Questõesde UFSC sobre Interpretação de texto | Reading comprehension

Text 2

The Living Library

1. From the mid 40's to the 70's, many big cities in Brazil expanded because of internal migrations. During those years, with the intensification of social problems, many nongovernmental organizations were created and many existing Community Centers increased their activities to provide nonformal education for children and adolescents after school hours.

2. The "Living Library" is a two-year project that aims at making the act of reading and writing as an everyday activity for poor children and their teachers. This would mean fewer failures in elementary school and more children learning about their reality and how to change it. These "libraries" are being implanted in Community Centers in charge of children and adolescents living in the poor districts of the peripheral area of the big cities, where huge slums and acute social problems are concentrated. To achieve its objective the Project team provides personal development for the community teachers by preparing them to work with books and reading activities in the context of poverty and deprivation of their institutions. Each library is unique, taking into account the needs and the culture of the community where it is located.

3. Forty-four institutions took part in the selective process. Among those, 10 were chosen to receive the library: two in Brasília and eight in São Paulo. Fourteen community teachers went through a 44 hour training program. The first 10 libraries received 4,000 books directly benefiting 2,500 children and adolescents.

4. The first 10 libraries were implanted and are open to the community. They attend institutions that look after street children from slums in the suburbs, children living in poor houses downtown, children living in shelters, who have no parents or are temporarily separated from them. 

From: <http://www.unesco.org/most/southam7.htm> Access on August 18, 2010. (Adapted)

Text 2

The Living Library

1. From the mid 40's to the 70's, many big cities in Brazil expanded because of internal migrations. During those years, with the intensification of social problems, many nongovernmental organizations were created and many existing Community Centers increased their activities to provide nonformal education for children and adolescents after school hours.

2. The "Living Library" is a two-year project that aims at making the act of reading and writing as an everyday activity for poor children and their teachers. This would mean fewer failures in elementary school and more children learning about their reality and how to change it. These "libraries" are being implanted in Community Centers in charge of children and adolescents living in the poor districts of the peripheral area of the big cities, where huge slums and acute social problems are concentrated. To achieve its objective the Project team provides personal development for the community teachers by preparing them to work with books and reading activities in the context of poverty and deprivation of their institutions. Each library is unique, taking into account the needs and the culture of the community where it is located.

3. Forty-four institutions took part in the selective process. Among those, 10 were chosen to receive the library: two in Brasília and eight in São Paulo. Fourteen community teachers went through a 44 hour training program. The first 10 libraries received 4,000 books directly benefiting 2,500 children and adolescents.

4. The first 10 libraries were implanted and are open to the community. They attend institutions that look after street children from slums in the suburbs, children living in poor houses downtown, children living in shelters, who have no parents or are temporarily separated from them. 

From: <http://www.unesco.org/most/southam7.htm> Access on August 18, 2010. (Adapted)

Text 2

The Living Library

1. From the mid 40's to the 70's, many big cities in Brazil expanded because of internal migrations. During those years, with the intensification of social problems, many nongovernmental organizations were created and many existing Community Centers increased their activities to provide nonformal education for children and adolescents after school hours.

2. The "Living Library" is a two-year project that aims at making the act of reading and writing as an everyday activity for poor children and their teachers. This would mean fewer failures in elementary school and more children learning about their reality and how to change it. These "libraries" are being implanted in Community Centers in charge of children and adolescents living in the poor districts of the peripheral area of the big cities, where huge slums and acute social problems are concentrated. To achieve its objective the Project team provides personal development for the community teachers by preparing them to work with books and reading activities in the context of poverty and deprivation of their institutions. Each library is unique, taking into account the needs and the culture of the community where it is located.

3. Forty-four institutions took part in the selective process. Among those, 10 were chosen to receive the library: two in Brasília and eight in São Paulo. Fourteen community teachers went through a 44 hour training program. The first 10 libraries received 4,000 books directly benefiting 2,500 children and adolescents.

4. The first 10 libraries were implanted and are open to the community. They attend institutions that look after street children from slums in the suburbs, children living in poor houses downtown, children living in shelters, who have no parents or are temporarily separated from them. 

From: <http://www.unesco.org/most/southam7.htm> Access on August 18, 2010. (Adapted)

Text 2

The Living Library

1. From the mid 40's to the 70's, many big cities in Brazil expanded because of internal migrations. During those years, with the intensification of social problems, many nongovernmental organizations were created and many existing Community Centers increased their activities to provide nonformal education for children and adolescents after school hours.

