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Community Education & People Centred Development
(1992-06-27) Ahai, Naihuwo
Although the theme of this conference is "Community Education", this paper will discuss developmental issues for the following reasons: 1. that the primary goal of governments in any country is to achieve a level of improved life style (development) for its people. Education, in whatever form it takes is crucial to the achievement of the country's developmental goal and in a very real sense, the failure of development to benefit the masses is itself a failure of education in meeting the societies developmental needs. Education therefore is an important tool in redirecting development to benefit the measures. 2. that most education systems of Pacific Island Nations have primarily concerned themselves with the production of manpower that engages itself in economic activities geared towards the improvement of the countries overall Gross National Production. Such emphasis on quantitative aspects of development has ignored the qualitative aspects of development. 3. there is a strong need for the redirection of educational goals at the grass root level in line with the peoples needs in development and resource utilisation. These discussions will focus on Papua New Guinea since this in the Pacific country that I am most familiar with but it is hoped that other countries represented at this conference can reflect and draw upon issues relevant to their specific situation.
Training for Participatory Development Programmes: Report of the Training Programmes Conducted by Development Support Centre, Ahmedabad April 1995 to March 1996
(DSC, 1996)
The development paradigm has undergone a considerable shift, over the years. Concepts such as people centred planning, seeing the community as partners in development instead of passive beneficiaries", "sustainable development" are being accepted by development agencies, be it Government or non government. "Participation" has become the key word. There is a realisation that the benefits of development programmes are greatly enhanced in quality when participatory methods are adopted. The appreciation of participatory development approach is more wide spread now than before. However, the knowledge and skill base is not. If more and more agencies are to adopt this approach it is essential that the key functionaries and development workers are given adequate exposure and training.
Second Regional Inter-Professional Dialogue on PD and PR for Social Work Education in Western Region
(1997-07-07) PRIA; MASWE; ASSWI
After the 2nd world war, new independent colonies were waging a lone battle to overcome the destruction caused by the war. It was then that the need was felt for economic development. This resulted in working out increased goods and services and altering distribution systems. Western countries wanted capital for reconstruction while the poor countries wanted socio-economic transformation. Various schools of thought came forward. For Eg. in Rosto approach (non-communist manifesto) growth can take place with minimum Govt. Intervention and benefits will percolate to the lowest rung. On the Indian scenario one witnessed a mixed economy. We were not in favour of absolutely centralised planning, neither were we in favour of too much govt. intervention so we adopted the mid way. During the III plan India had taken 28% foreign aid so the plea was for self reliance. What we need should be produced in our country was the demand. Trade is better than aid was the catch word i.e. for what we take from outside we shall pay for it. Our economy was mixed i.e. centralised planning in some areas and no govt. intervention or capital in others. During emergency we went in for free economy. By 1985 we faced a down hill trend and in 1991 the trend was open economy. Now we are back to capitalist economy. Capital economy has its demerits i.e. pollution, neglect of agriculture, unbalanced regional growth, increase in cash crops etc.

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