Co-Construction of Knowledge
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Item Research for impact approaches in CLARE: Bridging science and action(International Development Research Centre, 2024) Rawden, Laura; Carter, SuzanneAchieving research impact in the adaption and resilience field requires novel and inclusive approaches that can lead to transformational impact. This working paper provides insight into the methods being used by 19 research projects under the CLARE programme. The approaches mentioned here are not exhaustive but reflect on five broad types of approaches, namely: Co-creation labs, climate risk narratives, visual storytelling, citizen science, and behavioural science and psychology. Specific examples from each project are provided, detailing the problems they are seeking to address, the tools and methods applied as well as the communities and stakeholders they are working with to find joint solutions. Some early results are shared in the form of mini case studies, pointing to the effectiveness of the approaches.Item Reflections on the impact of Mwalimu Nyerere’s vision on adult and non-formal education(2021) Kassam, Yusuf; Hall, Budd LHow does Mwalimu Julius Nyerere’s vision of adult education guide us in planning development in changing times? In this chapter, Dr. Budd Hall and Yusuf Kassam revisit the work, vision, principles and institutional innovations that shaped adult and non-formal education in Tanzania during the 1970s. Writing from their own lived involvement at the Institute of Adult Education, the University of Dar es Salaam and later the International Council for Adult Education, the authors recount the literacy campaigns, radio learning groups and the training of adult educators under Nyerere’s leadership. Such initiatives led to dramatic reductions in illiteracy in the 1970s. Central to Nyerere’s vision was the integration of education into everyday life as a process rooted in socialist development. However, as capital driven priorities have reshaped Tanzania’s development trajectory, the authors ask what remains of this vision. They argue for reinvigorating literacy and adult education as critical tools to address contemporary challenges including climate change and deepening socio-economic inequalities. The preface is written by Budd L. Hall for Reigniting Hope: 50 Years of Adult Education in Tanzania (Dar es Salaam University Press, 2022). Hall opens with the 1976 World Assembly of Adult Education in Dar es Salaam, where Julius Nyerere gave the keynote speech. He describes the book as a celebration of Nyerere’s vision and of the people who put it into practice, and also as a critical look at what has happened to adult education over fifty years. He notes that funding has shrunk, while university enrolment has grown, and he links the future of adult education to a move from a knowledge economy towards knowledge democracy.Item The ILO in participatory research(1980-03-31) Rahman, Md. AnisurItem International perspectives on participatory monitoring and evaluation(Participatory Research in Asia (PRIA), 2009-11-25) Participatory Research in Asia (PRIA)This paper developed by PRIA presents international perspectives on participatory monitoring and evaluation, examining its origin, and analysing the principles, methods, and practices that define it. The historical roots of Participatory Monitoring and Evaluation are traced to the emergence of participatory research which was influenced by practices of adult educators, and critiqued traditional social science methodologies that devalued popular knowledge and perpetuated elite control over knowledge production. The paper contrasts conventional forms of monitoring and evaluation with participatory forms and discusses the objectives and principles of Participatory M&E. It also outlines core steps in developing Participatory monitoring and evaluation, from identifying stakeholders to collecting information, analysis, and using results, and examines some objectives of innovative participatory techniques. Further, four case studies are used to illustrate participatory monitoring and evaluation in practice. The paper concludes by asking some important questions for proper establishment of participatory monitoring processes such as what information is needed, who will collect it, how it will be collected, and how findings will be used.