic education teacher training in the ECOWAS area Abstract This common curriculum framework for teacher training in ECOWAS countries was submitted to the multi-country UNESCO office in Abuja, Nigeria, in July 2016. This framework was prepared by consultant Philippe Jonnaert of the UNESCO chair for sustainable development (CUDC) at the Université du Québec à Montréal (UQAM). This document proposes a Curriculum guidance framework (COC), which can be shared by all education systems in the Economic Community of West African States (ECOWAS) and Guinea, for training teachers working in an expanded basic education system over 9 or 10 years of free compulsory schooling. The COC takes the form of a Common curriculum guidance framework for teacher training. The points considered relate equally to a universal vision of education and to Sustainable Development Goal 4 (SDG 4), education targets 2030, the goals of the Basic Education in Africa Program (BEAP) and the results of an inventory on teacher training in the ECOWAS area. Various proposals are then formulated for the operational application of this COC via teacher training in the ECOWAS area. Contacts Rokhaya Fall Diawara, UNESCO Abuja [email protected]; Philippe Jonnaert, [email protected] Contents Abstract ......................................................................................................................................................... 1 List of acronyms .......................................................................................................................................
  • Nationalism, Mass Militarization, and the Education of Eritrea

    Nationalism, Mass Militarization, and the Education of Eritrea

    The Struggling State The Struggling State Nationalism, Mass Militarization, and the Education of Eritrea Jennifer Riggan TEMPLE UNIVERSITY PRESS Philadelphia • Rome • Tokyo TEMPLE UNIVERSITY PRESS Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2016 by Temple University—Of The Commonwealth System of Higher Education All rights reserved Published 2016 Library of Congress Cataloging-in-Publication Data Riggan, Jennifer, 1971– author. The struggling state : nationalism, mass militarization, and the education of Eritrea / Jennifer Riggan. pages cm Includes bibliographical references and index. ISBN 978-1-4399-1270-6 (cloth : alk. paper) — ISBN 978-1-4399-1272-0 (e-book) 1. Civil-military relations—Eritrea. 2. Militarization—Eritrea. 3. Militarism—Eritrea. 4. Teachers—Eritrea. 5. Education and state— Eritrea. 6. Nationalism—Eritrea. 7. Eritrea—Politics and government —1993– I. Title. JQ3583.A38R54 2016 320.9635—dc23 2015013666 The paper used in this publication meets the requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992 Printed in the United States of America 9 8 7 6 5 4 3 2 1 For Ermias Contents Acknowledgments ix Introduction: Everyday Authoritarianism, Teachers, and the Decoupling of Nation and State 1 1 Struggling for the Nation: Contradictions of Revolutionary Nationalism 33 2 “It Seemed like a Punishment”: Coercive State Effects and the Maddening State 57 3 Students or Soldiers? Troubled State Technologies and the Imagined Future of Educated Eritrea 89 4 Educating Eritrea: Disorder, Disruption, and Remaking the Nation 122 5 The Teacher State: Morality and Everyday Sovereignty over Schools 155 Conclusion: Escape, Encampment, and the Alchemy of Nationalism 193 Notes 211 References 221 Index 231 Acknowledgments have tried to write this book with honesty, integrity, and compassion.
  • World Bank Document

    World Bank Document

    INTERNATIONAL DEVELOPMENT ASSOCIATION Public Disclosure Authorized PROJECT APPRAISAL DOCUMENT ON A PROPOSED GRANT IN THE AMOUNT OF SDR 36.1 MILLION (US$50 MILLION EQUIVALENT) Public Disclosure Authorized TO THE REPUBLIC OF GUINEA FOR A PROJECT FOR RESULTS IN EARLY CHILDHOOD AND BASIC EDUCATION June 17, 2019 Public Disclosure Authorized Education Global Practice Africa Region Public Disclosure Authorized This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. The World Bank Guinea Education Project for Results in Early Childhood and Basic Education (P167478) CURRENCY EQUIVALENTS Exchange Rate Effective April 30, 2019 Currency Unit = Guinean Franc (GNF ) GNF 1.77= US$1 SDR 0.72163 = US$1 US$1.38 = SDR1 FISCAL YEAR January 1 - December 31 Regional Vice President: Hafez M. H. Ghanem Country Director: Soukeyna Kane Senior Global Practice Director: Jaime Saavedra Chanduvi Practice Manager: Meskerem Mulatu Task Team Leaders: Scherezad Joya Monami Latif, Karine M. Pezzani The World Bank Guinea Education Project for Results in Early Childhood and Basic Education (P167478) ABBREVIATIONS AND ACRONYMS AWPB Annual Work Plan and Budget BSD Office for Strategy and Development (Bureau de Stratégie et Développement) CE Second -Third Grade Levels (Cours Elémentaire) CEC Community Center (Centre d’Encadrement Communautaire) CEPE Primary School Completion Certification (Certificat d’Etudes Primaires Elémentaires)
  • Country Context Report - Djibouti

