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This paper explores literature related to the dynamics and methods of strengthening community-based participation in the context of programmes for democratic decentralisation. It specifically examines the merging of two distinct traditions of participation, social/project and political, and looks at the linking of development with the state, and a concept of governance that is accountable to civil society. In so doing, the authors demonstrate the emergence of a new definition of participation as citizenship, and contend that such new forms of citizen participation can best be seen at the local level, where ægrassrootsÆ interact with those of governance and the state. Barriers to citizen participation in local governance are discussed, such as: power relations; no previous history of grassroots/citizen organisations; weak or non-existent participatory skills; lack of will at both central and local government level; the level of participation; and the paucity of financial resources at local level. Ways in which these obstacles can be overcome are subsequently suggested, including participatory planning, citizen education and awareness building, and training and sensitising of local officials. The paper concludes with an illustration of a successful experience of citizen participation (participatory budgeting in Latin America), and a brief discussion of issues for further research.

This paper is part of the series Lessons for change about organisational learning, resulting from a collaboration between ActionAid, DFID, Sida and the Participation Group at the Institute of Development Studies to explore understandings of learning and to document innovative approaches. Today's development talk is full of concepts such as participation, ownership, partnership and accountability; concepts that speak above all to the complex relationships that those who work in aid bureaucracies need to manage. Yet scant opportunity exists within these settings for reflection in and on everyday working practice and its relationship with the ideals that policies profess. In this paper, we describe an experiment in creating these spaces for reflection and learning in such an organisational setting. It narrates the process of establishing and running two participatory learning groups in the Swedish official development agency, Sida: one in the Stockholm headquarters, and one in the Embassy of Sweden in Nairobi. In the work, a hybrid approach to participatory learning was evolved, taking principles from action oriented research methodologies and adapting them to the context of an aid bureaucracy. Through cycles of reflection and action over a period of close to a year, group members explored experiences and ideas, building analyses, alliances and possibilities for action through participatory interaction. Fostering subtle changes through small acts and shifts in thinking, the learning groups helped foster greater reflexivity amongst participants and, with it, a degree of engagement and awareness with the potential for changes at other scales. This paper reports on the way the process developed, and reflects on lessons learnt with potential for wider application.

This special edition of the æcorruption fighter's toolkit presents a diverse collection of youth education experiences mainly from civil society organisations. The common goal of all of the activities described is to strengthen young people's attitudes and demands for accountability, and ultimately to build trust in the government and public sector. Education is central to preventing corruption even clear laws and regulations and well-designed institutions will not be able to prevent corruption unless citizens actively demand accountability from government and institutions. This publication builds on Transparency International's work and looks at how ethics education can be part of broader efforts to improve governance and reduce corruption. The authors argue that within this framework, children must have an appropriate and conducive learning environment that values integrity. This collection of experiences provides ideas for possible approaches to strengthening young people's attitudes and capacity to resist corruption. Its main purpose is to inspire and encourage civil society, helping generate new ideas for anti-corruption education practitioners.