Can bilateral programmes become learning organisations? Experiences from institutionalising participation in Keiyo Marakwet in Kenya

Musyoki, Samuel

doi:10.1080/0961450220149735

Cited by 3 publications

(2 citation statements)

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“…Transparency regarding all aspects of the programme and policy is a non-negotiable pre-condition for participation. Finally, in any process that claims to be participatory, the balancing of power structures is often the most difficult to achieve particularly in a development context composed of donors, international agencies, and government bodies as well as the representatives of civil society and organisations (Musyoki, 2002). One of the ways to work towards this is to create a forum for discussion that is not led by any of the official partners and where the voices of the most vulnerable partners can be heard.…”

Section: Moving Towards a Participatory Process For Defining Policy: ...mentioning

confidence: 99%

“…In the case of education for instance, the major problem for participation is the lack of power of parents in relation to teachers and education authorities (Khan, 2003). The other pitfall is the disempowerment of those previously in power, which can also contribute to the failure of the programme (Musyoki, 2002). The links between empowerment of persons and communities and a participatory approach to action are undeniable for the reasons described above.…”

Section: Empowerment Of Whom?mentioning

confidence: 99%

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Participatory Development: A Sustainable Approach for Reducing Inequality and Fighting Poverty? The Example of Disability Policies in Afghanistan

Bakhshi¹,

Trani²

2019

The Capability Approach, Empowerment and Participation

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International development efforts have increasingly been criticised for failing to take into consideration the voices of the most vulnerable groups within a given context. Despite well-intended claims of international frameworks and actors, ownership and empowerment have been misused and misrepresented in development theory and practice. At the theoretical level, the concept of empowerment is often not viewed in terms of challenging the power dynamics. As a consequence, in practice, the absence of well-defined principles to operationalize participation and to trigger a real change in fragile contexts has affected progress towards improving the lives of aid 'recipients' and poses serious threats to sustainability of programmes. These persistent impediments have also considerably hindered national policies in fragile and conflict-affected contexts such as Afghanistan.Taking the example of a decade of disability policies in the country, the present chapter puts forward strong arguments for involving the 'recipients of aid' at all phases of the planning and implementation process to avoid waste of resources and poor impact. In order to move beyond viewing empowerment mainly as a consultation and communication issue there is an urgent need for mechanisms of transfer of power and enhancement of agency.

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Section: Moving Towards a Participatory Process For Defining Policy: ...mentioning

confidence: 99%

Section: Empowerment Of Whom?mentioning

confidence: 99%

Participatory Development: A Sustainable Approach for Reducing Inequality and Fighting Poverty? The Example of Disability Policies in Afghanistan

Bakhshi¹,

Trani²

2019

The Capability Approach, Empowerment and Participation

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Comparative and International Education: A Bibliography (2002)

Raby¹

2003

Comparative Education Review

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Towards increased relevance: context-adapted models of the learning organization

Örtenblad¹

2015

The Learning Organization

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Purpose – The purposes of this paper are to take a closer look at the relevance of the idea of the learning organization for organizations in different generalized organizational contexts; to open up for the existence of multiple, context-adapted models of the learning organization; and to suggest a number of such models. Design/methodology/approach – The suggested context-adapted models are deduced from works arguing that not all aspects of the idea of the learning organization should be adopted by organizations in some certain generalized organizational contexts. Findings – The idea of the learning organization needs to be reformulated, to some extent, to become fully relevant for public organizations, safety organizations, human service organizations and knowledge-intensive organizations. Research limitations/implications – To achieve a more inclusive contingency model than presented in this article, there is a need for further research examining the (full) relevance of the original learning organizational model for organizations in various certain generalized organizational contexts. Practical implications – Organizational actors could use one of the suggested context-adapted models fitting their particular organizational context as a starting point when considering adopting the learning organization. Social implications – Several adaptations suggested originate in social concerns. Originality/value – In contrast to most previous works on the learning organization, this paper adds to the existing literature by proposing several context-adapted models of the learning organization.

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Can bilateral programmes become learning organisations? Experiences from institutionalising participation in Keiyo Marakwet in Kenya

Cited by 3 publications

References 1 publication

Participatory Development: A Sustainable Approach for Reducing Inequality and Fighting Poverty? The Example of Disability Policies in Afghanistan

Participatory Development: A Sustainable Approach for Reducing Inequality and Fighting Poverty? The Example of Disability Policies in Afghanistan

Comparative and International Education: A Bibliography (2002)

Towards increased relevance: context-adapted models of the learning organization

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