Thematische Bibliographien / Participatory development

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Participatory development“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 9. Juni 2025

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Zeitschriftenartikel zum Thema "Participatory development"

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Connell, Dan. "Participatory Development." Development in Practice 7, no. 3 (August 1997): 248–59. http://dx.doi.org/10.1080/09614529754486.

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Mansuri, Ghazala, and Vijayendra Rao. "Participatory Development Reconsidered." Development Outreach 13, no. 1 (April 2011): 64–69. http://dx.doi.org/10.1596/1020-797x_13_1_64.

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Azariah, Simon. "Participatory system development." Journal of Management in Medicine 13, no. 2 (April 1999): 114–21. http://dx.doi.org/10.1108/02689239910269662.

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Hidayat, Benny, and Anggraini Rasadi. "Disaster-based participatory development planning." E3S Web of Conferences 156 (2020): 01010. http://dx.doi.org/10.1051/e3sconf/202015601010.

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Disasters are a global problem in many countries. Particularly in Indonesia,where has many prone areas to disasters. The perspective of disastermanagement has entered a new paradigm, from previously only focusing onemergency response activities to mitigation and preparedness approaches. Mitigation andpreparedness are carried out when disasters do not occur. Indisaster risk mitigation, it is necessary to involve active communityparticipation, especially in planning for disaster-related development. So far, the communities are mostly only passive object in the development program that only accepts any initiatives of disaster-based development made by thegovernment. The communities need to be placed as active subjectsparticipating in the disaster-related development in their community. Many disaster-based infrastructure developments so far still use the top-downmechanism, namely disaster planning, and management entirely based on the initiation of the government or organization. In Disaster Management Law No.24/2007, it is stated that the community has the right to be actively involved indisaster management efforts in their communities. This paper aims to identifywhat forms of community participation in disaster-based development,especially at the planning stage of infrastructure development activities.
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Okafor, Francis C. "Participatory Development in Rural Nigeria." Canadian Journal of African Studies / Revue Canadienne des Études Africaines 21, no. 2 (1987): 231. http://dx.doi.org/10.2307/484373.

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Ukaga, Okechukwu. "Participatory Evaluation of Sustainable Development." Greener Management International 2001, no. 36 (December 1, 2001): 27–36. http://dx.doi.org/10.9774/gleaf.3062.2001.wi.00005.

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Khakee, Abdul. "Participatory scenarios for sustainable development." Foresight 1, no. 3 (June 1999): 229–40. http://dx.doi.org/10.1108/14636689910802160.

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Pouw, Nicky, Ton Dietz, Adame Bélemvire, Dieneke de Groot, David Millar, Francis Obeng, Wouter Rijneveld, Kees Van der Geest, Zjos Vlaminck, and Fred Zaal. "Participatory Assessment of Development Interventions." American Journal of Evaluation 38, no. 1 (July 9, 2016): 47–59. http://dx.doi.org/10.1177/1098214016641210.

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Koutselini, Mary. "Participatory teacher development at schools." Action Research 6, no. 1 (March 2008): 29–48. http://dx.doi.org/10.1177/1476750307083718.

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Okafor, Francis C. "Participatory Development in Rural Nigeria." Canadian Journal of African Studies / Revue canadienne des études africaines 21, no. 2 (January 1987): 231–37. http://dx.doi.org/10.1080/00083968.1987.10803826.

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Dissertationen zum Thema "Participatory development"

1

Parker, George Gian. "Participatory research in community development." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51869.

