Schaller, T: Mobile Schools

Preface - Why Do We Ask Questions?

Introduction

Part I Daasanach Pastoralists and Education Provision

1. How Do Daasanach Pastoralists Live?

1.1 Homeland Area

1.2 Livelihood

1.3 Social Organisation

1.4 Celebrations

1.5 Indigenous Knowledge

2. Why Is Education Provision for Daasanach Pastoralists Difficult?

2.1 Kenyan Primary Education System

2.2 Ambiguity about Schooling and Education

2.3 Standardised Curriculum

2.4 Language Barrier

2.5 Fixed Schools for Mobile Communities

2.6 Lack of Infrastructure

2.7 Alienation from Traditional Cultural Identity

2.8 Lessons Learned

Personal Notes of the Authors

3. What Are International Approaches to Mobile Education?

3.1 Tent Schools in Iran

3.2 Radio Education in Mongolia

3.3 Quranic Schools in Somalia and Kenya

3.4 Mobile Schools in Kenya

3.5 Lessons Learned

4. What Are the Wishes of Daasanach Pastoralists with Regard to Education?

4.1 Which Form of School Service Is Desired?

4.2 What Should Be Learned at School?

4.3 Who May Attend School?

4.4 What Are the Future Perspectives for Pupils?

4.5 Who Should Teach?

4.6 Lessons Learned

Personal Notes of the Authors

Part II International Cooperation

5. What Is the Pedagogical Perspective on Development?

5.1 Development Education

5.2 Education Should Foster Maturity

5.3 Culture Dependency of Development

5.4 Montessori's Development Pedagogy

5.5 Lessons Learned

Personal Notes of the Authors

6. What Is the Pedagogical Perspective on Development?

6.1 Changing Concepts and Definitions

6.2 International Cooperation of INES

6.3 Participation and Partnership Approach

Personal Notes of the Authors

7. What Is the Plan of the INES Project?

7.1 Central Issue

7.2 Forces and Actors

7.3 Project Vision and Mission

7.4 Partner Landscape

7.5 Desired Outcome and Progress Markers

7.6 Strategy Map and

Theresa Schaller and Ruth Würzle

both work for AGIAMONDO e.V., Bad Abbach, Germany, as temporary consultants for the development of mobile schools