Afrika südlich der Sahara
28 search hits
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O papel da política social no desenvolvimento : O caso da Guiné-Bissau. Contributos para o debate sobre regimes de bem-estar em contextos de fragilidade estatal
(2009)
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Tânia Helena de Assunção Franco dos Santos
- Qual o papel que a política social desempenha no desenvolvimento? Que ferramentas teóricas e conceptuais podemos usar para compreender melhor esse papel - considerando que as de que dispomos actualmente são, na maioria, as associadas aos modelos socioeconómicos e políticos dos países mais industrializados? Neste trabalho procuramos analisar estas questões, com base na reflexão sobre os modelos de regimes de bem-estar aplicados à realidade dos países em desenvolvimento. Nesta discussão recorremos a um conceito de política social abrangente e, nesse sentido, procurámos identificar a multi-dimensionalidade de funções que aquela pode desempenhar no desenvolvimento, designadamente em sociedades caracterizadas pela instabilidade e pela fragilidade institucional. Por outro lado, considerando a dependência que grande parte dos PED vive em relação à ajuda pública ao desenvolvimento, procurámos perceber também, de que modo a política social é entendida pelos actores-chave da cooperação – qual a posição que ocupa na agenda actual, dominada pelos objectivos da luta contra a pobreza, da melhoria dos níveis de saúde e de educação? Este articulado de questões está vertido na análise do caso da Guiné-Bissau numa perspectiva de regime de bem-estar, cuja evolução recente tem sido marcada pela instabilidade política, conflito, e degradação dos níveis de bem-estar. Palavras-Chave: Política Social, regimes de bem-estar, cooperação para o desenvolvimento, Estados “frágeis,” Guiné-Bissau
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Considering a lexicographic plan for Gabon within the Gabonese language landscape
(2009)
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Hugues Steve Ndinga-Koumba-Binza
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Vowel duration issue in Civili
(2009)
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Hugues Steve Ndinga-Koumba-Binza
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English in French-speaking African countries: The case of GABON*
(2009)
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Hugues Steve Ndinga-Koumba-Binza
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Lexicography in Gabon : a survey
(2009)
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B. Nyangone Assam
P.A. Mavoungou
- This paper traces the historical development of lexicography in Gabon. Gabon, like most African countries, is multilingual. The recent inventories of languages spoken in Gabon are those established by Jacquot (1978) and Kwenzi-Mikala (1998). According to Kwenzi-Mikala (1997), there are 62 speech forms divided into 10 language groups or language-units in Gabon. These speech forms co-exist with French, the official language. In fact, in article 2 of paragraph 8 of the revised Constitution of 1994 the following can be read: "The Gabonese Republic adopts French as the official language. Furthermore, she endeavours to protect and promote the national languages." This constitutional arrangement naturally makes French the language used in education, administration and the media. The survey of lexicography in Gabon that is presented here includes the linguistic situation in and the language policy of Gabon, the lexicographic survey itself, as well as the lexicographic needs of the different speech forms (including languages and dialects). Initially, the pioneers of Gabonese lexicography were missionaries or colonial administrators. Very little was done in this field by the Gabonese themselves. Although credit is to be given to these early works, there are a number of shortcomings regarding the linguistic as well as the metalexicographic contents of dictionaries and lexicons produced during this period. In fact, the main weak point of those studies was the lack of tones in the written transcription of oral productions and orthographic problems. Furthermore, in those contributions, the theory of lexicography is largely unknown and lexico-graphic works are hardly ever based on authentic data corpora of the languages being described.
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Female clan leaders and women's empowerment in Lango
(2009)
- In Lango, Northern Uganda, 20 years of war, cattle rustling and HIV/AIDS have resulted in widespread loss of life, population displacement, and loss of property. In spite of this turmoil, some traditional cultural practices, such as widow inheritance, early child marriage, and widow cleansing continued, although they were increasingly seen to conflict with ‘modern’ development thinking, especially when infringing women and children’s rights. External development actors first tried to address this situation by ‘sensitising’ communities, but with limited success. It however soon became evident that clan leaders were instrumental in perpetuating cultural practices: in the early 2000’s, they became increasingly identified as key actors to address harmful traditions and to resolve conflicts. With the many trials faced by local communities, women’s roles in supporting the family institution and upholding cultural values had however expanded too. Several development organisations were established to address the challenges related to these changes and one was the Lango Female Clan Leaders’ Association, with a focus on promoting girls’ education and access to justice for women. This case study examines the role that these female clan leaders have successfully played in tackling current gender- related challenges. It explores the interface between traditional and modern gender concepts and the value of working with cultural resource persons to address cultural challenges. The study involved desk research, field based semistructure interviews, focus group discussions with 30 respondents and key informants, and a validation write-shop, all held in the course of 2008.
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Reclaiming our language through education : teaching in Lusoga in primary schools: what change in and out of the classroom?
(2009)
- In late 2006/early 2007, the Cultural Research Centre (CRC), with financial and technical support from the Cross-Cultural Foundation of Uganda, carried out research in Iganga and Namutumba districts to gauge the impact of the introduction of the local language as a medium of instruction in ‘pilot’ lower primary school classes. Our research was in response to new circumstances in Uganda’s education sector, with Government introducing teaching in local languages in lower primary classes from February 2007. This was accompanied by a “thematic curriculum”, to develop early childhood skills that are fundamental to continuing educational performance in numeracy, literacy and life skills. This was a departure from the earlier emphasis on the acquisition of facts in various subjects in primary schools, mostly focusing on recall, and mostly taught in English. This nationwide policy followed a pilot initiative in four districts, including Iganga (later split into Iganga and parts of Namutumba districts), where 15 pilot schools had been chosen. Instruction in Lusoga in Primary 1 to 3 classes started there in 2005, following a period of teacher training. From the outset however, parents, teachers, pupils and others raised questions: was teaching in the local language possible, and would it make a positive difference to learning?
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Schweiz - Mosambik : 30 Jahre bilaterale Zusammenarbeit von 1979 bis 2009
(2009)
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Flora et Vegetatio Sudano-Sambesica : Volume 12 - 2009
(2009)
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Centre Culturel Français : Programme Janvier - Février 2009
(2009)