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Thesis (MA)--Stellenbosch University, 2000.<br>ENGLISH ABSTRACT: This study focuses on the use of participatory research in community development settings. Participatory research, which is normally referred to by the abbreviation PR, is a relatively new social research methodology that arose out of a general sense of dissatisfaction with the way that traditional research was being conducted in development. Participatory research consists of a large variety of related research methodologies that emphasize participation, social learning and action. Epistemologically it is founded on the metatheories of critical theory and to a lesser extent phenomenology and feminism. It is primarily based on the idea of allowing people to participate as full researchers in their own research process so as to create knowledge about their own social reality with which they can initiate change. By creating their own social knowledge, which they use to address and change their social reality, participants become part of a continuous cycle of analysis - action - reflection. By participating as full co-researchers, participants become part of their own dialogical process of social praxis that allows them to enter into a continuous cycle of social learning, capacity building and conscientisation that gives them an increased sense of empowerment which in turn makes them able to engage in their own selfreliant sustainable development initiatives. Both community development and participatory research are grassroot level development initiatives. They both form part of the people-centered, participatory and social learning process - approaches to development. Both share a commitment to: realizing concrete and abstract goals, a social learning process, participation, empowerment, conscientisation, and sustainability. Both these development initiatives are orientated around operating in small homogenous groups as opposed to working with the whole community. In both participatory research and community development the person from outside the community who is initiating the development is required to fulfil the role of guide, advisor, advocate, enabler, and facilitator. Community development and participatory research share a similar research cycle that consists of the following stages: contact making, formal need identification, planning or analysis, implementation or action, and evaluation or reflection. Both research cycles are also committed to the same objectives namely: creating a community profile and need and problem profile, to draw up strategies to address some of the needs and problems, and to monitor and evaluate the strategies that were implemented. Both community development and participatory research therefore share a number of similarities in their objectives and goals, the most important of which is their shared commitment to development in which participation leads to an increase in social learning, capacity building and conscientisation that in tum results in participants experiencing an increased sense of empowerment which allows them to undertake their own self-reliant, sustainable development initiatives. Consequently this study concludes that participatory research is suitable for and beneficial to the practice of research in community development.<br>AFRIKAANSE OPSOMMING: Hierdie studie fokus op die gebruik van deelnemende navorsing in gemeenskapsontwikkelling. Deelnemende navorsing, wat alom bekend staan as PR, is 'n relatief nuwe sosiale navorsingsmetodologie wat ontstaan het uit "n algemene gevoel van ongelukkigheid met die beoefening van tradisionele navorsing in ontwikkeling. Deelnemende navorsing bestaan uit "n wye verskeidenheid navorsingsmetodologieë wat klem lê op deelneming, sosiale leer en aksie. Epistemologies is dit gebaseer op die metateorieë van kritiese teorie en tot 'n mindere mate fenomenologie en feminisme. Dit is primêr gebaseer op die idee dat mense volledig moet deelneem as navorsers in hulle eie navorsingsproses sodat hulle, hul eie kennis kan skep van hul eie sosiale realiteit waarmee hulle dan sosiale verandering kan meebring. Deelnemers in hierdie proses word deel van "n aaneenlopende kringloop van ontleding-aksie-refleksie. Deur hulle plek vol te staan as navorsers word deelnemers deel van "n proses van eie dialogiese sosiale praxis wat hulle toelaat om deel te hê aan 'n aaneenlopende siklus van sosiale leer, kapasiteitsbou en psigologiese bewuswording wat hulle "n groter gevoel van selfbemagtiging gee wat hulle dan toelaat om hul eie selfonderhoudende ontwikkelingsinitiatiewe te loods. Beide gemeenskapsontwikkeling en deelnemende navorsing vind plaas op grondvlak. Dit vorm altwee deel van die mensegesentreerde, deelnemende en sosiale leerprosesse van ontwikkeling. Beide is gemik op die realisering van konkrete en abstrakte doelstellings, 'n sosiale leerproses, deelname, selfbemagtiging, psigologiese bewuswording, en selfonderhoud. Beide hierdie benaderings tot ontwikkeling geskied in klein homogene groepsverband. In beide deelnemende navorsing en gemeenskapsontwikkeling is dit 'n persoon van buite die gemeenskap wat die proses inisieer en "n rol speel as voog, adviseer, advokaat, daarstelIer en fasiliteerder. Gemeeskapsontwikkeling en deelnemende navorsing deel "n navorsing siklus wat bestaan uit die volgende stadiums: kontak maak, die identifisering van behoefte, beplanning of ontleding, implementering of aksie, en evaluering of samevatting. Beide hierdie ondersoeksiklusse deel die volgende doelstellings, naamlik: die opstel van 'n gemeenskapsprofiel sowel as "n behoefte en probleem profiel, die optrek van "n strategie!:! om behoeftes en probleme aan te spreek, en laastens om die strategie!:! wat geïmplementeer is te monitor en evalueer. Beide gemeenskapsontwikkeling en deelnemende navorsing deel "n verskeidenheid ooreenkomste in terme van hulle doelstellings, waarvan die mees belangrikste 'n gedeelde toewyding tot ontwikkeling is waarin deelname lei tot "n toename in sosiale leer, kapasitieitsbou en psigologiese bewuswording wat tot gevolg het dat deelnemers "n toenemende sin van hulle eie selfbemagtiging kry wat hulle toelaat om hulle eie selfonderhoudende ontwikkelingsaksies te loods. Hierdie studie kom tot die gevolgtrekking dat deelnemende navorsing geskik is en bevorderend is vir die proses van navorsing in gemeenskapsontwikkeling.
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Hwati, Lucky. "Participatory development (PD): NGOs and developmental practice in Zimbabwe." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1015315.

