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Nasiruddin, Md. – Online Submission, 2013
Each night, around 20,000 people--both adults and children--make the streets of Dhaka (the capital city of Bangladesh) their home. Living amongst the noise, rubbish, and traffic, thousands of families walk down the streets of Dhaka, looking for a safe place to rest for just a few hours each night. Trapped in a vicious cycle of poverty, the…
Descriptors: Foreign Countries, Developing Nations, Homeless People, Emergency Shelters
Sharma, Anita – Online Submission, 2011
This review of literature on South Asian nomads is part of a series of monographs on educational access published by the Consortium for Research on Educational Access Transitions and Equity (CREATE). In the context of India, most recent work has focused on access to the education system for the poor. CREATE research in India has focused on …
Descriptors: Foreign Countries, Educational Needs, Research Methodology, Nongovernmental Organizations
Balwanz; David – Academy for Educational Development, 2007
From 1979 to 2002, Afghanistan was in a near constant state of war and exhibited some of the lowest levels of development in the world. While local conflicts and Taliban remnants continue to challenge Afghanistan's reconstruction and stabilization, significant progress has been made since the 2001 U.S. led invasion and subsequent fall of the…
Descriptors: Foreign Countries, Cultural Context, Nongovernmental Organizations, Community Schools
United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific. – 2002
The Education for All: Making It Work series is a major international interagency program designed to collect, analyze, and promote successful basic education projects in the least developed and developing countries. This project report describes the innovative work being undertaken in adolescent girls' camps in Lok Jumbish (Rajasthan, India).…
Descriptors: Access to Education, Adolescents, Community Involvement, Educational Innovation
Save the Children, Westport, CT. – 2000
The Strong Beginnings program, initiated by the Save the Children Fund in 1991, supports community-based activities in 20 countries aimed at reconstructing educational systems in developing countries. This report presents the vision of the Strong Beginnings program, describes its components, and describes the continuing challenge to improve access…
Descriptors: Access to Education, Child Development, Community Development, Developing Nations
Edo, Mengistu; Ali, Kedir; Perez, Marisol E. – 2002
In Ethiopia, Save the Children has been working with other nongovernmental organizations (NGOs), community-based organizations, and the government to develop projects that focus on nonformal strategies for improving access to basic education in marginalized communities. Common to all projects are a partnership approach, collaborative capacity…
Descriptors: Access to Education, Adult Basic Education, Community Involvement, Developing Nations
United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific. – 2001
Community learning centers (CLCs) are local educational institutions outside the formal education system that are usually established and managed by local people to provide various learning opportunities designed to empower individuals and promote community development for all community members regardless of age or socioeconomic group. CLCs…
Descriptors: Access to Education, Adult Education, Case Studies, Community Development
Richardson, Cathy; Blanchet-Cohen, Natasha – 2000
Adult education for indigenous peoples in Canada was examined. First, information on government institutions, indigenous organizations, international agencies, and nongovernmental organizations engaged in adult education for Canada's indigenous peoples was compiled. Next, questionnaires and survey techniques were used to research the policy and…
Descriptors: Access to Education, Adult Education, Adult Learning, Adult Programs