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Lifelong Learning for Poverty Eradication.

By: Contributor(s): Material type: TextTextPublisher: Cham : Springer International Publishing AG, 2015Copyright date: ©2015Edition: 1st edDescription: 1 online resource (280 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9783319105482
Subject(s): Genre/Form: Additional physical formats: Print version:: Lifelong Learning for Poverty EradicationDDC classification:
  • 374.9
LOC classification:
  • LC5201-6660.4
Online resources:
Contents:
Intro -- Preface -- General Introduction -- Book Methodology -- Contents -- About the Authors -- Part I -- Lifelong Learning -- Chapter-1 -- Lifelong Learning: Its Meaning and Scope -- 1.1 Introduction -- 1.2 Lifelong learning: An Overview of the Literature -- 1.3 African Contexts for Lifelong Learning -- 1.3.1 North-South Debates -- 1.4 African Perspectives for Lifelong Learning -- 1.5 Social Justice and Lifelong Learning -- 1.6 African Policy Contexts for Lifelong Learning -- 1.7 Botswana and Its Policy Context -- 1.8 Concluding Summary -- References -- Chapter-2 -- Poverty and Community Engagement -- 2.1 Introduction -- 2.2 Brief Summary of Lifelong Learning -- 2.3 Botswana Lifelong Learning Policy Context -- 2.3.1 Adult Education Modes of Delivery for the Promotion of Lifelong Learning -- 2.3.2 The Poverty Situation -- 2.4 ITMUA: An Example of Community Engagement as a tool for poverty reduction -- 2.4.1 Community Service-Types -- 2.4.2 Themes Explored by Community Service(s) included the Following -- 2.4.3 Objectives of Community Service(s) -- 2.4.4 Number of Faculties in Each University -- 2.4.5 Number of Projects Begun by Individuals -- 2.4.6 Age of the Community Service Projects -- 2.4.7 Community Development -- 2.4.8 Issues -- 2.5 A Statement from the Community Development Foundation (UK) -- 2.6 Conclusions -- References -- Chapter-3 -- Botswana's National Poverty Eradication Policy and Strategies -- 3.1 Introduction -- 3.2 State Based Poverty Reduction Policies and Programmes -- 3.2.1 The Ghanzi Settlement Policy -- 3.2.2 Poverty Eradication Programmes -- 3.2.3 Citizen Entrepreneurship Development Authority (CEDA) Programs -- 3.2.4 Young Farmers -- 3.2.5 Backyard Vegetable Gardening Projects -- 3.2.6 Sponsorship for Education and Training -- 3.2.7 Education and Training of Learners with Mild Intellectual Ability.
3.3 Botswana's Poverty Eradication Strategies -- 3.3.1 Research and Development -- 3.3.2 Poverty and Illiteracy -- 3.3.3 Adult Education and Poverty Reduction-A Global Priority -- 3.3.4 Poverty and Post Literacy -- 3.3.5 Poverty and Identity Formation -- 3.3.6 Identity Formation -- 3.4 Critique of State Based Responses to Poverty -- 3.4.1 Charity for Exploitation of the Poor -- 3.4.2 Non State based Responses to Poverty Reduction -- 3.4.3 Non-Formal Educational Interventions -- 3.5 Poverty Eradication -- 3.5.1 President's Housing Appeal -- 3.5.2 Access to Housing for Public Servants -- 3.5.3 Poverty Eradication Requires a Multi-Sectoral Approach -- 3.5.4 Poverty Disproportionately affects Human Populations -- 3.5.5 Poverty Eradication and the National Agenda -- 3.5.6 Direct Foreign Investment -- 3.5.7 Education and Training -- 3.5.8 University of Botswana Advocacy -- 3.5.9 CEDA and other Poverty Eradication Success Testimonies -- 3.5.10 Mogotsi-Morekwe Mills -- 3.5.11 Peo Boswa Insurance Brokers -- 3.5.12 Makaleng Brick Moulding Project -- 3.5.13 Botswana Insurance Holdings Limited -- 3.5.14 Dedicated Markets as Outlets -- 3.5.15 Community Development Projects -- 3.6 Conclusions -- 3.7 Recommendations -- References -- Chapter-4 -- Entrepreneurship Development Training and Lifelong Learning -- 4.1 Introduction -- 4.2 Background of the San Community at D'kar Reformed Church Farm and Context of Entrepreneurship building Workshops -- 4.3 Theoretical Framework -- 4.4 Relating Entrepreneurship Training to Lifelong Learning? -- 4.5 Entrepreneurship Training Workshop -- 4.6 What are the Characteristics of an Entrepreneur? -- 4.7 Structure of the Workshops -- 4.8 Content of the Workshops -- 4.8.1 Building a Business Plan -- 4.9 What are the Advantages of Starting Your own Business? -- 4.10 What is SWOT Analysis? -- 4.11 Requisite Skills for Entrepreneurship.