2. The "Living Library" is a two-year project that aims at making the act of reading and writing as an everyday activity for poor children and their teachers. This would mean fewer failures in elementary school and more children learning about their reality and how to change it. These "libraries" are being implanted in Community Centers in charge of children and adolescents living in the poor districts of the peripheral area of the big cities, where huge slums and acute social problems are concentrated. To achieve its objective the Project team provides personal development for the community teachers by preparing them to work with books and reading activities in the context of poverty and deprivation of their institutions. Each library is unique, taking into account the needs and the culture of the community where it is located.

3. Forty-four institutions took part in the selective process. Among those, 10 were chosen to receive the library: two in Brasília and eight in São Paulo. Fourteen community teachers went through a 44 hour training program. The first 10 libraries received 4,000 books directly benefiting 2,500 children and adolescents.

4. The first 10 libraries were implanted and are open to the community. They attend institutions that look after street children from slums in the suburbs, children living in poor houses downtown, children living in shelters, who have no parents or are temporarily separated from them. 

From: <http://www.unesco.org/most/southam7.htm> Access on August 18, 2010. (Adapted)

Text 2

The Living Library

1. From the mid 40's to the 70's, many big cities in Brazil expanded because of internal migrations. During those years, with the intensification of social problems, many nongovernmental organizations were created and many existing Community Centers increased their activities to provide nonformal education for children and adolescents after school hours.

2. The "Living Library" is a two-year project that aims at making the act of reading and writing as an everyday activity for poor children and their teachers. This would mean fewer failures in elementary school and more children learning about their reality and how to change it. These "libraries" are being implanted in Community Centers in charge of children and adolescents living in the poor districts of the peripheral area of the big cities, where huge slums and acute social problems are concentrated. To achieve its objective the Project team provides personal development for the community teachers by preparing them to work with books and reading activities in the context of poverty and deprivation of their institutions. Each library is unique, taking into account the needs and the culture of the community where it is located.

3. Forty-four institutions took part in the selective process. Among those, 10 were chosen to receive the library: two in Brasília and eight in São Paulo. Fourteen community teachers went through a 44 hour training program. The first 10 libraries received 4,000 books directly benefiting 2,500 children and adolescents.

4. The first 10 libraries were implanted and are open to the community. They attend institutions that look after street children from slums in the suburbs, children living in poor houses downtown, children living in shelters, who have no parents or are temporarily separated from them. 

From: <http://www.unesco.org/most/southam7.htm> Access on August 18, 2010. (Adapted)

Text 2

The Living Library

1. From the mid 40's to the 70's, many big cities in Brazil expanded because of internal migrations. During those years, with the intensification of social problems, many nongovernmental organizations were created and many existing Community Centers increased their activities to provide nonformal education for children and adolescents after school hours.

2. The "Living Library" is a two-year project that aims at making the act of reading and writing as an everyday activity for poor children and their teachers. This would mean fewer failures in elementary school and more children learning about their reality and how to change it. These "libraries" are being implanted in Community Centers in charge of children and adolescents living in the poor districts of the peripheral area of the big cities, where huge slums and acute social problems are concentrated. To achieve its objective the Project team provides personal development for the community teachers by preparing them to work with books and reading activities in the context of poverty and deprivation of their institutions. Each library is unique, taking into account the needs and the culture of the community where it is located.

3. Forty-four institutions took part in the selective process. Among those, 10 were chosen to receive the library: two in Brasília and eight in São Paulo. Fourteen community teachers went through a 44 hour training program. The first 10 libraries received 4,000 books directly benefiting 2,500 children and adolescents.

4. The first 10 libraries were implanted and are open to the community. They attend institutions that look after street children from slums in the suburbs, children living in poor houses downtown, children living in shelters, who have no parents or are temporarily separated from them. 

From: <http://www.unesco.org/most/southam7.htm> Access on August 18, 2010. (Adapted)

Text 2

The Living Library

1. From the mid 40's to the 70's, many big cities in Brazil expanded because of internal migrations. During those years, with the intensification of social problems, many nongovernmental organizations were created and many existing Community Centers increased their activities to provide nonformal education for children and adolescents after school hours.