    Country Context Report - Djibouti

    Monitoring and Evaluation for the Africa Bureau Education Division Country Context Report - Djibouti Country Context Report - Djibouti General Country Information Africa Education Initiative Program Component(s) Ambassadors' Girls' Scholarship Program Teacher Training Primary Language(s) Arabic: National, Official Although French and Arabic are the official languages, Somali and Afar are the other primary languages. French: National, Official Sources CIA World Factbook-Somalia; May 2004 - http://www.cia.gov/cia/publications/factbook/geos/ Population Total Male Female Total 466,900 239,815 227,085 Under 14 201,713 101,168 100,545 Sources CIA World Factbook-Somalia; May 2004 - http://www.cia.gov/cia/publications/factbook/geos/ Ministry of Education Officials Minister of Education Ministry of National Education Minister Abdi Abrahim Absieh 9 Boulevard de Gaulle B.P. 2102 Djibouti-Ville Djibouti Phone: +253-3-50850/353044 Fax: +253-3-56819 [email protected] Appendix D Copyright 2004, Exegesis Consulting/Strategic Management Concepts Inc. Page 1 Monitoring and Evaluation for the Africa Bureau Education Division Country Context Report - Djibouti U.S. Embassy Ambassador Marguerite Dianne Ragsdale Plateau du Serpent, Boulevard Marechal Joffre Djibouti-Ville B.P. 185 Djibouti-Ville Djibouti Phone: +253-3-53995 Fax: +253-3-53940 USAID Director Dr. Martin Shulman Basic Education General Information Breadth of Basic Education Activities Length of Primary School Cycle: 6 Years Sources 3rd Arab High Conference on the Rights of the Child {AHLCRC} 12-14 January 2004, Tunis - www.unicef.org.tn/medias/hlm Early Childhood Education Early childhood education is provided. At the third Arab High Level Conference on the Rights of the Child (AHLCRC) which took place in Tunis in January 2004, the government of Djibouti pledged to invest in comprehensive early childhood development programs which were recognized as a key factor toward providing sustainable quality education.
  • School Career in Lower Primary Education in Guinea- : Lssau

    School Career in Lower Primary Education in Guinea- : Lssau

    Education Division Documents No 54 School Career in Lower Primary Education in Guinea- : lssau The Pupils and TheIr Socio-economic and Cultural Background { l 1 " ~ . @ * " * - Nr}! 'Il ] ? ,1 . 'il . tå,. ? ,K {nr r Pg: { ~ [ {TI}' å ÖN € J . ~ I ' då!- ' -dä: ; 1 - . / ' Ö . / : " £ ! ! Q , - 11 , U YU .'Ö . ) S' - [ = , @ = * }1'1' , L }{ X Q} L 'raw X . $ Nx . * ; @@I @ W 1/1 ja } }{ 3 , X ~ UJVWÖ ~ - Vi %..2 , ! ' ,'Ö l 7 €3} - 5,i~ A *<#~ ~ Blå? ;, ~ E; . , ? ,[ ack * 3 f ~ - @ ~ ~ x* ~ ig,? 'ö 1) ' . ' €;:;?'&3H. ' ' !(" , # 1}. ,xi , , = .@@*@ @@ * +;'@ % ~ ~ ~ ' = 0 1 } - rå! ,H - %EÖ}#€£' ' ~ * if { { * . lv Bertil Ahlenhed Gustave Callewaert Vi arto Cisséko Holger Daun mrulll0lll DllllLom(n é@ @ November 1991 é} QQ}){{-" * NI luuunulm Wu~ @Z% H % Is' N: T1LLHOR €~ Såéé UTV SCHOOL CAREER IN LOWER PRIMARY EDUCATION IN GUINEA-BISSAU The Pupils and Their Socio-economic and Cultural Background . Bertil Ahlenhed, Gustave Callewaert, Mario Cissoko, Holger Daun PRBFACB Quality primary education for an increasing number of children is vital for economic and social development in Guinea- Bissau. In order for education to contribute to development and growth, however, it has to be an education on Guinean terms, responding to the needs of Guinean society and reflecting the ethnic, religious and linguistic mosaic of the country. Creating a national educational system that permits and responds to a plurality of cultural expression is a great challenge to any country. In Guinea- Bissau, with its very limited economic resources and a yet modest educational infrastructure this is an almost overwhelming task. It is, however, recognized as the only viable and sustainable course. An important precondition for planning and further development of the educational system in Guinea- Bissau is a profound knowledge of Guinean society.
  • Rhyming Dictionary

