This article begins with a brief discussion of the links between the concepts of participation and social exclusion. Brief histories of three government programmes in the United States which have attempted to use participation to address poverty and social exclusion are then given. Themes emerging from these histories are outlined and their possible relevance for the South, as participation is increasingly used as an institutonalised strategy for addressing poverty.
Minutes of a workshop discussing PPAs. The participants shared experiences from Ghana, Egypt, Tanzania, Uganda, India, Colombia and Mozambique
Influencing Policy through participatory poverty assessments : a theoretical and practical overview on a changing process
Overview of the history of PPAs in social policy analysis, this introduction identifies how PPAs have differed from conventional approaches to poverty analysis and the new understandings that PPAs are contributing to the study of povery related issues. PPAs are discussed as part of the growing family of participatory approaches and details are given of their basic components.
In collaboration with Shinyanga Regional government, UNDP is funding a pilot project on decentralised poverty eradication initiatives, as part of its programme support for Tanzania (1997 - 2002). This document reports on a participatory poverty assessment (PPA) carried out in eight villages in phase I of the project. The PPA went one stage further than earlier PPAs in sub-Sahara Africa in that it sought not only to enrich poverty profiles with local understanding but also to build in as a central component, action-oriented research and planning. An attempt was also made to make the PPA a locally owned activity and capacity building process. An overview of the process methodology is provided, a brief account of the findings and also a review of the impact to date of the whole Shinyanga Human Development Report process at village and government level.
This volume of the Gatekeeper series from the International Institute for Environment and Development (IIED) looks at the economic education efforts of Highlander Research and Education Centre (Tennessee, USA) in Appalachia and its role in promoting community development. It gives a background to social problems in Appalachia and describes the Highlander project. The project concentrated on three rural communities (Dungannon, Virginia; Jelico, Tennessee; and Ivanhoe, Virginia) and was oriented towards helping communities gain knowledge necessary for local development. Community groups were offered technical and educational support for grassroots economic leadership development through a participatory process where the community could assess their own situation, and define and implement strategies for themselves. Part of the participatory methodology were oral history, community surveys, community mapping and drawings, decision-maker interviews, videos and readings, brainstorming and feasibility studies, and cultural components. Finally the outcomes of the project are examined.
In spite of children and young people being involved in many aspects of community life, social policy in the UK often neglects their interests. This book argues that contrary to conventional adult wisdom children and young people are competent to take part in collective decision making and that it is essential that they do so. Practical examples from Save the Children's work are provided to show ways in which children and young people can be encouraged to participate and have a real say in how things are done.
The video "draws out the key lessons of education reform in South Korea. The education system helped the nation achieve economic growth and make great strides in alleviating poverty. It is useful in training sessions with policymakers worldwide."