4.12 Section C: Characteristics that Lead to Success -- 4.13 Additional Characteristics -- 4.14 The DNA of a Prototypic Entrepreneur -- 4.15 Session D: Food for Thought -- 4.15.1 Format for the Group Project -- 4.15.2 Abstract -- 4.15.3 Introduce and Sell Your Business Idea -- 4.15.4 Background Theory/Literature Review: Are there Related Businesses? -- 4.15.5 Business Roles and Responsibilities and Methods -- 4.15.6 Monitoring, Review and Celebration -- 4.15.7 Other Important Factors in Setting up an Enterprise -- 4.16 Response to the Workshop by Participants -- 4.17 Conclusions -- References -- Part II -- The Human Dimensions of Poverty -- Chapter-5 -- Lifelong Learning and Small Businesses Management Skills -- 5.1 Introduction -- 5.2 Theoretical Framework -- 5.2.1 Kuru Development Trust -- 5.3 Summary Notes and Exercises -- 5.3.1 Presentation 1: Planning Skills -- 5.3.1.1 Definition of Planning -- 5.3.1.2 PESTEL -- 5.3.1.3 Planning Tables -- 5.3.2 Presentation 2: Leading Skills For Managers -- 5.3.2.1 Definition of Leading -- 5.3.2.2 General Qualities For A Good Leader -- 5.3.2.3 Specific Characteristics of a good Leader: -- 5.3.3 Presentation 3: Organising Skills For Managers -- 5.3.4 Organizing Production Processes -- 5.3.4.1 Individual exercise -- 5.4 Day 2 -- 5.4.1 Presentation 4: Controlling Skills For Managers -- 5.4.1.1 Tools of Controlling in Business -- 5.4.2 Presentation 5: Coordinating Skills For Managers -- 5.4.2.1 Definition of Coordinating -- 5.4.2.2 Tools of Coordination -- 5.4.3 Presentation 6: Communicating Skills For Managers -- 5.4.3.1 Definition of Communicating -- 5.4.3.2 Importance of Communication in business: -- 5.4.3.3 Tools and Barriers to Communication -- 5.5 Day 3 -- 5.5.1 Presentation 1: Purchasing Skills -- 5.5.2 Effective and Systematic Purchasing Follows the Following Steps -- 5.6 Day 3.
5.6.1 Presentation 2: Management of Staff -- 5.6.2 Staff are Resources. Just like in Purchasing Managing Staff Follows the Following Steps: -- 5.7 Day 3 -- 5.7.1 Presentation 3: Record-keeping -- 5.8 Day 3 -- 5.8.1 Presentation 4: Record-keeping -- 5.8.2 Types of Records -- 5.8.3 Importance of Record-keeping in Business -- 5.8.4 Sample simplified cash books were presented for particpants: -- 5.9 Conclusions -- References -- Chapter-6 -- The Human Environment and Sustainable Environmental Education -- 6.1 Introduction -- 6.2 Rationale for Participatory Approaches -- 6.2.1 Participatory Rural Appraisal (PRA) -- 6.2.2 Participatory Action Research (PAR) -- 6.2.3 Rapid Rural Appraisal (RRA) -- 6.3 Environmental Sustainability and the Millennium Development Goals -- 6.4 Global Environmental Issues -- 6.4.1 Acquiring Environmental Knowledge -- 6.5 Structuring Environmental Education for Global Issues -- 6.5.1 Environmental Education in the SADC Region -- 6.6 Decision-Making and Global Issues -- 6.7 Curriculum Needs and Global Issues -- 6.7.1 Environmental Problems in the SADC Region -- 6.8 Botswana's Environmental Profile -- 6.9 Major Environmental Problems in Botswana -- 6.9.1 Desertification in Botswana -- 6.9.2 Statistics and Impact on the Environment -- 6.10 Conclusions -- Appendix A: List of Environmental issues -- References -- Chapter-7 -- Fighting Poverty Within the San Community -- 7.1 Introduction -- 7.2 The San Community in Botswana -- 7.2.1 Background -- 7.2.2 Basarwa (San)-the first people of Botswana -- 7.2.3 Language Barriers -- 7.3 Development Models for Poverty Eradication -- 7.3.1 Loss of Land by the San -- 7.3.2 Close Kinship Ties -- 7.3.3 Hunter Gatherers, and Nomadic Life -- 7.3.4 San's Status -- 7.3.5 Minority Status -- 7.3.6 Poverty and Lack of Educational Opportunities -- 7.4 Programmes to Develop the San.
