Theresa Schaller & Ruth Würzle 
Mobile Schools [PDF ebook] 
Pastoralism, Ladders of Learning, Teacher Education

Preface – Why Do We Ask Questions?
Introduction
Part I Daasanach Pastoralists and Education Provision
1. How Do Daasanach Pastoralists Live?
1.1 Homeland Area
1.2 Livelihood
1.3 Social Organisation
1.4 Celebrations
1.5 Indigenous Knowledge
2. Why Is Education Provision for Daasanach Pastoralists Difficult?
2.1 Kenyan Primary Education System
2.2 Ambiguity about Schooling and Education
2.3 Standardised Curriculum
2.4 Language Barrier
2.5 Fixed Schools for Mobile Communities
2.6 Lack of Infrastructure
2.7 Alienation from Traditional Cultural Identity
2.8 Lessons Learned
Personal Notes of the Authors
3. What Are International Approaches to Mobile Education?
3.1 Tent Schools in Iran
3.2 Radio Education in Mongolia
3.3 Quranic Schools in Somalia and Kenya
3.4 Mobile Schools in Kenya
3.5 Lessons Learned
4. What Are the Wishes of Daasanach Pastoralists with Regard to Education?
4.1 Which Form of School Service Is Desired?
4.2 What Should Be Learned at School?
4.3 Who May Attend School?
4.4 What Are the Future Perspectives for Pupils?
4.5 Who Should Teach?
4.6 Lessons Learned
Personal Notes of the Authors
Part II International Cooperation
5. What Is the Pedagogical Perspective on Development?
5.1 Development Education
5.2 Education Should Foster Maturity
5.3 Culture Dependency of Development
5.4 Montessori’s Development Pedagogy
5.5 Lessons Learned
Personal Notes of the Authors
6. What Is the Pedagogical Perspective on Development?
6.1 Changing Concepts and Definitions
6.2 International Cooperation of INES
6.3 Participation and Partnership Approach
Personal Notes of the Authors
7. What Is the Plan of the INES Project?
7.1 Central Issue
7.2 Forces and Actors
7.3 Project Vision and Mission
7.4 Partner Landscape
7.5 Desired Outcome and Progress Markers
7.6 Strategy Map and Tasks
Personal Notes of the Authors Part III Learning System and Teacher Education
8. What Is the System Ladders of Learning About?8.1 Ladders of Learning Come from India
8.2 Mobile School Concept with the System Ladders of Learning
8.3 (De)Construction of Learning Contents
8.4 Support System for Learning and Teaching
8.5 Daily School Schedule
8.6 Prepared Learning Environment
8.7 Monitoring Tools
Personal Notes of the Authors
9. How Do the Learners Start Schooling?
9.1 Relatedness-oriented Background
9.2 Linear Structure of the Ladder of Learning
9.3 Each Milestone Introduces a Different Domain
9.4 Joyful Learning Activities
Personal Notes of the Authors
10. How Do the Learners Acquire Literacy?
10.1 Literacy in the Mother Tongue
10.2 Pastoralist Lifestyle in the Design
10.3 Guidelines for the Learners
10.4 Learning Activities
10.5 Development Process
10.6 Differences and Similarities of the First Two Ladders of Learning
Personal Notes of the Authors
11. How Does INES Develop Ladders of Learning?
11.1 Analysis of the Mathematics Curriculum and Textbooks
11.2 Mathematical Test with Daasanach Children
11.3 Mathematical Field Researches in the Catchment Area
11.4 Development Process of the Mathematics Ladder of Learning
Personal Notes of the Authors
12. How Does INES Empower Mobile Teachers?
12.1 Community Participation
12.2 Becoming a Mobile Teacher
12.3 Preparation Module
12.4 Module 1 – Basics
12.5 Module 2 – Introduction Ladder of Learning
12.6 Module 3 – Start of the Mobile School
12.7 Further Modules – Additional Subject Ladders of Learning
Conclusion
Afterword – What Do We See Now?
Appendix – Photographs and Graphics
Works Cited

Theresa Schaller and Ruth Würzle
both work for AGIAMONDO e.V., Bad Abbach, Germany, as temporary consultants for the development of mobile schools