Category: Professional

The two cases chosen for this comparative analysis, the Bangladesh Ganokendra programme and the Mahila Samakhya Programme in India were set out to address the despairing combination of illiteracy, poverty and gender imbalances, by focalizing on poor women who leave the education system due to all sort of circumstances (for example arranged marriage at a very early age) and in an environment that normally undervalues them, leaves them voiceless and vulnerable to poverty. Both programmes share a high level of success that stems from the implementation of a community participatory process and the implementation of informal education settings with high community involvement. However, the differences from one to another are not small; the involvement of civil society and government actors, the socio-cultural context and the way each project tackled the issues demonstrates how two successful projects can achieve their aims through different strategies and contexts.

 

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The purpose of this paper written for my MA Course on Online and Distance Education at Open University is to provide with background information on the situation of primary school teachers in Sub Saharan Africa, most specifically in Mozambique, with an specific focus on education, teacher supply and training to provide a general perspective of the issues at stake and to provide a view that may help stakeholders at all levels assess the best course of action in order to improve the situation in the country and help to achieve the universal primary education EFA (Education For All) goal.

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