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The rising to prominence of Non- Governmental Organizations (NGOs) as essential partners to development was as a result of a shift in development authority into decentralized governance. Prior to this, the state was the central player in development. At liberation from political colonial control, most African governments adopted a centralized governance system. This meant that even in their drive to eco-socio development the state was the sole and most important driver. As explained by Allen (1995), in order to keep their grip on power, African leaders invented different solutions. Among them was an amplified centralization of its administrative device, or the creation of a centralized bureaucratic organization. Indeed, from 1960, the majority of African leaders banned political competition and instituted one-party regimes under which an ever-expanding bureaucracy was used to distribute resources to political allies, often under the form of membership in administrative positions (Allen, 1995). It was this need to keep a firm grip on power which saw most governments spearheading their own development, with NGOs playing a peripheral role. In the second instance, the state was instrumental in leading development. Throughout Africa, numerous government boards and ministries were created, each with a specific role to play in development (Willis, 2011; Allen, 1995). In the same way, most governments instituted policies and plans, with specific time frames, where certain development targets were supposed to be met. This system was adopted and became more pronounced in countries such as Malawi, Zambia and Zimbabwe.
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Wiens, Marlene. "Zero to One in participatory development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq64988.pdf.

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Ali, Johar. "A critique of participatory development in Pakistan." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:5663.

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This study, a critical analysis of participatory development, was empirically conducted within a participatory development NGO in Pakistan, namely the Sarhad Rural Support Programme (SRSP). It critically analysed participatory development in relation to micro and macro level forces, such as government, bilateral and multilateral donors and local power structures. The study found the ideal of participatory development to be infeasible. The government undermined participatory development by controlling and co-opting the SRSP, which is a government initiated NGO, to perform its dictated functions. The government arranged funds for its activities from its own established fund, backed by bilateral and multilateral donors, namely, Pakistan Poverty Alleviation Fund. Donor agencies impeded participatory development by requiring the SRSP to attain a pre-determined target in a given time. Donors' restrictions prompted the SRSP to follow the quantitative target by sacrificing its documented and idealized participatory development theory. Furthermore, at the micro level, the local power structure not only hijacked the SRSP's activities but also discouraged women and poor men from representing their actual needs. Hence, all these macro and micro-level forces, instead of adopting facilitative structural changes, reinforced each other and co-opted the SRSP for their own inherent objectives. The SRSP's position, constrained by the macro level forces in particular, made it a 'subcontractor' carrying out its activities without following the required process of structural transformation. Furthermore, the study found that participatory development has lost its critical edge over the earlier development theories as a result of by being co-opted by the modernization theories at the theoretical level, and by donors, states and local power structures at the practical level. This co-option, under the neo-liberal agenda, at both levels, reduced it to little more than fashionable lip service.
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Doehne, Bryce A. "Supporting Student Veterans Utilizing Participatory Curriculum Development." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1460681183.

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Acheampong, Eric. "District assemblies and participatory rural development in Ghana." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336434.

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Manoukian, Violeta (Sherab Violeta) Carleton University Dissertation International Affairs. "Participatory development: paradigm shift in theory and practice." Ottawa, 1989.

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Mohana, Malini. "Children's constructions of gender: A participatory project." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30910.