7.4.1 Post-independence Abolition of Subject Groups -- 7.4.2 Poverty with a Special Focus on the San -- 7.4.3 Kuru Development Trust -- 7.4.4 The WK Foundation Workshops -- 7.4.5 Education with a Focus on San Mother Tongue -- 7.4.6 Women, Ethnicity, HIV and AIDS -- 7.5 Human and Gender-based Poverty among the San -- 7.5.1 Ba Isago University College and WW Kellogg Foundation Project: Long Term Poverty Eradication Programmes -- 7.5.2 Fighting Poverty Among the San -- 7.5.3 Kuru Family of Organisations KFO -- 7.5.4 Mission -- 7.5.5 To be Responsible -- 7.5.6 To Heal -- 7.5.7 To Give -- 7.5.8 To have Courage -- 7.5.9 To Enable -- 7.5.10 To have Personal Integrity -- 7.5.11 To Know the "Face of God" -- 7.6 Interventions by Ba Isago and Kellogg Foundation -- 7.6.1 Fighting Poverty through a Change of Mindset -- 7.6.2 Benefits Derived from the Project -- 7.6.3 From the Workshop Participants and the Community -- 7.6.4 Social Benefits -- 7.7 Successes/Challenges of Running the Project in D'Kar- Ghanzi -- 7.7.1 The Involvement of Letloa in Fighting Poverty -- 7.7.2 Management and Leadership Development Programme -- 7.8 Interventions by the University of Botswana and Tromso -- 7.9 Conclusions -- 7.10 Recommendations -- References -- Chapter-8 -- Developing San Women's Business, Governance and Management Skills in the Arts and Craft Project -- 8.1 Introduction -- 8.2 The Tie-and-Dye Project for San Women in D'kar Farm community -- 8.2.1 Final improvements -- 8.2.2 The Future of the Projects -- 8.2.3 Project Cycle Management (P.C.M.) -- 8.2.3.1 Training workshop structure -- 8.2.3.2 Day Two Course Coverage -- 8.2.3.3 Day Three Course Coverage -- 8.2.4 Details of the training module -- 8.2.5 Workshop on Project Management -- 8.2.5.1 Objectives of Capacity Building -- 8.3 Project Indicators and Means of Verification.
8.3.1 The Tie-and-Dye Project for San Women in D'kar Farm community.
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Intro -- Preface -- General Introduction -- Book Methodology -- Contents -- About the Authors -- Part I -- Lifelong Learning -- Chapter-1 -- Lifelong Learning: Its Meaning and Scope -- 1.1 Introduction -- 1.2 Lifelong learning: An Overview of the Literature -- 1.3 African Contexts for Lifelong Learning -- 1.3.1 North-South Debates -- 1.4 African Perspectives for Lifelong Learning -- 1.5 Social Justice and Lifelong Learning -- 1.6 African Policy Contexts for Lifelong Learning -- 1.7 Botswana and Its Policy Context -- 1.8 Concluding Summary -- References -- Chapter-2 -- Poverty and Community Engagement -- 2.1 Introduction -- 2.2 Brief Summary of Lifelong Learning -- 2.3 Botswana Lifelong Learning Policy Context -- 2.3.1 Adult Education Modes of Delivery for the Promotion of Lifelong Learning -- 2.3.2 The Poverty Situation -- 2.4 ITMUA: An Example of Community Engagement as a tool for poverty reduction -- 2.4.1 Community Service-Types -- 2.4.2 Themes Explored by Community Service(s) included the Following -- 2.4.3 Objectives of Community Service(s) -- 2.4.4 Number of Faculties in Each University -- 2.4.5 Number of Projects Begun by Individuals -- 2.4.6 Age of the Community Service Projects -- 2.4.7 Community Development -- 2.4.8 Issues -- 2.5 A Statement from the Community Development Foundation (UK) -- 2.6 Conclusions -- References -- Chapter-3 -- Botswana's National Poverty Eradication Policy and Strategies -- 3.1 Introduction -- 3.2 State Based Poverty Reduction Policies and Programmes -- 3.2.1 The Ghanzi Settlement Policy -- 3.2.2 Poverty Eradication Programmes -- 3.2.3 Citizen Entrepreneurship Development Authority (CEDA) Programs -- 3.2.4 Young Farmers -- 3.2.5 Backyard Vegetable Gardening Projects -- 3.2.6 Sponsorship for Education and Training -- 3.2.7 Education and Training of Learners with Mild Intellectual Ability.

