Grandmothers: A Learning Institution - Basic Education and Policy ...

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Prepared by:Judi Aubel, PhD., MPHThe Grandmother ProjectPhoto Credit:Judi AubelPrepared for:Creative Associates International, Inc.Basic Education Policy Support (BEPS)United States Agency for International Development (USAID)Contract No. HNE-1-00-00-0038-00August 2005ACKNOWLEDGMENTSThe author would like to especially thank Don Graybill and Sean Tate for their commitment tothe realization of this publication. Thanks also go to Vicky Franz, Sean Tate and Cynthia Pratherfor their editing assistance. Special thanks to Jim Hoxeng at USAID without whose support itwould not have been possible to produce this publication.
GRANDMOTHERS:A LEARNING INSTITUTIONDISCLAIMERThe author’s views expressed in this publication do not necessarily reflect the views of the United States Agencyfor International Development (USAID) or the United States Government.
Page 1: GRANDMOTHERS:A LEARNING INSTITUTION
Page 11 and 12: EXECUTIVE SUMMARYSociety itself fai
Page 13 and 14: Education, the Bernard Van LeerFoun
Page 15 and 16: SEVERAL FACTORS CONTRIBUTE TO THELI
Page 17: - Who am I? Assign children to askf
Page 20 and 21: in educational activities on home t
Page 22 and 23: “A grandmother’s understandingo
Page 24 and 25: “Culture tells peoplehow to view
Page 26 and 27: attention given to grandmothers’
Page 28 and 29: social work, including family syste
Page 30 and 31: mation from Azerbaijan (McNulty 200
Page 32 and 33: “The status of eldersin tradition
Page 34 and 35: “As women, thegrandmothers haveli
Page 36 and 37: members often consult the moreexper
Page 38 and 39: “Social capital is a community’
Page 40 and 41: In a collaborative effort between
Page 42 and 43: in-laws and the additional free tim
Page 44 and 45: "Involving grandmothersin community
Page 50 and 51: CULTURALLY-ADAPTED EDUCATIONMATERIA
Page 52 and 53:
strated the power of participatory
Page 54 and 55:
effects of the new ideas, their con
Page 57 and 58:
V. GRANDMOTHERS: A LEARNING INSTITU
Page 59 and 60:
Many health and development workers
Page 61 and 62:
VI. RECOMMENDATIONS FORBASIC EDUCAT
Page 63 and 64:
parents themselves did not go to sc
Page 65 and 66:
community ties by increasing teache
Page 67 and 68:
of millions. On the other hand, som
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teachers, teacher abuse of children
Page 73 and 74:
APPENDIX B:ANNOTATEDREFERENCES ON T
Page 75 and 76:
acceptable for younger women to mak
Page 77 and 78:
showed that men are not directly in
Page 79 and 80:
ecause they had more time to devote
Page 81 and 82:
matrilineal or patrilineal areas
Page 83 and 84:
diet, work, fetal development, sexu
Page 85 and 86:
in the family and social networks.
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elated, for example, to early child
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REFERENCESAdams, A. M., S. Madhavan
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BASICS and LINKAGES. 1998. Influenc
Page 93 and 94:
Childhood Education and Development
Page 95 and 96:
Krishna, A. and N. Uphoff. June 199
Page 97 and 98:
Sear, R., R. Mace, and I. A. McGreg
Page 99 and 100:
ABOUT THE AUTHORThis review was pre
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