2. The "Living Library" is a two-year project that aims at making the act of reading and writing as an everyday activity for poor children and their teachers. This would mean fewer failures in elementary school and more children learning about their reality and how to change it. These "libraries" are being implanted in Community Centers in charge of children and adolescents living in the poor districts of the peripheral area of the big cities, where huge slums and acute social problems are concentrated. To achieve its objective the Project team provides personal development for the community teachers by preparing them to work with books and reading activities in the context of poverty and deprivation of their institutions. Each library is unique, taking into account the needs and the culture of the community where it is located.

3. Forty-four institutions took part in the selective process. Among those, 10 were chosen to receive the library: two in Brasília and eight in São Paulo. Fourteen community teachers went through a 44 hour training program. The first 10 libraries received 4,000 books directly benefiting 2,500 children and adolescents.

4. The first 10 libraries were implanted and are open to the community. They attend institutions that look after street children from slums in the suburbs, children living in poor houses downtown, children living in shelters, who have no parents or are temporarily separated from them. 

From: <http://www.unesco.org/most/southam7.htm> Access on August 18, 2010. (Adapted)

Text 2

The Living Library

1. From the mid 40's to the 70's, many big cities in Brazil expanded because of internal migrations. During those years, with the intensification of social problems, many nongovernmental organizations were created and many existing Community Centers increased their activities to provide nonformal education for children and adolescents after school hours.

2. The "Living Library" is a two-year project that aims at making the act of reading and writing as an everyday activity for poor children and their teachers. This would mean fewer failures in elementary school and more children learning about their reality and how to change it. These "libraries" are being implanted in Community Centers in charge of children and adolescents living in the poor districts of the peripheral area of the big cities, where huge slums and acute social problems are concentrated. To achieve its objective the Project team provides personal development for the community teachers by preparing them to work with books and reading activities in the context of poverty and deprivation of their institutions. Each library is unique, taking into account the needs and the culture of the community where it is located.

3. Forty-four institutions took part in the selective process. Among those, 10 were chosen to receive the library: two in Brasília and eight in São Paulo. Fourteen community teachers went through a 44 hour training program. The first 10 libraries received 4,000 books directly benefiting 2,500 children and adolescents.

4. The first 10 libraries were implanted and are open to the community. They attend institutions that look after street children from slums in the suburbs, children living in poor houses downtown, children living in shelters, who have no parents or are temporarily separated from them. 

From: <http://www.unesco.org/most/southam7.htm> Access on August 18, 2010. (Adapted)

Text 2

The Living Library

1. From the mid 40's to the 70's, many big cities in Brazil expanded because of internal migrations. During those years, with the intensification of social problems, many nongovernmental organizations were created and many existing Community Centers increased their activities to provide nonformal education for children and adolescents after school hours.

2. The "Living Library" is a two-year project that aims at making the act of reading and writing as an everyday activity for poor children and their teachers. This would mean fewer failures in elementary school and more children learning about their reality and how to change it. These "libraries" are being implanted in Community Centers in charge of children and adolescents living in the poor districts of the peripheral area of the big cities, where huge slums and acute social problems are concentrated. To achieve its objective the Project team provides personal development for the community teachers by preparing them to work with books and reading activities in the context of poverty and deprivation of their institutions. Each library is unique, taking into account the needs and the culture of the community where it is located.

3. Forty-four institutions took part in the selective process. Among those, 10 were chosen to receive the library: two in Brasília and eight in São Paulo. Fourteen community teachers went through a 44 hour training program. The first 10 libraries received 4,000 books directly benefiting 2,500 children and adolescents.

4. The first 10 libraries were implanted and are open to the community. They attend institutions that look after street children from slums in the suburbs, children living in poor houses downtown, children living in shelters, who have no parents or are temporarily separated from them. 

From: <http://www.unesco.org/most/southam7.htm> Access on August 18, 2010. (Adapted)

Text 2

The Living Library

1. From the mid 40's to the 70's, many big cities in Brazil expanded because of internal migrations. During those years, with the intensification of social problems, many nongovernmental organizations were created and many existing Community Centers increased their activities to provide nonformal education for children and adolescents after school hours.

2. The "Living Library" is a two-year project that aims at making the act of reading and writing as an everyday activity for poor children and their teachers. This would mean fewer failures in elementary school and more children learning about their reality and how to change it. These "libraries" are being implanted in Community Centers in charge of children and adolescents living in the poor districts of the peripheral area of the big cities, where huge slums and acute social problems are concentrated. To achieve its objective the Project team provides personal development for the community teachers by preparing them to work with books and reading activities in the context of poverty and deprivation of their institutions. Each library is unique, taking into account the needs and the culture of the community where it is located.