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Studies on the construction of gender have largely focussed on adolescents and young adults in South Africa. This leaves a significant gap in understanding the ways in which gender is constructed and negotiated by younger children. This study, therefore, investigated how younger children narrate and experience their gendered lives, and whether these stories resisted or maintained dominant narratives of gender. Twelve participants between the ages of eight and fourteen participated. The research used participatory action research (PAR) methods. Specifically, Photovoice, journaling, collages and drawing were used to represent the stories and narratives that the participants chose to share. The Photovoice component culminated in a community exhibition which showcased the participants’ photos. In addition, the participants took part in focus groups and individual interviews. The focus group transcripts, individual interview transcripts, collages, photographs, drawings and journal entries were analysed using thematic narrative analysis. The study showed that children construct gender based on contradictory messaging, and exercise defiance of normative gendered constructs within the limits of heteronormative gender identity. Four main narrative themes emerged: Negotiating gendered expression; Normalisation of gendered violence; Subjugating female bodies; Narratives of conformity and resistance. Based on the findings, the recommendation was made to use play as both a means of exploration and education in children’s understanding of gender.
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Singh, Sabina Sharan. "Repoliticising development, the rise of participatory development in the post-fordist context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36082.pdf.

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Duncan, Andrew A. "A Participatory Evaluation of a Development NGO in Nicaragua." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/30782.

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International development has been a central aspect of foreign policy from the â developedâ to the â less-developedâ world for more than fifty years. Despite several trillions of dollars being spent for the ambiguous purpose that is â development,â poverty and suffering have yet to be eliminated. With this being the case, existing institutions and processes that are part of "developmentâ need to be analyzed, and the voices of those who are supposedly being helped, heretofore marginalized, need to be accessed in order to find where the fault lies so that it may be addressed. The present study assessed the opinions of a rural community in Nicaragua being served by a small US-based NGO on issues of development, participation, and healthcare. This was done through interviewing members of the organization and, mainly, through both surveying and interviewing members of the recipient community. Findings show that most of the people in this community very much want to be "developed,â and that they are appreciative of any help that they receive.<br>Master of Science
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Bücher zum Thema "Participatory development"

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Thomas, M. Israel. Participatory technology development. Jodhpur: Scientific Publishers (India), 2012.

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Robert, Strathdee, ed. Participatory development in Kenya. Burlington, VT: Ashgate, 2010.

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William, Cowie, and Canadian Association for the Study of International Development., eds. Participatory development =: Développement participatif. [Ottawa]: University of Ottawa, 2000.

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Dodge, Anne. Participatory training for development: Training development workers. Windhoek, Namibia: Out of Africa Publishers, 1998.

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Picciotto, Robert. Participatory development: Myths and dilemmas. Washington, DC (1818 H St. NW, Washington 20433): World Bank, 1992.

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Kuhn, Berthold. Participatory development in rural India. New Delhi: Radiant Publishers, 1998.

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Campagna, Desirée. Participatory Governance and Cultural Development. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-81648-3.

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United Nations. Economic and Social Commission for Western Asia., ed. Urban governance and participatory development. New York: United Nations, 2000.

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Hill, Dilys M. Human rights and 'participatory development'. London: Commonwealth Secretariat, 1989.

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Khan, Akhter Hameed. A module on participatory development. Islamabad: NRSP- Institute of Rural Management, 2005.

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Buchteile zum Thema "Participatory development"

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Lud, Daniela. "Participatory Development." In Encyclopedia of Sustainable Management, 2559–66. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25984-5_495.

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Lud, Daniela. "Participatory Development." In Encyclopedia of Sustainable Management, 1–7. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-02006-4_495-1.

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Mohan, Giles. "Participatory development." In The Companion to Development Studies, 484–89. 4th ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9780429282348-98.

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Barahona, Carlos. "Participatory Numbers." In Revolutionizing Development, 197–202. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003298632-28.

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Beynon-Davies, Paul. "Participatory Design." In Information Systems Development, 273–81. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14931-5_28.

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Carr, Edward R. "Truly Participatory Development." In Delivering Development, 173–88. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230319974_12.

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Rouwette, Etiënne A. J. A., and L. Alberto Franco. "Participatory scenario development." In Engaged Decision Making, 85–101. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003404200-8.

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Falanga, Roberto. "Participatory Design: Participatory Urban Management." In Encyclopedia of the UN Sustainable Development Goals, 1–9. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-71061-7_7-1.

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Falanga, Roberto. "Participatory Design: Participatory Urban Management." In Encyclopedia of the UN Sustainable Development Goals, 449–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-95717-3_7.

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Wilson, Alexander, and Mark Tewdwr-Jones. "Participation through App Development." In Digital Participatory Planning, 157–75. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003190639-7.

