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Luke Whitehouse

Inquiry Learning and Information Literacy Models - 1 views

    • Luke Whitehouse
       
      Another way of breaking down research skills and information location and retrieval
  •  
    Page with about 20 models on it, some with links, some with great diagrams.
Gurupranav G

Microfinance - Wikipedia, the free encyclopedia - 0 views

  • Microfinance is the provision of financial services to low-income clients, including consumers and the self-employed, who traditionally lack access to banking and related services. More broadly, it is a movement whose object is "a world in which as many poor and near-poor households as possible have permanent access to an appropriate range of high quality financial services, including not just credit but also savings, insurance, and fund transfers."[1] Those who promote microfinance generally believe that such access will help poor people out of poverty
    • Gurupranav G
       
      t definition on microfinance and how it helps the needy
  • Traditionally, banks have not provided financial services, such as loans, to clients with little or no cash income. Banks incur substantial costs to manage a client account, regardless of how small the sums of money involved. For example, the total profit for a bank from delivering 100 loans worth $1,000 each will not differ greatly from the revenue that results from delivering one loan of $100,000. But the fixed cost of processing loans of any size is considerable as assessment of potential borrowers, their repayment prospects and security; administration of outstanding loans, collecting from delinquent borrowers, etc., has to be done in all cases. There is a break-even point in providing loans or deposits below which banks lose money on each transaction they make. Poor people usually fall below that breakeven point. In addition, most poor people have few assets that can be secured by a bank as collateral. As documented extensively by Hernando de Soto and others, even if they happen to own land in the developing world, they may not have effective title to it.[2] This means that the bank will have little recourse against defaulting borrowers. Seen from a broader perspective, the development of a healthy national financial system has long been viewed as a catalyst for the broader goal of national economic development (see for example Alexander Gerschenkron, Paul Rosenstein-Rodan, Joseph Schumpeter, Anne Krueger ). However, the efforts of national planners and experts to develop financial services for most people have often failed in developing countries, for reasons summarized well by Adams, Graham & Von Pischke in their classic analysis 'Undermining Rural Development with Cheap Credit'.[3] Because of these difficulties, when poor people borrow they often rely on relatives or a local moneylender, whose interest rates can be very high. An analysis of 28 studies of informal moneylending rates in 14 countries in Asia, Latin America and Africa concluded that 76% of moneylender rates exceed 10% per month, including 22% that exceeded 100% per month. Moneylenders usually charge higher rates to poorer borrowers than to less poor ones.[4] While moneylenders are often demonized and accused of usury, their services are convenient and fast, and they can be very flexible when borrowers run into problems. Hopes of quickly putting them out of business have proven unrealistic, even in places where microfinance institutions are active.[citation needed] Over the past centuries practical visionaries, from the Franciscan monks who founded the community-oriented pawnshops of the 15th century, to the founders of the European credit union movement in the 19th century (such as Friedrich Wilhelm Raiffeisen) and the founders of the microcredit movement in the 1970s (such as Muhammad Yunus) have tested practices and built institutions designed to bring the kinds of opportunities and risk-management tools that financial services can provide to the doorsteps of poor people.[5] While the success of the Grameen Bank (which now serves over 7 million poor Bangladeshi women) has inspired the world, it has proved difficult to replicate this success. In nations with lower population densities, meeting the operating costs of a retail branch by serving nearby customers has proven considerably more challenging. Hans Dieter Seibel, board member of the European Microfinance Platform, is in favour of the group model. This particular model (used by many Microfinance institutions) makes financial sense, he says, because it reduces transaction costs. Microfinance programmes also need to be based on local funds. Local Roots Although much progress has been made, the problem has not been solved yet, and the overwhelming majority of people who earn less than $1 a day, especially in the rural areas, continue to have no practical access to formal sector finance. Microfinance has been growing rapidly with $25 billion currently at work in microfinance loans.[6] It is estimated that the industry needs $250 billion to get capital to all the poor people who need it.[6] The industry has been growing rapidly, and concerns have arisen that the rate of capital flowing into microfinance is a potential risk unless managed well.[7]
    • Gurupranav G
       
      Great info on the challenges of microfinance, though it may be extremely helpful. Not bad!
Morgan V

Windward - modeling sustainable animal husbandry - 0 views

  • Modeling Sustainable Animal Husbandry
Shashank A

Cambodia: Introduction to Cambodia: Education - 0 views

  • Education in Cambodia was traditionally offered by the wats (Buddhist temples), thus providing education exclusively for the male population. The 1917 Law on Education passed by the French colonial government introduced a basic primary and secondary education system modelled loosely on that of France. However, that new system was fundamentally elitist, reaching only a very small per cent of the indigenous population and functioning mainly as a means of training civil servants for colonial service throughout French Indochina. After independence a universal education system was established, complemented by the development of a network of vocational colleges such as the School of Health (1953), the Royal School of Administration (1956), the College of Education (1959), the National School of Commerce (1958) and the National Institute of Judicial, Political and Economic Studies (1961). However, apart from a Buddhist University established in 1954 to provide education for monks, Cambodia had no public institution of higher education until 1960s when the Khmer Royal University was founded. In 1965 this institution became the Royal University and in the same year six more tertiary training institutions were created – the Royal Technical University, the Royal University of Fine Arts, the Royal University of Kompong Cham, the Royal University of Takeo, the Royal University of Agronomic Sciences and the Popular University. These were followed in 1968 by the Royal University of Battambang. As soon as they had come to power in 1975 the Khmer Rouge abolished education, systematically destroying teaching materials, textbooks and publishing houses. Schools and universities were closed and their buildings put to other uses. During this period large numbers of qualified teachers, researchers and technicians either fled the country or died. When the new Cambodian government came to power in 1979 it had to completely reconstruct the entire education system. Pre-school, primary and secondary schools were first to reappear, followed by non-formal education for adults and a network of colleges and universities.
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