3. Forty-four institutions took part in the selective process. Among those, 10 were chosen to receive the library: two in Brasília and eight in São Paulo. Fourteen community teachers went through a 44 hour training program. The first 10 libraries received 4,000 books directly benefiting 2,500 children and adolescents.

4. The first 10 libraries were implanted and are open to the community. They attend institutions that look after street children from slums in the suburbs, children living in poor houses downtown, children living in shelters, who have no parents or are temporarily separated from them. 

From: <http://www.unesco.org/most/southam7.htm> Access on August 18, 2010. (Adapted)

Text 1

Fighting Poverty and Social Exclusion

Poverty and social exclusion are a major challenge for humanity. According to the Human Development Report 1997, a quarter of the world's population remains in severe poverty, despite the major advances in reducing poverty made during the 20th century. At the same time, social inequality, marginalization and discrimination still exclude many people from full participation in economic, political and cultural life. While poverty and social exclusion represent common problems to policy makers in both poor and rich countries, new initiatives have been developed to combat these problems, initiatives which merit being called "Best Practices".

What are Best Practices? The idea of creating a database for Best Practices is based on the observation that carefully documented case histories can provide excellent guidelines for policy making and planning of new projects. The goal of a database on Best Practices is to present and promote creative, successful and sustainable solutions to social problems arising from poverty and social exclusion in order to build a bridge between experimental solutions, research and policy. 

Best Practices are model projects or policies aimed at improving the quality of life of individuals or groups suffering from poverty or social exclusion. They are typically based on the cooperation between national or local authorities, non-governmental organizations (NGOs) and local communities, the private sector, and academic communities. They include a variety of activities in all parts of the world: 

• In England: “The Big Issue”, a magazine sold by homeless people so they can earn a living and re-integrate into society.

• In India: 4,000 women established the Shri Mahila SEWA Sahakari Bank to provide credit at reasonable rates to self-employed women workers.

• In Brazil: the “Living Library” was created to make reading and writing an everyday activity for poor children to combat high rates of failure at elementary school.

Calling these activities Best Practices is to suggest that they can and should be replicated, that ideas can and should be generated from them, and that they can and should contribute to policy development. 

From: <http://www.unesco.org/most/bphome.htm Access on August 18, 2010. (Adapted)

Text 2

The Living Library

1. From the mid 40's to the 70's, many big cities in Brazil expanded because of internal migrations. During those years, with the intensification of social problems, many nongovernmental organizations were created and many existing Community Centers increased their activities to provide nonformal education for children and adolescents after school hours.

2. The "Living Library" is a two-year project that aims at making the act of reading and writing as an everyday activity for poor children and their teachers. This would mean fewer failures in elementary school and more children learning about their reality and how to change it. These "libraries" are being implanted in Community Centers in charge of children and adolescents living in the poor districts of the peripheral area of the big cities, where huge slums and acute social problems are concentrated. To achieve its objective the Project team provides personal development for the community teachers by preparing them to work with books and reading activities in the context of poverty and deprivation of their institutions. Each library is unique, taking into account the needs and the culture of the community where it is located.

3. Forty-four institutions took part in the selective process. Among those, 10 were chosen to receive the library: two in Brasília and eight in São Paulo. Fourteen community teachers went through a 44 hour training program. The first 10 libraries received 4,000 books directly benefiting 2,500 children and adolescents.

4. The first 10 libraries were implanted and are open to the community. They attend institutions that look after street children from slums in the suburbs, children living in poor houses downtown, children living in shelters, who have no parents or are temporarily separated from them. 

From: <http://www.unesco.org/most/southam7.htm> Access on August 18, 2010. (Adapted)

Text 1

Fighting Poverty and Social Exclusion

Poverty and social exclusion are a major challenge for humanity. According to the Human Development Report 1997, a quarter of the world's population remains in severe poverty, despite the major advances in reducing poverty made during the 20th century. At the same time, social inequality, marginalization and discrimination still exclude many people from full participation in economic, political and cultural life. While poverty and social exclusion represent common problems to policy makers in both poor and rich countries, new initiatives have been developed to combat these problems, initiatives which merit being called "Best Practices".