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Konferenzberichte zum Thema "Participatory development"

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Cappello, Nicoletta, Liana Daher, and Dolors Cañabate. "EMBODYING EDUCATIONAL RESEARCH: A PRACTICAL EXPERIENCE WITH PARTICIPATORY METHODS FROM MOVEMENT-BASED PERFORMING ARTS." In 19th International Technology, Education and Development Conference, 1756. IATED, 2025. https://doi.org/10.21125/inted.2025.0524.

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Allen, Rebecca, Brook Batch, Noah Douglas, Alex Nakonechnyi, and Olena Holub. "PARTICIPATORY PEDAGOGY IN AI: A FRAMEWORK FOR STUDENT-CENTERED COURSE DESIGN IN HIGHER EDUCATION." In 19th International Technology, Education and Development Conference, 6823. IATED, 2025. https://doi.org/10.21125/inted.2025.1755.

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Dittrich, Yvonne, Retha De La Harpe, Mikko Korpela, Gertrudes Macueve, Rahel Bekele, and Jens Kaasbøll. "Participation for development." In the 13th Participatory Design Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2662155.2662207.

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Oosterhuis, Kas, and Arwin Hidding. "Participator, A Participatory Urban Design Instrument." In International Conference on the 4th Game Set and Match (GSM4Q-2019). Qatar University Press, 2019. http://dx.doi.org/10.29117/gsm4q.2019.0008.

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A point cloud of reference points forms the programmable basis of a new method of urban and architectural modeling. Points in space from the smallest identifiable units that are informed to communicate with each other to form complex data structures. The data are visualized as spatial voxels [3d pixels] as to represent spaces and volumes that maintain their mutual relationships under varying circumstances. The subsequent steps in the development from point cloud to the multimodal urban strategy are driven by variable local and global parameters. Step by step new and more detailed actors are introduced in the serious design game. Values feeding the voxel units may be fixed, variables based on experience, or randomly generated. The target value may be fixed or kept open. Using lines or curves and groups of points from the original large along the X, Y and Z-axes organized crystalline set of points are selected to form the shape of actual working space. The concept of radical multimodality at the level of the smallest grain requires that at each stage in the design game individual units are addressed as to adopt a unique function during a unique amount of time. Each unit may be a home, a workplace, a workshop, a shop, a lounge area, a school, a garden or just an empty voxel anytime and anywhere in the selected working space. The concept of multimodality [MANIC, K Oosterhuis, 2018] is taken to its extreme as to stimulate the development of diversity over time and in its spatial arrangement. The programmable framework for urban multimodality acknowledges the rise and shine of the new international citizen, who travels the world, lives nowhere and everywhere, inhabits places and spaces for ultrashort, shorter or longer periods of time, lives her/his life as a new nomad [New Babylon, Constant Nieuwenhuys, 1958]. The new nomad lives on her/his own or in groups of like-minded people, effectuated by setting preferences and choices being made via the ubiquitous multimodality app, which organizes the unfolding of her / his life. In the serious design game nomadic life is facilitated by real time activation of a complex set of programmable monads. Playing and further developing the design journey was executed in 4 workshop sessions with different professional stakeholders, architects, engineers, entrepreneurs and project developers.
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Molin-Juustila, Tonja, Kari Kuutti, Johanna Nuojua, Leena Soudunsaari, Antti Juustila, and Helka-Liisa Hentilä. "From technology to activity development." In the 13th Participatory Design Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2661435.2661439.

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De Angeli, Antonella, Silvia Bordin, and María Menéndez Blanco. "Infrastructuring participatory development in information technology." In the 13th Participatory Design Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2661435.2661448.

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Hertzum, Morten, and Jesper Simonsen. "Effects-driven IT development." In the 11th Biennial Participatory Design Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1900441.1900451.

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Kendall, Linus, and Andy Dearden. "Disentangling participatory ICT design in socioeconomic development." In PDC '18: Participatory Design Conference 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3210586.3210596.

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Herrera Martín, José Adolfo, and María Victoria de Montes Delgado. "HOW CAN WE MAKE CITY? PARTICIPATORY STRATEGIES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0617.

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Cetina, Edo. "Fostering Sustainable Rural Development Through Participatory Approaches." In 43rd International Conference on Organizational Science Development. University of Maribor Press, 2024. http://dx.doi.org/10.18690/um.fov.3.2024.15.

