Rebirth, empowerment, and youth leading social change: non-formal education in Honduras
Moll, Amanda Renault, Lotte
Moll, Amanda
Renault, Lotte
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2014-03-20
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Journal article
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16
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This article focuses on a non-formal educational approach implemented in Honduras by CARE Honduras. The project sought to address the gendered barriers to education, in a way that would be community-owned, holistic in its scope of analysis and action, and sustainable beyond CARE's support. The central elements of the model included the provision of community-led non-formal education for out-of-school adolescents, the provision of early childhood care and development centres for community children, a focus on safety and security, and youth mobilisation around civic action and economic empowerment. The approach created outlets for adolescents to positively participate in the social development of their communities, and increased the number of young people in full-time education. This article focuses on the lessons to be learnt from this experience. In particular, it highlights that these changes in the lives of individual young women and men would not have been possible without supportive communities and structures reinforcing the changes.
This article is hosted by our co-publisher Taylor & Francis. For the full table of contents for this and previous issues of this journal, please visit the <a href="http://www.genderanddevelopment.org">Gender and Development</a> website.
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English
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Gender & Development
Journal Theme
Education
Volume
22
Issue
1
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1355-2074
EISSN
1364-9221