    Rhyming Dictionary

    Merriam-Webster's Rhyming Dictionary Merriam-Webster, Incorporated Springfield, Massachusetts A GENUINE MERRIAM-WEBSTER The name Webster alone is no guarantee of excellence. It is used by a number of publishers and may serve mainly to mislead an unwary buyer. Merriam-Webster™ is the name you should look for when you consider the purchase of dictionaries or other fine reference books. It carries the reputation of a company that has been publishing since 1831 and is your assurance of quality and authority. Copyright © 2002 by Merriam-Webster, Incorporated Library of Congress Cataloging-in-Publication Data Merriam-Webster's rhyming dictionary, p. cm. ISBN 0-87779-632-7 1. English language-Rhyme-Dictionaries. I. Title: Rhyming dictionary. II. Merriam-Webster, Inc. PE1519 .M47 2002 423'.l-dc21 2001052192 All rights reserved. No part of this book covered by the copyrights hereon may be reproduced or copied in any form or by any means—graphic, electronic, or mechanical, including photocopying, taping, or information storage and retrieval systems—without written permission of the publisher. Printed and bound in the United States of America 234RRD/H05040302 Explanatory Notes MERRIAM-WEBSTER's RHYMING DICTIONARY is a listing of words grouped according to the way they rhyme. The words are drawn from Merriam- Webster's Collegiate Dictionary. Though many uncommon words can be found here, many highly technical or obscure words have been omitted, as have words whose only meanings are vulgar or offensive. Rhyming sound Words in this book are gathered into entries on the basis of their rhyming sound. The rhyming sound is the last part of the word, from the vowel sound in the last stressed syllable to the end of the word.
  • Kenya - Djibouti Annual Report 2011

    Kenya - Djibouti Annual Report 2011

    The Lutheran World Federation Kenya - Djibouti Annual Report 2011 Partnership1 Our Vision A society in Kenya and Djibouti which reflects the care for God’s creation and where peace, dignity, harmony and social and economic justice prevails. Our Mission The Lutheran World Federation Department for World Ser- vice Kenya - Djibouti seeks to address the causes and con- squences of human suffering and poverty amongst some of the most vulnerable communi- ties in Kenya, through partici- pation relief and development interventions in partnership with local communities, organi- sations and institutions. Contents2 Introduction 4 Program Overview 5 Ali Addeh 7 Education 8 Income generation 11 Dadaab 13 Camp Management 15 Relocation 17 Elderly 21 Education 23 Community 26 Religion 29 Kakuma 31 Host Community 33 Protection 35 Youth 37 Water 39 Gender 41 Food Security 43 Finance 45 Manangement Staff 53 List of Acronyms 54 Donors 55 Contents 3 Over the past year, I Staff from the Australian Lutheran World Service am reminded almost daily of travel a long way to visit the projects in Eastern Africa how challenging our work is. and along with the Evangelical Lutheran Church of After all, if solving poverty America (ELCA) have responded with flexibility to our was easy, it would have been funding needs. The Church of Sweden has seconded achieved long ago. expert staff to our program, in another example of the way that our relationship with our partners goes Despite the difficulties, we beyond funding. have achieved much. We played a lead role in receiv- ELCA also provides funding that enables us to respond ing and relocating more quickly to the emergencies in Eastern Africa – some- than 150,000 new arrivals in thing for which we are grateful.