Knowledge Democracy and Participatory Research
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Welcome to the Knowledge Democracy and Participatory Research Community. This community serves as a comprehensive repository of resources on participatory approaches, community-based research, and collaborative inquiry methods. Our mission is to foster knowledge sharing and support initiatives that empower communities to contribute to research, ensuring their voices shape the knowledge that impacts their lives.
Explore a wealth of materials, including case studies, policy papers, training guides, and research publications that highlight the practice and principles of participatory research worldwide.
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Item Education for Sustainable Development Appropriate Technology & Environment Protection in the South Pacific(1992-06-29) Randell, ShirleyColleagues in the Asia South Pacific Bureau of Adult Education. It is a pleasure for me to be here at this conference, to be among so many adult educators, to see again people I met recently at Manila and to renew acquaintance with other people I have known for a long time. It is my intention to talk today about environmental adult education, including education for sustainable development and appropriate technology-the trio of interests covered in this conference sub-theme. My discussion will centre on Australian experience in the belief that while the environment is a transnational issue we can all benefit from each other's local experiences in working with it.Item Network as an Instrument for Sterngthening Adult Education Movement(Society for Participatory Research in Asia, 1987-07) Tandon, RajeshThe last decade has been a significant one in modern human history in many ways. A large number of socio-economic and political problems facing humanity have surfaced dramatically: hunger, famine, illiteracy, war, apartheid, ecological degradation, exploitation of women, etc. The response of the World Community to these problems can be categorized in two broad streams. The first, more widespread and resource-packed response has been from the governments of the South and North, and inter-governmental institutions. This response has been largely inadequate in solving any of the above problems, despite backed by massive resources and large delivery mechanisms comprising of administrative frameworks and organizations,. The second response, more humble and sparse, less resourceful and visible, sporadic, interttent, has come from what has broadly come to be called the Non-govern-mental sector and teachers; individuals, groups, small organizations. These are students church and temple inspired philanthropists: grass-roots educators in villages and barrios; voluntary organizations, research and training institutions, individual activists, trade unionists, professionals (lawyers, engineers, doctors, nurses, etc.) a whole range of ordinary people in our countries.Item Logical Framework: Some Basic Principles and Concepts(Little & van de geer, 1998-07-20)Assessment is done by the responsible officer in the office, possibly assisted and supported by technical services and consultants. He/she uses all available information (usually from existing documents). available information on the existing situation is used to build up a picture of the real problems and corresponding objectives. Then a logical framework matrix containing the intervention logic and related information is built up as far as possible and gaps in knowledge and questions about the logic of the intervention or the assumptions are used to determine what additional steps are needed (for instance, questions are written into the terms of reference for study missions). Once the additional information is available the matrix can be completed and tested for logic and coherenceItem Limitations of Monitoring & Evaluation(0000)This paper begins by looking at the aim of the monitoring and evaluation process. It is often difficult to put this process in practice. Various limitations are discussed including the main constraint of developing the right indicators to get a realistic output. The paper is of the view that monitoring must be multi-functional so that information generated at one level is useful in the next. In evaluation, with a good baseline as a reference point, the key is to link effects to causes so that NGOs can assess their contribution to change.Item Participatory Training and Self Development(0000) Acharya, Binoy; Verma, ShaliniOver the last decade or so, training' has become a common activity in development projects. This enthusiasm to train or to build capacities at different levels and amongst different sectors of our society tends to overwrite the fact that the most extensive and far reaching learning has proceeded with no trainers at all or with the trainers involved marginally and from a distance. If learning can take place without training, why is so much energy being put into training in general and participatory training in particular? Before we address this question, perhaps it is appropriate to state that during the last decade, training has become reduced to a pre-planned technique-happy mass of simulations and role plays without any contribution to critical thinking and generation of understanding and awareness. In certain development circles, practitioners opt for training if a programme is not doing well. There are great expectations from training as if knowledge and action are mechanically related.Item Monitoring and Evaluation (M&E) of Development Projects: A Conceptual Framework and The Asian Experience(1993-07-07) Khan, AdilMonitoring and Evaluation (M&E) are important tools in project planning and management. The basis of M&E is distrust with human ability to control and co-ordinate events by one individual or a group of individuals or by a single institution to assure quality and timely implementation of projects and programmes, indicating the need for monitoring; (ii) secondly, it is the distrust with human capacity to foresee entirely the project logic and/or to ensure desirable impacts that indicate the need for evaluation. While the former is mor process orientated, the latter relates to ex-post situations. However, to understand the full implications of monitoring and evaluation, one must also understand the different stages and processes involved in the project cycle. While referring to monitoring and evaluation, this paper mainly talks about ex-post or post-planning monitoring and evaluation and outlines a framework which sees M&E as a stage activity relating to: (i) Input/Output Monitoring (10M) during implementation, (ii) Project Completion Report (PCR) at the time of termination of a project or an activity, (iii) Sustainability Monitoring (SM) during operation and maintenance stage, and (iv) Impact Evaluation (IE) after 4-5 years of completion, operation and maintenance of a project. This four stage M&E activity requires different methodologies and is indispensable for the successful implementation, operation, maintenance and impact of projects and programmes.