3.3 Botswana's Poverty Eradication Strategies -- 3.3.1 Research and Development -- 3.3.2 Poverty and Illiteracy -- 3.3.3 Adult Education and Poverty Reduction-A Global Priority -- 3.3.4 Poverty and Post Literacy -- 3.3.5 Poverty and Identity Formation -- 3.3.6 Identity Formation -- 3.4 Critique of State Based Responses to Poverty -- 3.4.1 Charity for Exploitation of the Poor -- 3.4.2 Non State based Responses to Poverty Reduction -- 3.4.3 Non-Formal Educational Interventions -- 3.5 Poverty Eradication -- 3.5.1 President's Housing Appeal -- 3.5.2 Access to Housing for Public Servants -- 3.5.3 Poverty Eradication Requires a Multi-Sectoral Approach -- 3.5.4 Poverty Disproportionately affects Human Populations -- 3.5.5 Poverty Eradication and the National Agenda -- 3.5.6 Direct Foreign Investment -- 3.5.7 Education and Training -- 3.5.8 University of Botswana Advocacy -- 3.5.9 CEDA and other Poverty Eradication Success Testimonies -- 3.5.10 Mogotsi-Morekwe Mills -- 3.5.11 Peo Boswa Insurance Brokers -- 3.5.12 Makaleng Brick Moulding Project -- 3.5.13 Botswana Insurance Holdings Limited -- 3.5.14 Dedicated Markets as Outlets -- 3.5.15 Community Development Projects -- 3.6 Conclusions -- 3.7 Recommendations -- References -- Chapter-4 -- Entrepreneurship Development Training and Lifelong Learning -- 4.1 Introduction -- 4.2 Background of the San Community at D'kar Reformed Church Farm and Context of Entrepreneurship building Workshops -- 4.3 Theoretical Framework -- 4.4 Relating Entrepreneurship Training to Lifelong Learning? -- 4.5 Entrepreneurship Training Workshop -- 4.6 What are the Characteristics of an Entrepreneur? -- 4.7 Structure of the Workshops -- 4.8 Content of the Workshops -- 4.8.1 Building a Business Plan -- 4.9 What are the Advantages of Starting Your own Business? -- 4.10 What is SWOT Analysis? -- 4.11 Requisite Skills for Entrepreneurship.

4.12 Section C: Characteristics that Lead to Success -- 4.13 Additional Characteristics -- 4.14 The DNA of a Prototypic Entrepreneur -- 4.15 Session D: Food for Thought -- 4.15.1 Format for the Group Project -- 4.15.2 Abstract -- 4.15.3 Introduce and Sell Your Business Idea -- 4.15.4 Background Theory/Literature Review: Are there Related Businesses? -- 4.15.5 Business Roles and Responsibilities and Methods -- 4.15.6 Monitoring, Review and Celebration -- 4.15.7 Other Important Factors in Setting up an Enterprise -- 4.16 Response to the Workshop by Participants -- 4.17 Conclusions -- References -- Part II -- The Human Dimensions of Poverty -- Chapter-5 -- Lifelong Learning and Small Businesses Management Skills -- 5.1 Introduction -- 5.2 Theoretical Framework -- 5.2.1 Kuru Development Trust -- 5.3 Summary Notes and Exercises -- 5.3.1 Presentation 1: Planning Skills -- 5.3.1.1 Definition of Planning -- 5.3.1.2 PESTEL -- 5.3.1.3 Planning Tables -- 5.3.2 Presentation 2: Leading Skills For Managers -- 5.3.2.1 Definition of Leading -- 5.3.2.2 General Qualities For A Good Leader -- 5.3.2.3 Specific Characteristics of a good Leader: -- 5.3.3 Presentation 3: Organising Skills For Managers -- 5.3.4 Organizing Production Processes -- 5.3.4.1 Individual exercise -- 5.4 Day 2 -- 5.4.1 Presentation 4: Controlling Skills For Managers -- 5.4.1.1 Tools of Controlling in Business -- 5.4.2 Presentation 5: Coordinating Skills For Managers -- 5.4.2.1 Definition of Coordinating -- 5.4.2.2 Tools of Coordination -- 5.4.3 Presentation 6: Communicating Skills For Managers -- 5.4.3.1 Definition of Communicating -- 5.4.3.2 Importance of Communication in business: -- 5.4.3.3 Tools and Barriers to Communication -- 5.5 Day 3 -- 5.5.1 Presentation 1: Purchasing Skills -- 5.5.2 Effective and Systematic Purchasing Follows the Following Steps -- 5.6 Day 3.