What are Best Practices? The idea of creating a database for Best Practices is based on the observation that carefully documented case histories can provide excellent guidelines for policy making and planning of new projects. The goal of a database on Best Practices is to present and promote creative, successful and sustainable solutions to social problems arising from poverty and social exclusion in order to build a bridge between experimental solutions, research and policy. 

Best Practices are model projects or policies aimed at improving the quality of life of individuals or groups suffering from poverty or social exclusion. They are typically based on the cooperation between national or local authorities, non-governmental organizations (NGOs) and local communities, the private sector, and academic communities. They include a variety of activities in all parts of the world: 

• In England: “The Big Issue”, a magazine sold by homeless people so they can earn a living and re-integrate into society.

• In India: 4,000 women established the Shri Mahila SEWA Sahakari Bank to provide credit at reasonable rates to self-employed women workers.

• In Brazil: the “Living Library” was created to make reading and writing an everyday activity for poor children to combat high rates of failure at elementary school.

Calling these activities Best Practices is to suggest that they can and should be replicated, that ideas can and should be generated from them, and that they can and should contribute to policy development. 

From: <http://www.unesco.org/most/bphome.htm Access on August 18, 2010. (Adapted)

Text 1

Fighting Poverty and Social Exclusion

Poverty and social exclusion are a major challenge for humanity. According to the Human Development Report 1997, a quarter of the world's population remains in severe poverty, despite the major advances in reducing poverty made during the 20th century. At the same time, social inequality, marginalization and discrimination still exclude many people from full participation in economic, political and cultural life. While poverty and social exclusion represent common problems to policy makers in both poor and rich countries, new initiatives have been developed to combat these problems, initiatives which merit being called "Best Practices".

What are Best Practices? The idea of creating a database for Best Practices is based on the observation that carefully documented case histories can provide excellent guidelines for policy making and planning of new projects. The goal of a database on Best Practices is to present and promote creative, successful and sustainable solutions to social problems arising from poverty and social exclusion in order to build a bridge between experimental solutions, research and policy. 

Best Practices are model projects or policies aimed at improving the quality of life of individuals or groups suffering from poverty or social exclusion. They are typically based on the cooperation between national or local authorities, non-governmental organizations (NGOs) and local communities, the private sector, and academic communities. They include a variety of activities in all parts of the world: 

• In England: “The Big Issue”, a magazine sold by homeless people so they can earn a living and re-integrate into society.

• In India: 4,000 women established the Shri Mahila SEWA Sahakari Bank to provide credit at reasonable rates to self-employed women workers.

• In Brazil: the “Living Library” was created to make reading and writing an everyday activity for poor children to combat high rates of failure at elementary school.

Calling these activities Best Practices is to suggest that they can and should be replicated, that ideas can and should be generated from them, and that they can and should contribute to policy development. 

From: <http://www.unesco.org/most/bphome.htm Access on August 18, 2010. (Adapted)

Text 1

Fighting Poverty and Social Exclusion

Poverty and social exclusion are a major challenge for humanity. According to the Human Development Report 1997, a quarter of the world's population remains in severe poverty, despite the major advances in reducing poverty made during the 20th century. At the same time, social inequality, marginalization and discrimination still exclude many people from full participation in economic, political and cultural life. While poverty and social exclusion represent common problems to policy makers in both poor and rich countries, new initiatives have been developed to combat these problems, initiatives which merit being called "Best Practices".

What are Best Practices? The idea of creating a database for Best Practices is based on the observation that carefully documented case histories can provide excellent guidelines for policy making and planning of new projects. The goal of a database on Best Practices is to present and promote creative, successful and sustainable solutions to social problems arising from poverty and social exclusion in order to build a bridge between experimental solutions, research and policy. 

Best Practices are model projects or policies aimed at improving the quality of life of individuals or groups suffering from poverty or social exclusion. They are typically based on the cooperation between national or local authorities, non-governmental organizations (NGOs) and local communities, the private sector, and academic communities. They include a variety of activities in all parts of the world: 

• In England: “The Big Issue”, a magazine sold by homeless people so they can earn a living and re-integrate into society.

• In India: 4,000 women established the Shri Mahila SEWA Sahakari Bank to provide credit at reasonable rates to self-employed women workers.

• In Brazil: the “Living Library” was created to make reading and writing an everyday activity for poor children to combat high rates of failure at elementary school.

