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Guest editors: Peter Taylor and Jude Fransmann
Ordering information

Summary

This edition looks at the role higher learning institutions play in participation, from teaching to students, improving practice in trained facilitators and providing collaborations with community based organisations. Using examples from a range of projects in Africa, Asia, North and South America, this edition highlights the importance of good teaching in participation and the changing role of learning institutions as they become more involved in societal and community issues. There are also more general articles, Tips for Trainers, and our usual In Touch section, which includes book reviews, events, and e-participation.

Editorial

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THEME SECTION:

LEARNING AND TEACHING PARTICIPATION IN INSTITUTIONS OF HIGHER LEARNING

1. Overview

Peter Taylor and Jude Fransman

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Abstract
Participatory methods are becoming an increasingly important tool in development projects. Institutions that teach and promote participation have, therefore, an important role to play to ensure standards are maintained. The authors give some background to this theme, and a brief summary of all the articles in this edition of PLA notes.

PARTICIPATORY MODES AND PROGRAMMES OF TEACHING AND LEARNING

2. No beginners: teaching participation at the graduate level

Nancy Grudens-Schuck

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Abstract

How do you teach people when they already know a great deal about the subject that you are trying to teach? This is the question the author addresses, drawing heavily on her experience of teaching participation to students who already have a background in using the techniques.

3. The art of facilitating participation: unlearning old habits and learning new ones

Lydia Braakman

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Abstract

Participation is a common component of many development projects, but how do you ensure that the people facilitating the participation are doing a good job? In this article the author reflects on experiences at the Regional Community Forest Training Centre in Thailand, teaching participation to people who often viewed themselves as skilled facilitators.

4. Developing 'soft skills' in higher education

Jürgen Hagmann and Connie Almekinders

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Abstract

When engaging in development work excellent interpersonal skills and an understanding of what people expect from a project are required. These are often referred to as 'soft skills', and are usually missing from the academic teaching that facilitators receive. In this paper, the authors look at two case studies and what can be learnt to improve the teaching of these skills.

5. Teaching:learning participation in social work

Sherry Joseph

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Abstract

In this article the authors relates the experience of teaching participation to students studying social work in India. How participation is taught in both the classroom and the field are discussed, along with factors that facilitate or constrain the learning of participation

6. Learning participation: the case of PROSODE, Peru

Henry Armas

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Abstract

PROSODE (Proyeccion Social del Derecho/ Social Outreach of Law) is a programme at the Catholic University in Peru, that encourages law students to provide information and guidance on legal issues to deprived communities. This article examines the benefits to students by participating in the programme, as well as advantages to poor communities and society in general.

UNIVERSITY-COMMUNITY PARTNERSHIPS

7. Learning and teaching participation in higher education in China

Li Xiaoyun and Li Ou

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Abstract

A background to the use of participatory methods in China, and the level of success that they have been taught to students at the College of Rural Development, with appraisals of the methods by both students and lecturers, and the factors that influence good comprehension of the techniques.

8. Choices in community higher education collaborations

Randy Stoecker

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Abstract

In this paper the author draws on almost 20 years of experience working with American universities on community based projects. Different practices employed by the universities, both past and present, are compared, and how lessons learnt should help shape further collaborations between academic institutions and communities.

9. Learning participation for a human development approach

Carlos Cortez Ruiz

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Abstract

Set within the Chipas State in Southern Mexico, where the Zapatistas movement has been campaigning for social change for the last decade, this article looks at the experiences of a university -community collaboration, in a region with high political awareness, but little state assistance or investment.

LEARNING NETWORKS AND METHODS FOR INSTITUTIONALISING AND MAINSTREAMING LEARNING AND TEACHING PARTICIPATION

10. Co-learning processes in a participatory poverty reduction scheme

Steffanie Scott and Truong Thi Kim Chuyen

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Abstract

Looking at a link-up between Canadian and Vietnamese academic institutions for a Localised Poverty Scheme in Vietnam that is using community based teaching and participation, this paper examines the successes and limitations of this venture, and assesses the project in the broader context of North-South partnerships.

11. Institutionalising partcipation in East African research institutes

Chris Opondo, Ann Stroud, Laura German and Jürgen Hagmann

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Abstract

The African Highlands Initiative is a collaboration between East African research institutes to encourage NGOs and smallholder farmers to develop innovative techniques to improve resource management. To help this they have facilitated participation in these groups, with varying degrees of success. The authors highlight some of the challenges that they faced, and lessons they have learnt.

GENERAL SECTION

12. What are Democs?

Perry Walker

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Abstract

Democs (Deliberate Meetings of Citizens) were developed to make it easier for people to share and express views on important issues. In this article the use of a simple game to encourage conversation and contributions from all participants is described, with instructions on how, why and when to use the game.

13. Participation capacity building in NGOs

Judith Chaumba and Jouwert van Geene

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Abstract

Drawing on the experiences of the National Association for NGOs (NANGO) in Zimbabwe, this paper shows that teaching participation to NGOs not only helps build capacity and improve community ownership of development projects, but increases interaction between groups and their ability to learn from other group's experiences.

Tips for Trainers

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Abstract

In this issue of Tips for Trainers a short extract about the use of role-play in participation taken from the Communication and Power resource pack produced by Reflect. The whys and hows are presented, with an example of role-play in practice in Peru.

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