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Searching in Ghana, South Africa

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  • Document

    Read all about it! Getting books to pupils in Africa

    id21 Development Research Reporting Service, 2002
    How do pupils in Africa gain access to books? Which methods of getting books to students and teachers work best? Recent research in Ghana, Tanzania, Mali, South Africa, Mozambique and Kenya, examined different approaches to book provision including school or classroom-based libraries, teacher support centres and mobile libraries.
  • Document

    Joint action: can clustering build industrial capacity in Africa?

    id21 Development Research Reporting Service, 2002
    African development is closely linked to small scale industry. The employment provided by small firms, although low paying, enables families to survive, to educate their children, and in some cases, to move out of poverty.
  • Document

    New terms of engagement: can forest communities benefit from commercial partnerships?

    id21 Development Research Reporting Service, 2002
    Are companies who work with forest dwellers ripping them off, simply smartening up their corporate images or genuinely committed to win-win partnerships? How can communities negotiate with companies on a more equal footing? Could forests be an area for pioneering new forms of community-private partnership and local governance?
  • Document

    UK and overseas universities: working together to promote development?

    id21 Development Research Reporting Service, 2002
    The UK’s Higher Education Links Scheme (HEL) promotes exchanges (usually for three years) between UK and overseas universities. In line with objectives set out in its 1997 White Paper on the Elimination of World Poverty, the UK is keen that HEL should focus on poverty alleviation, sustainable development and gender equity. Is this re-emphasis producing results?
  • Document

    Democracy rules? Subduing armed forces in Africa

    id21 Development Research Reporting Service, 2002
    Elected governments, which replaced authoritarian regimes during recent African ‘transitions to democracy’ remain vulnerable to military re-intervention and armed conflict. How have new democracies assured democratic control over their military and security establishments?
  • Document

    Pro-poor democracy?

    id21 Development Research Reporting Service, 2002
    Does representative democracy give poor people a voice? Do municipal decision makers respond to poor people's needs and priorities? Can the poor lodge complaints when services fail to operate adequately? Is a combination of formal structures of representative democracy and mechanisms permitting organised political engagement the answer?
  • Document

    Making a difference: what can municipal government do?

    id21 Development Research Reporting Service, 2002
    Poverty reduction measures usually focus at the national level: primary health care, education, trade and fiscal policy are wholly or partly central government responsibilities. Should this be the whole story? Research by the University of Birmingham shows that there is room for manoeuvre at the local and municipal level to make a difference in reducing poverty.
  • Document

    Financing cities

    id21 Development Research Reporting Service, 2002
    Probably the greatest constraint facing city governments as they seek to address poverty is the inadequacy of financial resources.
  • Document

    Beyond confrontation?

    id21 Development Research Reporting Service, 2002
    How do community resources help promote engaged citizenship? How do Civil Society Organisations (CSOs) help the poor access the resources they need to improve their lives? How, if at all, do CSOs collaborate with local government institutions or other state agencies? When they do collaborate what is achieved and who benefits?
  • Document

    Conspiracy of silence? Stamping out abuse in African schools

    id21 Development Research Reporting Service, 2002
    Schools in sub-Saharan Africa tolerate serious sexual harassment and abuse, most of it perpetrated by older male pupils and male teachers. Why is the school a violent place for girls? How does school culture encourage gender violence? In the light of the AIDS crisis, sexual violence against young girls needs to be vigorously tackled.

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