Calling these activities Best Practices is to suggest that they can and should be replicated, that ideas can and should be generated from them, and that they can and should contribute to policy development. 

From: <http://www.unesco.org/most/bphome.htm Access on August 18, 2010. (Adapted)

Text 1

Fighting Poverty and Social Exclusion

Poverty and social exclusion are a major challenge for humanity. According to the Human Development Report 1997, a quarter of the world's population remains in severe poverty, despite the major advances in reducing poverty made during the 20th century. At the same time, social inequality, marginalization and discrimination still exclude many people from full participation in economic, political and cultural life. While poverty and social exclusion represent common problems to policy makers in both poor and rich countries, new initiatives have been developed to combat these problems, initiatives which merit being called "Best Practices".

What are Best Practices? The idea of creating a database for Best Practices is based on the observation that carefully documented case histories can provide excellent guidelines for policy making and planning of new projects. The goal of a database on Best Practices is to present and promote creative, successful and sustainable solutions to social problems arising from poverty and social exclusion in order to build a bridge between experimental solutions, research and policy. 

Best Practices are model projects or policies aimed at improving the quality of life of individuals or groups suffering from poverty or social exclusion. They are typically based on the cooperation between national or local authorities, non-governmental organizations (NGOs) and local communities, the private sector, and academic communities. They include a variety of activities in all parts of the world: 

• In England: “The Big Issue”, a magazine sold by homeless people so they can earn a living and re-integrate into society.

• In India: 4,000 women established the Shri Mahila SEWA Sahakari Bank to provide credit at reasonable rates to self-employed women workers.

• In Brazil: the “Living Library” was created to make reading and writing an everyday activity for poor children to combat high rates of failure at elementary school.

Calling these activities Best Practices is to suggest that they can and should be replicated, that ideas can and should be generated from them, and that they can and should contribute to policy development. 

From: <http://www.unesco.org/most/bphome.htm Access on August 18, 2010. (Adapted)

Text 1

Fighting Poverty and Social Exclusion

Poverty and social exclusion are a major challenge for humanity. According to the Human Development Report 1997, a quarter of the world's population remains in severe poverty, despite the major advances in reducing poverty made during the 20th century. At the same time, social inequality, marginalization and discrimination still exclude many people from full participation in economic, political and cultural life. While poverty and social exclusion represent common problems to policy makers in both poor and rich countries, new initiatives have been developed to combat these problems, initiatives which merit being called "Best Practices".

What are Best Practices? The idea of creating a database for Best Practices is based on the observation that carefully documented case histories can provide excellent guidelines for policy making and planning of new projects. The goal of a database on Best Practices is to present and promote creative, successful and sustainable solutions to social problems arising from poverty and social exclusion in order to build a bridge between experimental solutions, research and policy. 

Best Practices are model projects or policies aimed at improving the quality of life of individuals or groups suffering from poverty or social exclusion. They are typically based on the cooperation between national or local authorities, non-governmental organizations (NGOs) and local communities, the private sector, and academic communities. They include a variety of activities in all parts of the world: 

• In England: “The Big Issue”, a magazine sold by homeless people so they can earn a living and re-integrate into society.

• In India: 4,000 women established the Shri Mahila SEWA Sahakari Bank to provide credit at reasonable rates to self-employed women workers.

• In Brazil: the “Living Library” was created to make reading and writing an everyday activity for poor children to combat high rates of failure at elementary school.

Calling these activities Best Practices is to suggest that they can and should be replicated, that ideas can and should be generated from them, and that they can and should contribute to policy development. 

From: <http://www.unesco.org/most/bphome.htm Access on August 18, 2010. (Adapted)

Text 1

Fighting Poverty and Social Exclusion

Poverty and social exclusion are a major challenge for humanity. According to the Human Development Report 1997, a quarter of the world's population remains in severe poverty, despite the major advances in reducing poverty made during the 20th century. At the same time, social inequality, marginalization and discrimination still exclude many people from full participation in economic, political and cultural life. While poverty and social exclusion represent common problems to policy makers in both poor and rich countries, new initiatives have been developed to combat these problems, initiatives which merit being called "Best Practices".

What are Best Practices? The idea of creating a database for Best Practices is based on the observation that carefully documented case histories can provide excellent guidelines for policy making and planning of new projects. The goal of a database on Best Practices is to present and promote creative, successful and sustainable solutions to social problems arising from poverty and social exclusion in order to build a bridge between experimental solutions, research and policy. 