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In the last twenty years, local self-governments in rural areas have initiated a transformative process to create appealing living environments capable of satisfying modern human needs while ensuring a high quality of life. With this aim, they are constantly trying to create optimal conditions that would keep the current population, and also attract new people and capital. In order to succeed in this, it is crucial to enable the entire local community to participate in the process of sustainable development, and a community is made of all stakeholders operating in one area, including local self-government. Therefore, when designing a local community development strategy, it is very important to take into account the needs of all local stakeholders in the area.
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Berichte der Organisationen zum Thema "Participatory development"

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Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clarissa.2022.001.

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Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of the worst forms of child labour, requires capacity to work together in novel ways. This Research and Evidence Paper documents how CLARISSA approached capacity development, and what we learnt from our challenges and successes. From the start, the programme incorporated a capacity development strategy resting on self-assessment of a wide range of behavioural and technical competencies that were deemed important for programme implementation, formal training activities, and periodic review of progress through an after-action review (AAR) process. An inventory of capacity development activities that took place during the first year of implementation reveals a wide range of additional, unplanned activities, enabled by the programme’s flexibility and adaptive management strategy. These are organised into eight modalities, according to the individual or collective nature of the activity, and its sequencing – namely, whether capacity development happens prior to, during, or after (from) implementation. We conclude with some reflections on the emergent nature of capacity development. Planning capacity development in an adaptive programme provides a scaffolding in terms of time, resources, and legitimacy that sustains adaptiveness. We also recognise the gaps that remain to be addressed, particularly on scaling up individual learning to collective capabilities, and widening the focus from implementation teams to individuals working at consortium level.
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Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clarissa.2022.001.

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Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of the worst forms of child labour, requires capacity to work together in novel ways. This Research and Evidence Paper documents how CLARISSA approached capacity development, and what we learnt from our challenges and successes. From the start, the programme incorporated a capacity development strategy resting on self-assessment of a wide range of behavioural and technical competencies that were deemed important for programme implementation, formal training activities, and periodic review of progress through an after-action review (AAR) process. An inventory of capacity development activities that took place during the first year of implementation reveals a wide range of additional, unplanned activities, enabled by the programme’s flexibility and adaptive management strategy. These are organised into eight modalities, according to the individual or collective nature of the activity, and its sequencing – namely, whether capacity development happens prior to, during, or after (from) implementation. We conclude with some reflections on the emergent nature of capacity development. Planning capacity development in an adaptive programme provides a scaffolding in terms of time, resources, and legitimacy that sustains adaptiveness. We also recognise the gaps that remain to be addressed, particularly on scaling up individual learning to collective capabilities, and widening the focus from implementation teams to individuals working at consortium level.
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Nuzhat, Samiha, Ruhil Iyer, Adnan Ibne Abdul Qader, and Saief Manzoor-Al-Islam. A Participatory Assessment for Climate-Induced WASH Vulnerabilities in Bangladesh. The Sanitation Learning Hub, Institute of Development Studies, July 2023. http://dx.doi.org/10.19088/slh.2023.013.

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This SLH Learning Brief presents work undertaken by WaterAid Bangladesh and Rupantar in collaboration with the Sanitation Learning Hub (SLH), at the Institute of Development Studies, and the University of Technology Sydney - Institute for Sustainable Futures (UTS-ISF). A sanitation-focused climate lens was added to existing ward vulnerability assessment tools due to the increasing WASH-related climate impacts in the study site. The aim was to understand climate induced impacts on WASH and feed this into programmatic guidance through the preparation of locally-led comprehensive ward development plans. This SLH Learning Brief is intended to provide inspiration to practitioners and WASH experts on how to adapt existing vulnerability assessment tools to integrate climate considerations. This study engaged several stakeholders including climate vulnerable populations, development practitioners, researchers, and local government across Krishnanagar Union under Sathkhira subdistrict, to create evidence-based approaches to address climate induced WASH vulnerabilities in coastal Southwest Bangladesh. This research sought to answer the following questions: 1. What is the current status of WASH facilities in nine wards across in rural southwest Bangladesh? 2. How are climatic conditions impacting water, sanitation and hygiene practices? 3. What actions can be undertaken by various stakeholders to address climate induced WASH problems?
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Wailzer, Magdalena, and Laura Soyer. Co-Developing an impact model for evaluating the societal impact of participatory research approaches. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.547.

