Resources

Participatory approaches in development were introduced in China at the end of 1980s along with its open to the outside policy, but it has only been in recent years that participation has been recognised as an important means to improve the quality of development projects. This paper reflects on the lessons learnt by, and the opportunities and challenges facing institutions of higher education in China as they attempt to institutionalise participatory frameworks, approaches and methodologies.|The paper discusses an initiative of the Centre for Integrated Agricultural Development based at China Agricultural University. It begins with a brief history of participatory approaches in China and then goes on to describe the development of the programme. The paper also outlines the progress so far, lessons learned and the challenges faced in this field from the rapid changes in urban, and especially rural development in China

This paper presents reflections on an experience of university-society engagement in rural areas of Chiapas State in South Mexico. This area is characterised by problems such as poverty, ecological degradation, and social conflict. The author analyses some of problems in creating models and methods to establish links between the university and social groups at the local and regional level, specifically in the poorest, and most isolated areas. The reflection is based on the experience of a programme at the Universidad Aut¾noma Metropolitana (UAM), called the Interdisciplinary Research Programme on "Human Development in Chiapas" (Programa de Investigaci¾n Interdiscilinario "Desarrollo humano en Chiapas") in which teachers and students from different fields (social sciences, biological sciences, design) work with communities, social organisations and non governmental organizations on for example, local health models, sustainable production, technologies and public policy evaluation. As well as detailing the strategies developed within this programme to work with local organisations and communities, the paper also discusses the establishment and nature of relationships with local groups. It gives examples of learning participation in social health systems, agro-ecological production and designing appropriate technology.

The African Highlands Initiative (AHI) based in Kampala, Kenya, was started in 1995 to address complex livelihoods and integrated natural resources management issues. AHI set out to develop participatory research methodologies and integrated, systems approaches as ways of implementing research and development processes. The work aims to empower smallholder farmers, foster innovative development, and positively influence practices used by research and development organisations. This work was collaborative involving national agricultural research institutions from Kenya, Uganda, Tanzania, Ethiopia and Madagascar, agricultural extension personnel, and a number of local Kenyan NGOs. The paper discusses the barriers encountered during the process, such as, the elite status encouraged in university graduates, the development of the learning approach to participatory research methodologies and concludes with challenges for the future.

Volume 1 of the proceedings from the 1990 First World Congress on Action Research and Process Management covers workshops and papers related to Action Learning, Action Research and Process Management Theory and Praxis Frameworks. Volume 2 includes papers that describe case studies and experiences of the application of Action Learning, Action Research and Process Management. Part 1 of this book concentrates on Action Learning and Research with papers on experimental learning, teaching action research and putting praxis into action, with applications in networking, postmerger integration, graduate management research programmes education, and academic management. One paper also discusses the legitimisation and implementation of action learning and research in the future. The second part of the book focuses around process management with papers on information transfer within agricultural systems, training and development, organisational effectiveness and structure, and the analyses general constraints and benefits of process management.

This research project explores how visual means could be used to improve communication amongst children and between children and adults in the primary school. Drawing on a methodology known as PRA (Participatory Rural Appraisal), the project encouraged children and teachers in three Norfolk primary schools to experiment with visual ways of enhancing communication, participation and decision-making within school council meetings. A research team from University of East Anglia worked in collaboration with teachers involved with the school councils in Hillside Avenue Primary School, Poringland Primary School and Tuckswood Community First School. The first phase of the project involved observation and documentation of current forms of communication and participation within the school and class councils.
Based on findings from phase one, PRA methods were adapted and new visual strategies were invented to facilitate discussion and decision making. In phase two the methods were implemented and discussed in workshops. Part one of the present report gives a critical account of the project. Part two is a guide for teachers in visual strategies for class and school councils, it looks at: visual approaches for generating new ideas for discussion (time lines, drawing, mapping, institutional diagramming and transect walks); ordering, ranking and prioritising issues, agenda items, problems or solutions (card sorting, voting with beans or counters); decision making tools (preference and matrix ranking); visual approach to agenda presentation and minute talking and elections; how visual strategies compare.

Much time and money is devoted to training - but courses do not always produce the outcomes desired. As a result, many training organisations need to rethink the way they plan, design, deliver and evaluate their courses. This book, based on the experiences of VSO and other development aid organisations and research institutions, shows teacher trainers, development trainers and course developers how to design training courses by actively involving potential course participants and stakeholders. The author aims to enable users of this book to provide leadership, training and coaching in all aspects of the participatory curriculum development process, leading to the design, implementation and evaluation of more effective training programmes. The guide contains step-by-step advice on how to analyse situations and training needs; develop curriculum outlines and frameworks; plan and develop detailed curricula; develop and refine participatory curriculum development evaluation systems; and maintain a participatory curriculum development process. It is written in an easily accessible language with illustrations and gives examples of practical exercises.

This book focuses on eight UK-based international NGOs engaged in rural development interventions in Ethiopia. The author investigates their attempts to employ participatory monitoring and evaluation systems as a means of assessing, and thereby strengthening, local participation and, indirectly, accountability and institutional learning. Looking at the perceptions and practices of staff in head offices (Addis Ababa) and field offices of local participation and monitoring and evaluation, the study finds that perceptions vary considerably and are influenced by hierarchical levels within the institutions and/ or individual interests and expectations. Exploring the differences between these expectations and the realities in practice, the book highlights that participation is predominantly implemented from a æmeans orientedÆ perspective in this context. The research for the book originated as a DPhil thesis at the Institute of Development Studies, UK. The chapters progress from an introduction and research methodology section, to five analytical chapters titled æperceptions and practices of participation: a focus on local womenÆ; ÆINGO monitoring and evaluation frameworksÆ; æINGO assessment of local participation in monitoring and evaluationÆ; æthe institutionalisation of participatory monitoring and evaluationÆ; and æcreating the space for changeÆ.