Capacity for Development – New Solutions to Old Problems

Fukuda‐Parr, Sakiko; Lopes, C. A.; Malik, Khalid Mahmood

doi:10.1108/emh.2002.13.4.427.3

Cited by 35 publications

(30 citation statements)

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“…Looked at in this perspective, the role of ICT is less clear‐cut, less significant and, most probably, irrelevant. First, what matters are transformation and learning capabilities, which are not necessarily supported by efficiency‐enhancing applications (Fukuda‐Parr et al , 2002).…”

Section: E‐government and The Minimal Statementioning

confidence: 99%

Interpreting e‐government and development

Ciborra

2005

Information Technology &Amp; People

170

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PurposeThe paper aims to show, through the case of Jordan, how e‐government is difficult to implement, given the characteristics of the local administration, the socio‐economic context and the dynamics of the technological infrastructure. It also aims to ascertain more generally whether the marketisation of the state, embedded in e‐government, makes sense as the paramount approach to improve democracy and foster development.Design/methodology/approachDescribes how the Kingdom of Jordan, as a case study of an innovative and extensive application of e‐government ideas and models, provides a paradigmatic example of how ICTs are being introduced in economically less developed countries and identifies the risks of failure in implementation. Based on the empirical evidence provided by the case, examines the more general implications of e‐government and new public management in the transformation of the relationship between the state and citizen.FindingsThe transformation of citizens into customers is problematic, and the correlation between good governance and minimal state with development can hardly be demonstrated historically.Originality/valueThe paper puts forward a new interpretation centred on the newly established link between aid and security. In this light, e‐government appears to be one of the new tools for the rich metropolitan states to govern “at a distance” (through sophisticated methodologies and technologies) the potentially dangerous, weak, borderland states.

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Section: E‐government and The Minimal Statementioning

confidence: 99%

Interpreting e‐government and development

Ciborra

2005

Information Technology &Amp; People

170

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“…Conceptually, the capacity for IDVs to influence GEWE outcomes loosely follows Evan’s (1996) theory of synergistic complementarities and Ostrom’s (1996) notions of coproduction between local civic agents and external technical actors. Theoretically, the relational outcomes such as inspiration, trust, networks, cross-cultural understanding, and interpersonal-skills transfers are critical complements to technical development processes (Fukuda-Parr et al, 2002; Lough, 2016). Likewise, pathways from international volunteer engagement to the end goals such as gender equality depend on achieving intermediary relational outcomes, such as building mediating networks, altering gender norms through interpersonal engagement, and sharing skills through capacity-building interventions (Lough, 2016).…”

Section: A Theoretical Framework For Gender Equality In International Development Volunteeringmentioning

confidence: 99%

International Development Volunteering as Transformational Feminist Practice for Gender Equality

Tiessen

Rao

Lough

2020

Journal of Developing Societies

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International and transnational commitments to gender equality require strategies that tackle root causes and prevailing attitudes that perpetuate disparities. In this article, we examine the role and impact of international development volunteers (IDV) as development actors who are well-placed for feminist transformational change, as they work in transnational spaces to influence, support, or reinforce changes in attitudes and behaviors towards gender equality and women’s empowerment (GEWE). This qualitative study analyses data collected from 45 interviews in three countries (Malawi, Kenya and Uganda) to document partner organization perspectives on relational dynamics emerging from interactions with IDVs. Partner organization staff highlighted several notable positive and negative contributions to GEWE outcomes arising from day-to-day interactions with IDVs. These interactions shaped their understandings of GEWE, enhanced confidence for GEWE programming, and provided exposure to role models who can shape alternative attitudes and behaviors to gender equality. While the study revealed varying degrees of challenges and benefits for partner organizations working with volunteers specifically on gender equality, partner organization staff highlighted contributions made by IDVs to transnational spatial relations, as well as the transformational interactions that shaped these relations. Insights provided by partner country staff members offer subaltern perspectives and rich insights into the contributions of IDVs in gender equality programming and shed new light on the challenges and opportunities for fostering transnational feminist spaces of knowledge sharing, relationship building, and alternative practices.

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“…Capacity development at its core involves change. It is acknowledged that change is a process that takes time (Smith, 2005) and a long-range perspective is vital to allow for transformation to take place (Fukuda-Parr et al , 2012). However, an issue with the current model is that it makes little provision for innovations to be assimilated and new attitudes and practices to be internalised.…”

Section: Expanding the Current Model Of Capacity Developmentmentioning

confidence: 99%

Developing teacher capacity in Cambodia: an expanded model

King

2018

AEDS

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Purpose The purpose of this paper is to explore the issue of how best to develop teacher capacity in Cambodia. Since the 1990s the Ministry of Education, Youth and Sport (MoEYS), with its development partners, has undertaken the tremendous task of rebuilding Cambodia’s shattered education system. Many of the policies and programmes that have been developed hinge on building teacher capacity. This paper investigates the extent to which the capacity of teachers in the schools in this study was developed under the current cascade model favoured by the MoEYS. Design/methodology/approach Using a case study methodology data were collected, primarily, through semi-structured interviews with teachers in three government primary schools located in different geographical areas, and ministry officials and advisors based in these locations. Findings The findings identified that the current cascade model of capacity development, apart from watering down what is taught as it filters along the system, is not developing the requisite capacity of teachers. The findings suggest that the current model limits what constitutes capacity and for whom. Practical implications An expanded model of capacity development is forwarded that includes: school-based training for all teachers on an ongoing basis; incremental training; and regular training for trainers and principals. Originality/value This paper offers valuable insights that contribute to the ongoing discussion of how best to develop teacher capacity in Cambodia. It may also offer insights on developing teacher capacity to those working in similar situations.

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Capacity for Development – New Solutions to Old Problems

Cited by 35 publications

References 0 publications

Interpreting e‐government and development

Interpreting e‐government and development

International Development Volunteering as Transformational Feminist Practice for Gender Equality

Developing teacher capacity in Cambodia: an expanded model

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