Strengthening Nonprofit Minority Leadership and the Capacity of Minority-Led and Other Grassroots Community-Based Organizations

Identifies ways to build diversity and capacity among the state's nonprofit leadership, including major multiyear grants to minority-led groups and others serving diverse and/or low-income communities. Outlines each participating foundation's commitments

Education in Eritrea: Developmental Challenges

The ongoing national reconstruction process of Eritrea is centered on educational reformation. The government of Eritrea placed educational policy on top priority for national development which demands the emergence of new class of trained youth blended with disciplined minds and skills instead of raw graduation. It had established about eight colleges at tertiary level within a short span of time to build human resource required for the present and future. In line with this, it laid down new policies and curricula suit to the immediate national scenario. This article analyzed the strengths and weaknesses of the educational policies, planning and the infrastructure requirements to meet the intended goal. It explored and analyzed Eritrean educational development and its key challenges. It also provided some useful insights for policy development. The data for the study were mainly collected from the reports of Ministry of Education and other colleges in Eritrea. The outcome of the educational reformation is expected to have a profound effect in the development of the country.Education, Eritrea, Human capital and Economic development, Economic growth, Gender inequality

UK-wide evaluation of the Millennium Volunteers Programme

The Millennium Volunteers programme is a UK-wide government supported initiative designed to promote sustained volunteering among young people aged 16-24

Early Music Education as a Tool for Inclusion and Respect for Diversity. Study Paper for the Bernard van Leer Foundation

This report explores the topic of using music education activities as a way to address inclusion and respect for diversity with children. It is intended to inform the development of appropriate activities and indicators for the Bernard van Leer Foundation’s Social inclusion and respect for diversity issue area, particularly those which address the use of music in projects with young children. The study begins with an overview of musical development from prenatal to eight years of age and provides a review of the significant processes and outcomes of music education activities aimed at bringing together children in divided contexts. It is apparent that cross-community development of music skills has been and continues to be an effective means of addressing prejudice with young people. The study includes the analysis of interviews with 16 experienced practitioners in Northern Ireland regarding ways in which music plays a part in facilitating respect and inclusion with young people, and an analysis of five children’s focus groups. It concludes with recommendations to bring this knowledge to the early childhood and lower primary school sector and offers some questions for further study

Investing in Native Youth: Grantmaking Trends from the Native Youth and Culture Fund

In this report, First Nations highlights a snapshot of grant requests under our Native Youth and Culture Fund from 2010 through 2014

Educational breakthrough in eritrea: some expectations and outcomes

The ongoing national reconstruction process of Eritrea is centered on the educational reformation. The Government of Eritrea has developed educational policy on top priority of national development which demands the emergence of new class of trained youth blended with disciplined mind with skill instead of raw graduation. In this line, it laid down new policies and curricula suit to the immediate national scenario. It had installed about eight colleges at tertiary level within a short span of time to build manpower resource required for present and future. This article analyses the strengths and weakness of the policies, planning and the infrastructure requirements to meet the intended goal. The outcome of the educational reformation is expected to have a profound effect on the development of the Nation. Hence, it becomes curious watch for the educational reformists around the globe.Education Policy, Eritrea, Human Capital, Economic Development, Gender Inequality

California Endowment - 1999-2000 Annual Report: The Changing Faces of Health

Contains board chair's message, president's message, program information, project summaries, grants list, financial statements, and list of board members and senior staff

Creating Community Environments That Promote Comprehensive Health and Wellness

Describes the impact of Hurricanes Katrina and Rita on the health of the residents of Arkansas, Louisiana, and Mississippi. Outlines strategies to identify effective programs designed to reduce health disparities and improve health status in the region

Prevent and Community Cohesion in Britain – The Worst of All Possible Worlds?

This chapter offers a critical analysis of the UK’s Prevent programme to date, and argues that it has been ineffective, or even counter-productive because of a number of conceptual flaws and contradictions. In particular, the monocultural focus on entire, ‘suspect’ British Muslim communities has arguably hardened feelings of antagonism towards the British state and wider society amongst sections of those communities, damaging precisely the flows of human intelligence needed to combat the Islamist terror threat, whilst failing to actually engage educationally with the various drivers of radicalisation. This Prevent approach has created envy amongst other communities at the significant resources directed at Muslim communities, whilst ignoring the growing right-wing/racist terror threat symbolised by the British connections to Anders Brevik. All this has shown Prevent to be in fundamental contradiction to the analysis and concerns of the parallel policy agenda of community cohesion/ integration. The Chapter argues that the Prevent Review of 2011, which was designed to differentiate the two policy programmes, has actually down-played but exacerbated their tensions. Instead, the Chapter argues, Prevent needs to develop a synergy with cohesion work, basing approaches to preventing terrorism or attraction towards it on educational programmes of cross-community contact and meaningful democratic participation and engagement of young people