5.6.1 Presentation 2: Management of Staff -- 5.6.2 Staff are Resources. Just like in Purchasing Managing Staff Follows the Following Steps: -- 5.7 Day 3 -- 5.7.1 Presentation 3: Record-keeping -- 5.8 Day 3 -- 5.8.1 Presentation 4: Record-keeping -- 5.8.2 Types of Records -- 5.8.3 Importance of Record-keeping in Business -- 5.8.4 Sample simplified cash books were presented for particpants: -- 5.9 Conclusions -- References -- Chapter-6 -- The Human Environment and Sustainable Environmental Education -- 6.1 Introduction -- 6.2 Rationale for Participatory Approaches -- 6.2.1 Participatory Rural Appraisal (PRA) -- 6.2.2 Participatory Action Research (PAR) -- 6.2.3 Rapid Rural Appraisal (RRA) -- 6.3 Environmental Sustainability and the Millennium Development Goals -- 6.4 Global Environmental Issues -- 6.4.1 Acquiring Environmental Knowledge -- 6.5 Structuring Environmental Education for Global Issues -- 6.5.1 Environmental Education in the SADC Region -- 6.6 Decision-Making and Global Issues -- 6.7 Curriculum Needs and Global Issues -- 6.7.1 Environmental Problems in the SADC Region -- 6.8 Botswana's Environmental Profile -- 6.9 Major Environmental Problems in Botswana -- 6.9.1 Desertification in Botswana -- 6.9.2 Statistics and Impact on the Environment -- 6.10 Conclusions -- Appendix A: List of Environmental issues -- References -- Chapter-7 -- Fighting Poverty Within the San Community -- 7.1 Introduction -- 7.2 The San Community in Botswana -- 7.2.1 Background -- 7.2.2 Basarwa (San)-the first people of Botswana -- 7.2.3 Language Barriers -- 7.3 Development Models for Poverty Eradication -- 7.3.1 Loss of Land by the San -- 7.3.2 Close Kinship Ties -- 7.3.3 Hunter Gatherers, and Nomadic Life -- 7.3.4 San's Status -- 7.3.5 Minority Status -- 7.3.6 Poverty and Lack of Educational Opportunities -- 7.4 Programmes to Develop the San.

7.4.1 Post-independence Abolition of Subject Groups -- 7.4.2 Poverty with a Special Focus on the San -- 7.4.3 Kuru Development Trust -- 7.4.4 The WK Foundation Workshops -- 7.4.5 Education with a Focus on San Mother Tongue -- 7.4.6 Women, Ethnicity, HIV and AIDS -- 7.5 Human and Gender-based Poverty among the San -- 7.5.1 Ba Isago University College and WW Kellogg Foundation Project: Long Term Poverty Eradication Programmes -- 7.5.2 Fighting Poverty Among the San -- 7.5.3 Kuru Family of Organisations KFO -- 7.5.4 Mission -- 7.5.5 To be Responsible -- 7.5.6 To Heal -- 7.5.7 To Give -- 7.5.8 To have Courage -- 7.5.9 To Enable -- 7.5.10 To have Personal Integrity -- 7.5.11 To Know the "Face of God" -- 7.6 Interventions by Ba Isago and Kellogg Foundation -- 7.6.1 Fighting Poverty through a Change of Mindset -- 7.6.2 Benefits Derived from the Project -- 7.6.3 From the Workshop Participants and the Community -- 7.6.4 Social Benefits -- 7.7 Successes/Challenges of Running the Project in D'Kar- Ghanzi -- 7.7.1 The Involvement of Letloa in Fighting Poverty -- 7.7.2 Management and Leadership Development Programme -- 7.8 Interventions by the University of Botswana and Tromso -- 7.9 Conclusions -- 7.10 Recommendations -- References -- Chapter-8 -- Developing San Women's Business, Governance and Management Skills in the Arts and Craft Project -- 8.1 Introduction -- 8.2 The Tie-and-Dye Project for San Women in D'kar Farm community -- 8.2.1 Final improvements -- 8.2.2 The Future of the Projects -- 8.2.3 Project Cycle Management (P.C.M.) -- 8.2.3.1 Training workshop structure -- 8.2.3.2 Day Two Course Coverage -- 8.2.3.3 Day Three Course Coverage -- 8.2.4 Details of the training module -- 8.2.5 Workshop on Project Management -- 8.2.5.1 Objectives of Capacity Building -- 8.3 Project Indicators and Means of Verification.

8.3.1 The Tie-and-Dye Project for San Women in D'kar Farm community.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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