Knowledge Democracy and Participatory Research
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Welcome to the Knowledge Democracy and Participatory Research Community. This community serves as a comprehensive repository of resources on participatory approaches, community-based research, and collaborative inquiry methods. Our mission is to foster knowledge sharing and support initiatives that empower communities to contribute to research, ensuring their voices shape the knowledge that impacts their lives.
Explore a wealth of materials, including case studies, policy papers, training guides, and research publications that highlight the practice and principles of participatory research worldwide.
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Item Role of NGOs in Education for All(SOCIETY FOR PARTICIPATORY RESEARCH IN ASIA, 1989-11) Tandon, RajeshOne of the critical issues in implementing any national or global strategy of education for all would be the kind of role that NGOs are called upon to play and end up playing. In the last decade non-governmental organisations have emerged as an important actor in the development arena in most countries of the South. In order to understand the potential of NGOE in playing certain types of roles, we need to also understand the kinds of NGOs that we are talking about in the Asian context, and more particularly South Asian context.Item Community Participation(2000) Tandon, RajeshThe decade of the seventies began to generate a critique of the dominant development paradigm which was practiced in the countries of the North after the second World War and adopted in the newly independent countries of the South in the fifties and the sixties. The experiences of the fifties and the sixties has demonstrated the fundamental weakness of the top-down, GNP-focused, growth-centred strategy of development based on professional expertise and modernising technologies. The critique of this strategy of development was developed from the experiences in a variety of sectors in the countries of the South in general, and in India in particular. The critique was applied to education, social welfare, health, agriculture, etc. With the convening of the 'Health for All by the Year 2000 in the mid seventies the focus of health care delivery shifted from expertise and high technology to what came to be known as primary health care. The cornerstone of this approach of primary health care, according to the declarations of Alma Atal and subsequent reports of a variety of committees and studies, was proclaimed as community participation.Item Report on the Workshop on Community Participation UNICEF 18-21 May 1981(1981-05-18)If UNICEF is to accept realistically, the definition of Community Participation as something that is not merely a part or a component, but the basic framework within which programmes should be developed; and if UNICEF is to accept the implications of the fact that the "beneficiaries" are to be the poorest and least-served, then there has to be a certain amount of re-thinking about the present functioning of UNICEF. We should recognize that we must as an organization develop the will to involve fully, the community in programme development. As we advocate this to Government, we should try to incorporate the will into action within our organization. Some ways of doing this might include shifting emphasis to small and flexible programmes and developing ways of increasing intra-organizational participatory decision-making. An understanding needs to be built up within UNICEF that this very fruitful approach is time-consuming and may result in a considerable drop in expenditure during the initial periode. UNICEF should also be prepared to absorb a sudden rise in funding needs once the process of participation begins, because of an increase in demand from organized groups.Item Contractual Arrangements for Sharing Benefits from Preservation: Joint Management of Wildlife(2001-08-20) Murty, M.N.In the continuum of property rights, there are at one extreme exclusive private property rights (the case of private goods) and at the other extreme no property rights at all (public goods). The natural resources comprise resources belonging to both private and public goods categories, examples of the former are minerals. and fossil fuels, and of the latter are atmosphere and oceans. There are natural resources of an intermediary category which are regarded as common-pool resources or impure public goods possessing the properties of both public and private goods. For example, a preserved forest land provides supply of private goods such as fodder grass and other forest products, and public goods such as recreational services and other amenities.Item An evaluation Sourcebook: In Preparation for the task(0000)Entering into the serious business of evaluating others requires a healthy degree of introspection. The following checklists present two levels of analysis: a) assessing practitioners' strength, and b) assessing organization strength. As a PVO practitioner, you should critically examine. your skills and strengths in relation to those needed for evaluation. An analysis of your agency's resources will help you answer the critical who questions in the evaluation process. We suggest you seriously consider these questions before any decisions are made concerning evaluation design or outside evaluation assistance,Item Participatory Research as an instrument for training - The Youth Development Project in the Coast Region of Tanzania(African Adult Education Association, 1979-07-01) Swantz, Marja-LiisaTraining has been given a high priority in most development programmes. Most training programmes continue to be based on the principle of a transfer of knowledge from the teacher (or trainer) to the student or trainee and consequently most training institutes run on this principle. This paper aims at giving a few practical suggestions for a problem-oriented village-level approach to training. It is based on the experiments gained in a few experimental research projects with University students in Dar es Salaam. A Youth Development Project is given as an example.Item An Exercise in Community Participation: The Pre-School Project and Comments Beyond(Universiti Sains Malaysia, 1980-03) Mohamad, MaznahThis paper discusses the community-based participatory research conducted during the KANITA workshop held in Malaysia in 1980, focusing on the role of community involvement in preschool education. The study highlights gender dynamics, the role of parents and children in early education, and the impact of environmental factors on child development. The research examines the establishment of a preschool program, its challenges, and the community's response to educational initiatives aimed at children, particularly within rural village settings.Item उमरा - साक्षरता के विकास तक(सेवा मन्दिर, 1980) सिंह, मनोहरयह रिपोर्ट सैरलाड़ा पंचायत में 1978-79 के दौरान आयोजित साक्षरता कार्यक्रम का विस्तृत विवरण प्रस्तुत करती है। सेवा मन्दिर द्वारा प्रारंभ किए गए इस कार्यक्रम का उद्देश्य ग्रामीण क्षेत्रों में साक्षरता और शिक्षा को प्रोत्साहित करना था। इसमें स्थानीय युवाओं और अन्य हितधारकों को शामिल करते हुए 150 प्रौढ़ शिक्षा केंद्र स्थापित किए गए, जिनके माध्यम से 4500 लोगों को लाभान्वित करने का लक्ष्य रखा गया। रिपोर्ट में उमरा गांव में सेवा मन्दिर के संपर्क और वहां के सामाजिक-आर्थिक और भौगोलिक परिदृश्य का वर्णन भी शामिल है। इसके अलावा, परियोजना की चुनौतियों, उपलब्धियों और प्रभावों पर भी प्रकाश डाला गया है।Item Community Participation: Lessons from Post-Apartheid South Africa(Routledge, 2006) Williams, John J.This article reviews community participation in post-apartheid South Africa, drawing on research conducted in Cape Town since 1994. It explores the evolution of community participation from resistance during apartheid to contemporary participatory practices. Despite legal provisions in the South African constitution promoting community involvement, the article critiques the superficial implementation of Integrated Development Planning (IDP) programs, which often fail to genuinely empower marginalized communities. The author argues that a more meaningful engagement is required to address the real needs of the local population.Item Design for An Evaluation of the Composite Programme for Women and Preschool Children in Kerala(Government of Kerala and CARE, 1986) Government of Kerala; CAREThe Composite Programme for Women and Preschool Children (CPWP) in Kerala, a joint initiative by the Government of Kerala and CARE, aims to foster self-reliance in child-rearing and community action. This report outlines an evaluation design for the CPWP, emphasizing participatory research methodologies. The evaluation focuses on the program's impact on preschool education, women's empowerment, and health and nutrition outcomes. It highlights the active role of Mahila Samajams in implementing and sustaining the program. Lessons learned are analyzed for broader application, particularly in the context of the GOI's ICDS program.