Best Practices are model projects or policies aimed at improving the quality of life of individuals or groups suffering from poverty or social exclusion. They are typically based on the cooperation between national or local authorities, non-governmental organizations (NGOs) and local communities, the private sector, and academic communities. They include a variety of activities in all parts of the world: 

• In England: “The Big Issue”, a magazine sold by homeless people so they can earn a living and re-integrate into society.

• In India: 4,000 women established the Shri Mahila SEWA Sahakari Bank to provide credit at reasonable rates to self-employed women workers.

• In Brazil: the “Living Library” was created to make reading and writing an everyday activity for poor children to combat high rates of failure at elementary school.

Calling these activities Best Practices is to suggest that they can and should be replicated, that ideas can and should be generated from them, and that they can and should contribute to policy development. 

From: <http://www.unesco.org/most/bphome.htm Access on August 18, 2010. (Adapted)

Text 1

Fighting Poverty and Social Exclusion

Poverty and social exclusion are a major challenge for humanity. According to the Human Development Report 1997, a quarter of the world's population remains in severe poverty, despite the major advances in reducing poverty made during the 20th century. At the same time, social inequality, marginalization and discrimination still exclude many people from full participation in economic, political and cultural life. While poverty and social exclusion represent common problems to policy makers in both poor and rich countries, new initiatives have been developed to combat these problems, initiatives which merit being called "Best Practices".

What are Best Practices? The idea of creating a database for Best Practices is based on the observation that carefully documented case histories can provide excellent guidelines for policy making and planning of new projects. The goal of a database on Best Practices is to present and promote creative, successful and sustainable solutions to social problems arising from poverty and social exclusion in order to build a bridge between experimental solutions, research and policy. 

Best Practices are model projects or policies aimed at improving the quality of life of individuals or groups suffering from poverty or social exclusion. They are typically based on the cooperation between national or local authorities, non-governmental organizations (NGOs) and local communities, the private sector, and academic communities. They include a variety of activities in all parts of the world: 

• In England: “The Big Issue”, a magazine sold by homeless people so they can earn a living and re-integrate into society.

• In India: 4,000 women established the Shri Mahila SEWA Sahakari Bank to provide credit at reasonable rates to self-employed women workers.

• In Brazil: the “Living Library” was created to make reading and writing an everyday activity for poor children to combat high rates of failure at elementary school.

Calling these activities Best Practices is to suggest that they can and should be replicated, that ideas can and should be generated from them, and that they can and should contribute to policy development. 

From: <http://www.unesco.org/most/bphome.htm Access on August 18, 2010. (Adapted)

Text 1

Fighting Poverty and Social Exclusion

Poverty and social exclusion are a major challenge for humanity. According to the Human Development Report 1997, a quarter of the world's population remains in severe poverty, despite the major advances in reducing poverty made during the 20th century. At the same time, social inequality, marginalization and discrimination still exclude many people from full participation in economic, political and cultural life. While poverty and social exclusion represent common problems to policy makers in both poor and rich countries, new initiatives have been developed to combat these problems, initiatives which merit being called "Best Practices".

What are Best Practices? The idea of creating a database for Best Practices is based on the observation that carefully documented case histories can provide excellent guidelines for policy making and planning of new projects. The goal of a database on Best Practices is to present and promote creative, successful and sustainable solutions to social problems arising from poverty and social exclusion in order to build a bridge between experimental solutions, research and policy. 

Best Practices are model projects or policies aimed at improving the quality of life of individuals or groups suffering from poverty or social exclusion. They are typically based on the cooperation between national or local authorities, non-governmental organizations (NGOs) and local communities, the private sector, and academic communities. They include a variety of activities in all parts of the world: 

• In England: “The Big Issue”, a magazine sold by homeless people so they can earn a living and re-integrate into society.

• In India: 4,000 women established the Shri Mahila SEWA Sahakari Bank to provide credit at reasonable rates to self-employed women workers.

• In Brazil: the “Living Library” was created to make reading and writing an everyday activity for poor children to combat high rates of failure at elementary school.

Calling these activities Best Practices is to suggest that they can and should be replicated, that ideas can and should be generated from them, and that they can and should contribute to policy development. 

From: <http://www.unesco.org/most/bphome.htm Access on August 18, 2010. (Adapted)