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The rural poor face a major challenge to access financial services provided by the formal banking system. These poor are excluded from the system because of the requirements imposed on them by that banking sector. The microfinance promise is to ensure that the excluded have access to financial products. Financial intermediation of microfinance through microcredit, micro-transfers, micro-saving and micro-insurance has gained popularity in the developing countries of the world during the past thirty years. For these countries the question is to determine the potential role of microfinance in reducing poverty and in strengthening economic growth. While a considerable amount of research has been undertaken in other parts of the world on these issues, there is a dearth of empirical knowledge in the Central African countries. This book 'Microfinance in Central Africa: The challenge of the excluded' presents results of empirical research concerning microfinance institutions in Central Africa. The book draws from a project that was supported by the International Development Research Centre (IDRC) in the context of the Centre's globalization, growth and poverty programme initiative. The project examined issues related to the market for microfinance, institutional considerations, efficiency and behaviour of key actors and the impact of microfinance. The studies within the project were undertaken by teams of researchers and doctoral students, all mainly economists and jurists, in four countries in Central Africa, namely: Cameroon, Chad, Congo Republic and Gabon. The book should serve as a reference guide with respect to the microfinance experience in the region for the scientific community, policy makers and other development practitioners.
Letter from the President 4 ; Contributing to Perspectives - Guidelines for Writers 2 ; Adaptation Pedagogy for English Learners in Multicultural Contexts - Jose W. Lalas and Marie Therese A. P. Bustos 5 ; Scientific Biliteracy: A New Perspective and Pedagogical Approach on Science Learning Esther Garza 12 ; Literacy/Learning Strategies for Teachers of American Indian Students - R. Timothy Rush 17 ; Struggling Learners & Language Immersion Education: Research-based, Practitioner-informed Responses to Educators’ Top Questions - Shogo Sakurai 19 ; From Enrichment to Immersion in Chinese/Mandarin – Transforming Public Education for the 21st Century - Sarah Rice Fox 20
Women's access to land resources has been the subject of several studies and publications. However, few have explored this issue from the perspective of gender, and citizenship rights of rural women. In addition, researchers and development practitioners have lamented the acute shortage of reliable data and statistics, disaggregated by several perspectives (gender, ethnicity, agro-ecological location, among others) allowing detailed analyses of women's access to land in Senegal. This book has attempted to meet these interrelated demands. Combining quantitative and qualitative methods, and interrelated perspectives (law, economics, politics, geography, etc.), it confirms some knowledge but shows a differentiation of the systems of exclusion of women in the access and control of land resources, systems that appear to be related to socio-cultural realities specific to each agro-ecological zones of Senegal. While providing opportunities to identify the links between access to land and strengthening the citizenship of Senegalese women, this book presents the challenge of adopting an inclusive and collaborative demarche in the struggle for women's access to agricultural land in particular.