This draft report gives account of the Save the Children (UK) work on child protection 2001-2002, in the Kotkai afghan refugee camp, Pakistan. The work is described in three phases. In the first phase conventional methods of child protection monitoring were adopted, where outsiders were used. In the second phase a participatory monitoring strategy was introduced, using some PRA (Participatory Rural Appraisal) tools to collect information on the topics given in phase one. In the third phase (from April 2002 and onwards) the participatory Reflect-Action approach was used to monitor the child protection issues. The methodology was used to monitor child protection concerns, and childrenÆs taking a leading role in advocating the protection concerns speeded up the response. The service delivery agencies took immediate actions in almost every concern raised by the children. Lessons learned from the approach are highlighted. Impacts of the Reflect-action approach are detailed in the context of empowerment, change in social behaviour, and capacity building. The processes of the different Reflect-Action circles (focussing around education system, children under stress, school drop outs, disease, water shortage, needs, drug addiction, shelter, and early marriages) are described briefly in separate sections specifying diagrams used for visualisation, e.g. sketches, cause and effect charts, pair-wise ranking, maps, and matrix ranking charts. The implications of scaling up child protection monitoring are discussed and a future strategy for child protection in Pakistan is presented. Three annexes are included which detail the issues identified through the three phases of the project. A brief note describing PRA is also incorporated.
In just two short decades, colleges and universities across the United States (US) have begun to transform themselves from remote ivory towers to neighbourly community citizens as their faculties and students collaborate more and more with groups outside the academy. There are many important questions to ask to help these institutions become the kind of community members that their neighbours want.|This paper reviews some past and current practices in US universities. It explores the challenges of universitiesÆ interactions with the community and asks what role the universities will take. There is discussion on forms of community-university collaboration, such as community service, service learning and community-based research. It goes on to describe the community-university collaboration structures currently in place, for example, single campus centres and metropolitan networks. The paper then considers the future choices that community-university partnerships will make on questions of what to do and æhow big to make it, and the implications of this on partnerships.
The author explores the lessons learnt from the information communication technologies for development (ICT4D) paradigm shift to Web2forDev. ICT4D helped to mainstream ICTs in to development thinking and highlight issues of access and connectivity in the developing world. Whilst ICT4D was mostly driven by technology hype and a narrow approach to how we use the tools, Web 2.00 has a stronger focus on social and decentralised networking. However, key issues remain: access, connectivity, capacity-building, literacy and language. The author argues the need to holistically appropriate, adapt and integrate these technologies in our work.
Classroom observations and participatory learning for action activities : a view to the experiences of girls.
A draft copy of a manual which seeks to address some of the factors causing low attendance, performance and participation of girls at school, by providing a means by which those involved in education can analyse interactions in the classroom, examine how instruction is differentiated by gender and identify gender-bounded attitudes and perceptions that influence learning , opportunities and achievement.
The first part of the manual describes techniques which can be used by teachers and inspectors to observe what takes place in the classroom as a basis for discussion and the second part concerns how Participatory Learning and Action (PLA) activities can build on this.
This paper reflects on Vietnamese-Canadian experiences of promoting participatory development planning in a collaborative university linkage programme. The Canadian-funded Localised Poverty Reduction in Vietnam (LPRV) programme sought to build the capacity of higher education institutions to contribute to participatory poverty reduction through community-based projects and participatory curriculum development. This paper presents the outcome of the authors' collective reflections over the past five years of the LPRV programme.The paper gives an overview of the programme, the strategies used, outputs and scales of impact. It goes on to discuss co-learning and facilitation of participation at two levels, that is, between Canadian and Vietnamese university partners, and between Vietnamese universities and the local community. It lists the achievements of the 15 community-based pilot projects undertaken and concludes with the challenges that arose during the process.