Impacts of School Construction Projects by Canadian NGOS in Nicaragua | Positive and Negative Impacts on Families and Communities of School Construction by Canadian NGOS in Nicaragua

Mary Anne Connell (u. a.)

ISBN 10: 3838385217 / ISBN 13: 9783838385211

Published by LAP LAMBERT Academic Publishing, 2010

About this Item

Impacts of School Construction Projects by Canadian NGOS in Nicaragua | Positive and Negative Impacts on Families and Communities of School Construction by Canadian NGOS in Nicaragua | Mary Anne Connell (u. a.) | Taschenbuch | 248 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783838385211 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Seller Inventory # 107439555

Bibliographic Details

• Title: Impacts of School Construction Projects by Canadian NGOS in Nicaragua | Positive and Negative Impacts on Families and Communities of School Construction by Canadian NGOS in Nicaragua
• Publisher: LAP LAMBERT Academic Publishing
• Publication Date: 2010
• Language: English
• ISBN 10: 3838385217
• ISBN 13: 9783838385211
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 15D millimeters 220 millimeters width by 150 millimeters height by 15 millimeters depth
• Weight: 387 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

This thesis investigates the positive and negative impacts on families and local communities of school construction projects by Canadian NGOs in Nicaragua through an exploration of three case studies involving three Canadian NGOs working in three different communities. Social development indicators developed by Oxfam were used to determine if the construction project helped the community to be more cohesive, encouraged individuals to participate, developed critical consciousness, reduced dependency and increased self-confidence. The research also examined to what extent people were able to initiate and implement other similar projects in the community, and are involved in the operation and monitoring of the school. Impacts since the completion of the projects include children and some adults learning to read and write, organized schedules, hope for the future, increased social cohesion, and pride in their local community and themselves.

About the Author

Mary Anne Connell holds a BA from the University of Waterloo in Sociology and Religious Studies and a MSc in Rural Planning and Development from the University of Guelph. Her interests include research, travel and volunteer work in developing countries. She can be reached at connellm@on.aibn.com