Poverty Alleviation and Integrated Service Delivery: Literacy, Early Child Development and Health

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Autor/in	Nordtveit, Bjorn Harald
Titel	Poverty Alleviation and Integrated Service Delivery: Literacy, Early Child Development and Health
Quelle	In: International Journal of Educational Development, 28 (2008) 4, S.405-418 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2007.10.004
Schlagwörter	Family Planning; Poverty; Females; Sexually Transmitted Diseases; Pregnancy; Educational Quality; Adults; Children; Foreign Countries; Literacy Education; Foreign Policy; Integrated Services; Case Studies; Developing Nations; Educational Development; Educational Environment; Early Intervention; Nutrition Instruction; Health Promotion; Health Services; Economic Development; Program Effectiveness; Program Improvement; Acquired Immunodeficiency Syndrome (AIDS); Child Development; Senegal + Suchen Sie Ihr Suchwort? Familienplanung; Armut; Weibliches Geschlecht; Sexual transmitted disease; Geschlechtskrankheit; Schwangerschaft; Quality of education; Bildungsqualität; Child; Kind; Kinder; Ausland; Außenpolitik; Case study; Fallstudie; Case Study; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Nutrition education; Ernährungserziehung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Health service; Gesundheitsdienst; Gesundheitswesen; Wirtschaftsentwicklung; Kindesentwicklung
Abstract	This paper argues that many internationally financed literacy programs do not sufficiently take into consideration important daily life issues of the learners, including nutritional deficiencies that may hinder learning, or of children-parent-society interactions that may improve learning. As a result, many programs have become synonymous with increased supply of a low-quality education. Often, these programs address almost exclusively Education for All (EFA) international policy targets, without sufficiently addressing other poverty alleviation targets, as defined by the Millennium Development Goals (MDGs). This paper further contends that approaches that would generate the greatest effects within an EFA-perspective may not be the best way to alleviate poverty within a MDGs-perspective. Based on a case study of a women's literacy program in Senegal, this paper proposes to look at needs within an MDG perspective, and to use multi-pronged and integrated approaches to intervene in sectors where the poverty alleviation impact is the greatest. Current achievements against the MDG indicators show that significant efforts are needed to reduce maternal and child mortality, boost primary school enrollments, and remove obstacles so that a greater number of girls can attend school. One important target group for promoting greater achievements against these indicators would be young adults living in poverty, especially girls and young women. An approach that combines youth and family literacy, early child development (ECD), as well as health and nutrition interventions, could help to break a cycle of poverty that is fundamentally intergenerational in nature. Further, it is argued that integration of these different interventions, which are usually offered as separate services (but addressing essentially the same target group) could be more cost-effective than implementing each component as separate projects. Accordingly, this paper recommends the integration of such services as nutritional training for youth and adults; information and services for family planning; training on STD/HIV prevention and management; access to immunization for children and pregnant women; assistance to obtain antenatal registration and care as well as training and treatment of existing and non-complex conditions; and, if needed, micro-nutrient supplementation. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10