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In recent years, an increased focus on societal impact of research unfolding through productive interactions between stakeholders and participatory research processes has been seen. These complex interventions call for more flexible and participatory evaluation processes. This paper sets out to describe the co-creative development of an Impact Model and Reflection Instruments by different stakeholders that make desired and expected societal effects of participatory research visible, and enable a systematic evaluation of these expected changes. The aim of the Impact Model and the (modular) set of Impact Reflection Instruments is first and foremost to support researchers in the planning and evaluation of societal impacts of their participatory research approaches. In addition, we share the design of the co-development phase and reflections that serve as practical guidance for evaluators who aim to apply theory-based models in participatory settings in other contexts. Finally, the Impact Model and Reflection Instruments aim to enable increased comparability across research projects with participatory research approaches.
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Research Institute (IFPRI), International Food Policy. Development of a participatory action research approach for four agricultural carbon projects in east Africa. Washington, DC: International Food Policy Research Institute, 2013. http://dx.doi.org/10.2499/capriwp113.

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Ayallo, Irene. Thesis Review: Evaluating the Impact of Social Change Catalyst on Urban Community Development: A Case Study of LIN Centre for Community Development in Ho Chi Minh City, Vietnam by Chau Doan-Bao. Unitec ePress, June 2018. http://dx.doi.org/10.34074/thes.revw22018.

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In this thesis, the author evaluates the impact of the Listen – Inspire – Nurture (LIN) Center’s model of participatory urban community development in Ho Chi Minh City (HCMC). It evidences how LIN has supported urban not-for-profit organisations (NPOs) to alter their self-perception from ‘charity organisations’ to being part of community development processes. Using a participatory communication approach, LIN has encouraged dialogue with and among stakeholders and provided robust information to the community. Consequently, NPOs have become more confident in their own capacities and have more stable financial support. In addition, the corporate sector has a better understanding of the not-for-profit sector and is making a stronger contribution to the development of NPOs in HCMC. These outcomes contribute to effective and sustainable community development in HCMC.
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Ayallo, Irene. Thesis Review: Evaluating the Impact of Social Change Catalyst on Urban Community Development: A Case Study of LIN Centre for Community Development in Ho Chi Minh City, Vietnam by Chau Doan-Bao. Unitec ePress, June 2018. http://dx.doi.org/10.34074/thes.revw4300.

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In this thesis, the author evaluates the impact of the Listen – Inspire – Nurture (LIN) Center’s model of participatory urban community development in Ho Chi Minh City (HCMC). It evidences how LIN has supported urban not-for-profit organisations (NPOs) to alter their self-perception from ‘charity organisations’ to being part of community development processes. Using a participatory communication approach, LIN has encouraged dialogue with and among stakeholders and provided robust information to the community. Consequently, NPOs have become more confident in their own capacities and have more stable financial support. In addition, the corporate sector has a better understanding of the not-for-profit sector and is making a stronger contribution to the development of NPOs in HCMC. These outcomes contribute to effective and sustainable community development in HCMC.
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Research Institute (IFPRI), International Food Policy. Lapses, infidelities, and creative adaptations: Lessons from evaluation of a participatory market development approach in the Andes. Washington, DC: International Food Policy Research Institute, 2016. http://dx.doi.org/10.2499/9780896292130_13.

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Baldwin, Kate, Dean Karlan, Christopher Udry, and Ernest Appiah. How Political Insiders Lose Out When International Aid Underperforms: Evidence from a Participatory Development Experiment in Ghana. Cambridge, MA: National Bureau of Economic Research, April 2020. http://dx.doi.org/10.3386/w26930.

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Thompson, Stephen, Laurie Spicer, and Kirthi V. Rao. Learning from the AHRC Disability Inclusive Development Networks. Institute of Development Studies, April 2025. https://doi.org/10.19088/ids.2025.019.

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This report details the findings and recommendations associated with an inclusive participatory learning process that was facilitated with disability-inclusive, development-focused research networks funded by the Arts and Humanities Research Council (AHRC). The learning process involved a total of 30 participants and included principal investigators (PIs), partners, and people with disabilities who were part of the networks in various ways. The objective was to explore what had been learned from the networks to inform considerations for future research, both for researchers and funders.
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