This "short video is to be used in training seminars to generate dicussion on the different technologies used in distance education. The video outlines three case studies - one in Mexico, South Africa and Chile which use television, interactive radio instruction and computers as teaching tools to improve the quality of basic education."
Community based behavioural interventions aimed at reducing risky sexual behaviour have yet to be shown to be effective in the developing world. Stepping Stones is a participatory STI (Sexually Transmitted Infection)/HIV prevention workshop programme based on empowerment techniques, which have been adapted to an infertility prevention framework in Gambia. This paper describes a preliminary evaluation in 2 villages where the intervention was carried out compared to 2 control villages. Methods used include: participatory evaluation; in-depth interviews; focus groups discussions; a knowledge, attitudes and practice questionnaire administered to a random sample of 25% of the adult population; and monitoring of condom supply. The structure of the evaluation is based on the themes derived from the qualitative data. The infertility prevention approach made it possible to overcome resistance to discussing the topics of sexual and reproductive health. An atmosphere of trust was created and men were persuaded to participate in the programme as they felt that their own needs were being addressed. Participants enjoyed the programme and found the content relevant. Knowledge of the modes of transmission of HIV and STIs and levels of risk awareness increased. The value of condoms in particular situations was recognised: for sex before marriage, within marriage (when the woman is breast-feeding) and with non-marital partners. Women reported that they would insist on condom use outside marriage and even ask their husbands to use condoms for non-marital sex. Condom monitoring data suggested that condom uptake had increased. It was reported that there was significant increase in dialogue within marriage with the consequence that there were fewer disagreements and incidents of domestic violence. Diffusion of the messages of Stepping Stones appeared to have taken place with non-participants including children.
This chapter shares some reflections on the role of conflict in training for participatory development. In particular, the workshop setting can be viewed as an "outer role model" in which participants can build their skills for subsequent fieldwork. This means dealing with conflicts, including those resulting from gender and racial differences, as an integral part of workshops.
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These guidelines are the result of dedicated work originally in Bangladesh, where this approach was developed, and subsequently in Malawi where it was applied and improved. The document explains the Community-led approach to development (CLA), examines its successes, defines the key principles and goes on to detail the main stages of using this approach to development. It concludes with future challenges. There is a short animated film entitled ‘Citizen-led approach’ that accompanies these guidelines.
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