HIMALDOC 37 records found  1 - 10nextend  jump to record: Search took 0.01 seconds. 
Year: 2009
The base of the knowledge of mountains lies in the deep understanding of their power related to sacred and various dimensions of sacred themes
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Year: 2009
This study documents the use of uncultivated plants, their status and contribution to the livelihoods of Chepang people in the mid-hills of Nepal
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Year: 2008
This report presents the results of a situation analysis of ecosystem services and poverty in the Amazon and Eastern Andes, carried out between September 2007 and March 2008
Year: 2008
The living of man in all societies is largely guided by the availability or otherwise of natural bio– resources
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Year: 2007

Mt Pinatubo is located on the main island of Luzon in the Philippines

Year: 2007
When the Spaniards conquered the Inca Empire Tahuantinsuyo in 1531, the Andean social and cultural organization was established by the ?Ayllu
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Year: 2007
The Punan Tubu, a group of hunter-gatherers in East-Kalimantan, Indonesia, are used to illustrate the very real trade-offs that are made between conservation and development
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Year: 2007
Amenity migration has become an important force for change in non-metropolitan high amenity places around the world
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Year: 2006
This issue of id21 insights focuses on children's rights to learn in their own mother tongue:
  • Mother tongue first - Children's right to learn in their own languages: Education is power and language is the key to accessing that power
  • Linguistic genocide? Children's right to education in their own languages: We are killing languages faster than ever. By 2100, between 90 and 95 percent of today's approximately 7,000 spoken languages may be extinct or no longer learned by children.
  • Gender, language and inclusion: Schooling designed for dominant groups excludes other learners. Girls are particularly vulnerable because of their home responsibilities and the unsupportive attitudes of families and teachers.
  • Revitalising indigenous languages: Over the past 30 years there has been a blossoming of education approaches for and by indigenous peoples. Where there are bilingual and intercultural or multicultural programmes for indigenous peoples, indigenous students have achieved higher performance and attendance rates.
  • Bolivia revolutionises bilingual education: Intercultural and Bilingual Education supports the rights of indigenous school children to be taught in their own languages.
  • Policy and practice in Viet Nam: The government of Viet Nam recognises 54 minority ethnic groups and languages. It expresses strong commitment to the development of its ethnic minority communities, about 13 percent of the population which, however, have missed out on Viet Nam's dramatic economic growth.
  • Bridging languages in education: International awareness of the importance of Education for All has grown. Yet, the only schooling available in many non-dominant language communities uses a language students do not understand or speak to teach concepts that have very little to do with their way of life.
  • Mother tongue and bilingual education: Language education in Africa seldom provides a solid foundation for literacy and numeracy development. Instead of learning in a familiar language, pupils learn through an international language before they know it well enough.
  • Mother tongue education is cost-effective: Policymakers are often reluctant to support mother tongue as a medium of instruction in schools, arguing it is too expensive. Yet the savings can be significant.
  • Linguistic diversity and policy in India: India is a mosaic of linguistic diversity. of its 1,600 languages, grouped somewhat arbitrarily into 114 groups, has a clear majority. Yet children often start school in a language that is not their mother tongue.
Also available in French and Spanish

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Year: 2006
Including indigenous peoples and their knowledge in decision-making is increasingly seen as pivotal for achieving sustainable development and the conservation of biodiversity
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